Kindergarten - Gateway 2
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Usability
Gateway 2 - Meets Expectations | 100% |
|---|---|
Criterion 2.1: Guidance for Implementation | 14 / 14 |
Criterion 2.2: Student Supports | 4 / 4 |
Criterion 2.3: Intentional Design |
The materials provide a well-defined teacher resource for content presentation, including a Table of Contents sectioned by Unit, Lesson, and Appendix. There are three teacher guides provided for the Countdown materials. The online materials in the Supply Room contain additional resources and instructional materials for teachers to utilize. The Countdown materials provide detailed examples of the foundational skill concepts for the teacher within the Teacher Guide lesson plans, Appendices, and Supply Room resources. The materials include a research-based lesson plan design that provides whole group and small group instructional minutes that support practice to mastery. Lesson pacing is designed to be completed within a year. The materials provide an alignment document for formative and summative assessments and an extensive alignment document for all foundational skills tasks.
The materials provide support for multilingual learners through instructional videos, an alternative scope and sequence, crosslinguistic lessons, and recommendations and tips for using, accommodating, and delivering curriculum components. General statements regarding MLL learners and instructional strategies or supports can be found in the Unit Planners and the Introduction and Appendices of the Teacher Guides; however, resources are limited to Spanish-speaking students. There are missed opportunities for MLL resources in other languages. The materials provide guidance to the teacher for scaffolding and adapting lessons found in the Supply Room and in the Teacher Guides, with supports embedded within the lessons or in the margins. The Teacher Guide contains a Differentiation Option that includes information for scaffolding and adapting lessons to support students who read, write, speak, or listen below grade level.
The materials include twenty-eight decodable passages, which are utilized throughout the units. Several characters are animals; however, there is more reference to male animals or characters than females. There are some non-discrepant animals that do not reference gender or use pronouns. With the exception of reference to male or female pronouns, references to characters’ gender, culture, ethnicity, linguistic background, or other distinct characteristics are absent. The materials include a Spanish Supports Scope and Sequence, which provides cross-linguistic referencing between English and Spanish. A Cross-linguistic Alphabet Letter Cards User Guide is also provided, which contains cognates that list shared and unshared graphemes and phonemes between English and Spanish; however, additional guidance on how to draw upon students’ home language other than Spanish is absent from the program. In addition, the materials do not include resources for students who speak a dialect different than Standard classroom English. It is important to note that the English Language Teacher Supports Guide states, “We will be periodically adding more languages throughout the school year.”
The materials integrate technology with interactive tools. Materials include presentation tools for daily lessons. Materials also include digital resources for students to review articulation and phoneme motions. Materials include a tool called the Letter-Sound Generator that can be customized to meet the needs of specific students. The materials also contain digital technology and interactive tools such as data collection tools, which can be found online through the Supply Room, Grouping Matrix, and Reading Playground. Students can use interactive resources on the Reading Playground or through daily lessons presented by the teacher. The materials contain clear and consistent formats that do not distract focus from the intended objective or concept. The predictable layout of teacher materials occurs within lessons and across each unit. Each book contains an overview, scope and sequence, unit planners, and appendices. The organization of each unit and lesson supports student understanding of topics, text, and/or concepts. The teacher presentation slides are colorful and relay information supporting students’ skill practice. The materials include a Supply Room with teacher guidance for the use of embedded technology.
Criterion 2.1: Guidance for Implementation
Materials are accompanied by information that provides the teacher with guidance for implementation of daily lessons and information to enhance teacher knowledge of foundational skills.
The materials provide a well-defined teacher resource for content presentation, including a Table of Contents sectioned by Unit, Lesson, and Appendix. There are three teacher guides provided for the Countdown materials. The online materials in the Supply Room contain additional resources and instructional materials for teachers to utilize. The Countdown materials provide detailed examples of the foundational skill concepts for the teacher within the Teacher Guide lesson plans, Appendices, and Supply Room resources. The materials include a research-based lesson plan design that provides whole group and small group instructional minutes that support practice to mastery. Lesson pacing is designed to be completed within a year. The lesson plan design consistently follows an I Do, We Do, You Do lesson structure. The planner for each unit follows a structured weekly routine and indicates the amount of time for explicit instruction, practice to mastery, small group instruction, and independent practice. The materials provide an alignment document for formative and summative assessments and an extensive alignment document for all foundational skills tasks.
Indicator 2a
Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students' literacy development.
The materials provide a well-defined teacher resource for content presentation, including a Table of Contents sectioned by Unit, Lesson, and Appendix. There are three teacher guides provided for the Countdown materials. The Introductory and Appendix sections are well organized to display the content for easy navigation. In addition, each unit begins with a Unit Planner that outlines the parts of the lesson, time limits, instructional resources, and more. The Introduction, Appendix, and Lesson materials provide detailed information and instructional routines that help teachers implement all foundational skills content effectively. The online materials in the Supply Room contain additional resources and instructional materials for teachers to utilize.
Materials provide a well-defined, teacher resource for content presentation. Examples include, but are not limited to, the following:
Each Countdown Teacher Guide includes a table of contents that displays information by unit and lesson and a location for the Introduction and Appendix. The manual also provides tabs for each Unit and the Appendix for easy transition to the parts of the manual that are needed.
In the Countdown Teacher Guide, Book 1, the Unit 1 Planner provides a weekly overview of the concepts that will be taught that week in Direct Instruction, Practice to Mastery, Small Group Instruction, and Independent Practice. Instruction is outlined for each day of the week and includes the lesson to be taught, the page numbers, the handwriting skills to cover in direct instruction, resources for ELs, and descriptions of activities. This occurs in each book and each unit.
In the Countdown Teacher Guide, Countdown Planner, Unit 4, there is a five-day lesson plan with time frames for lessons. It is outlined with each component of the unit for each day, including which skill is being taught.
In Countdown Online, Heart Word Magic, the Countdown Heart Words by Unit resource outlines the Heart Words (high-frequency words) in the Countdown Program.
The teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content (i.e., alphabetic knowledge, phonemic awareness, phonics, irregularly spelled words, word analysis). Examples include, but are not limited to, the following:
In the Countdown Teacher Guide, Book 1, Unit 2, Lesson 1, the activity Peel that Sound contains a description for the teacher. The description states, “This activity consists of three rounds. During the first round, the teacher pronounces the imaged word, starting with the isolated beginning sound, and the students repeat. During the second round, the teacher pronounces just the isolated beginning sound of each word, and the students give the name of the image. During the third round, the teacher names the image, and students say the isolated beginning sound.” This activity is found throughout the program.
In the Countdown Teacher Guide, Book 2, Unit 9, Lesson 2, in the activity Stretch Those Sounds, the teacher is provided with clear, step-by-step directions on how to guide the students in segmenting the phonemes in three-phoneme words using finger-stretching. The teacher is provided instructions in modeling how to segment the word duck by making a fist while saying duck, extending the thumb while saying /d/, extending the pointer finger while saying /ŭ/, and extending the middle finger while saying /k/.
In the Countdown Teacher Guide, Book 3, Unit 21, Lesson 3, in the activity Phonics Concept: Digraph th, What You Need to Know, the materials state, “The digraph th is a consonant digraph phoneme that is produced by placing the end of your tongue between your teeth and blowing air across the top of your tongue. Some students confuse this phoneme with the /f/ phoneme, saying ‘teef,’ instead of ‘teeth.’ The digraph th has an unvoiced phoneme (the vocal chords [sic] are not used), as in thumb, and a voiced phoneme (the vocal chords [sic] are used), as in that.”
Indicator 2b
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 materials contain detailed, adult-level explanations of foundational skills concepts. The Countdown materials provide detailed examples of the foundational skill concepts for the teacher within the Teacher Guide lesson plans, Appendices, and Supply Room resources.
Complete, detailed adult-level explanations are provided for each foundational skill taught at the grade level. Examples include, but are not limited to, the following:
In Countdown Online, Resources, Research, the RGR Foundational Reading Skills Instruction for Beginning Readers White Paper contains complete, detailed explanations of the key skills necessary for proficient pre-decoding and decoding, phonemic awareness, alphabetic principle, phonics, and sight words.
In the Countdown Teacher Guide, Book 1, the Appendix includes an explanation that encoding allows students to understand that a word can be segmented into its component sounds and that students must understand letter-sound relationships. It further explains that encoding is meant to show how print and sounds map onto each other.
In the Countdown Teacher Guide, Book 1, Introduction, WYNTK Phonemic Awareness, there is an explanation of phonemic awareness and the connection to research. Countdown focuses on four essential phonemic awareness skills: Phoneme isolation, Phoneme blending, Phoneme segmentation, and Phoneme manipulation. Each of the four essential areas contain a detailed explanation of that skill and examples to know what practice or instruction in that skill would include.
Detailed examples of the grade-level foundational skill concepts are provided for the teacher. Examples include, but are not limited to, the following:
In the Countdown Teacher Guide, Appendix, Guidewords, Movements, and Proper Articulation of Sounds, there is a chart that lists the short vowel sounds, consonant sounds, long vowel sounds, and digraph sounds. For each sound, there is a corresponding letter, a symbol for the sound, a guide word to illustrate what the sound is, a movement to teach students to help them learn the sound, and teaching or articulation tips to use when teaching students about the sound.
In the Countdown Teacher Guide, Book 1, Introduction, WYNTK: Phonemic Awareness, WYNTK: Beginning Sound Isolation (BSI), there is a description that beginning sound isolation is a technique where the students are taught to pronounce the first phoneme in a word and then say the whole word. The examples are provided for the teacher: /b/ bear, /a/ apple, /ch/ chin.
In the Countdown Teacher Guide, Book 1, Unit 2, Lesson 1, Sound Stories provides detailed notes in the margin of the lesson plan. One note says, “the alliterative sound stories feature the repeated use of words that begin with the same sound, as in Michael is a monkey from Minneapolis, Minnesota.” Another note in the margin says, “Be careful not to add a vowel sound after the consonant; e.g., /muh/. If students call out the letter m, say, That could be a letter we see that shows this sound. Right now, let’s talk about the sound we hear and feel.”
Indicator 2c
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 materials include a research-based lesson plan design that provides whole group and small group instructional minutes that support practice to mastery. Lesson pacing is designed to be completed within a year. The lesson plan design consistently follows an I Do, We Do, You Do lesson structure. The planner for each unit follows a structured weekly routine and indicates the amount of time for explicit instruction, practice to mastery, small group instruction, and independent practice.
Lesson plans utilize effective, research-based lesson plan design for early literacy instruction. Examples include, but are not limited to, the following:
In Blast Online, Supply Room, the “Really Great Reading Instructional Block” document states that it is based on a 90-minute reading block that was influenced by research with the National Research Council (1998).
In Countdown Online, Supply Room, the “Really Great Reading Instructional Block” document states that the instructional block should integrate principles from Gough and Tunmer’s Simple View of Reading model (1986) and Scarborough’s Reading Rope (2001) while also incorporating National Reading Panel (2000).
In Countdown Online, Supply Room, Blast Scope and Sequence, each unit outlines the lesson progression that builds on letter-sound fluency and phonemic awareness, and ends with phonics instruction and practice of decoding and encoding.
In the Countdown Teacher Guide, Book 1, pg. xx Lesson Design, eight components are outlined that include a concept overview, a list of student and teacher materials, background knowledge for the teacher, an online lesson introduction that is teacher-led through Blast Online, teacher sidebar notes, student workbooks to practice skills, lessons that follow I Do, We Do, You Do and unit planner guidance with additional resources that include visuals, notes, and next steps for practice to master, small group, and independent practice.
The effective lesson design structure includes both whole group and small group instruction. Examples include, but are not limited to, the following:
In Countdown Online, Teacher Guide, there is both whole group and small group instruction daily. For example:
In the Countdown Teacher Guide, Book 2, Unit 13, Lesson 3, the planner states the whole group instruction is for 20-30 minutes, and small group instruction of Unit 13 decodable passage, “The Pet Bat,” should be 20-30 minutes daily.
The Countdown Teacher Guide, Book 3, Unit 18, Lesson 3 includes 20-30 minutes of whole-group explicit instruction and 10-20 minutes of small-group instruction focused on a cold read of a decodable passage and spelling words.
In the Countdown Teacher Guide, Book 3, Unit 25, Lesson 4 includes 20-30 minutes of whole group explicit instruction and 15-25 minutes of small group instruction focusing on a practice read of a decodable passage and spelling.
The pacing of each component of daily lesson plans is clear and appropriate. Examples include, but are not limited to, the following:
In the Countdown Teacher Guide, Book 1, Unit 2, Lessons 1-5 structure includes:
20 - 30 minutes daily for explicit instruction
5 - 10 minutes of Practice to Mastery
20 - 30 minutes of small group instruction
30 - 40 minutes weekly of independent practice
In the Countdown Teacher Guide, Book 2, Unit 10, Lesson 5 includes 20-30 minutes of explicit instruction, five-10 minutes of whole group practice to mastery, 11-16 minutes of small group instruction, and 20 minutes of independent practice.
In the Countdown Teacher Guide, Book 3, Unit 21, Lesson 5 includes 20-30 minutes of explicit whole-group instruction, five-10 minutes of practice to mastery, 15-20 minutes of small-group instruction, and 20 minutes of independent practice. The Unit 21 Planner indicates specific times in bold print.
The suggested amount of time and expectations for maximum student understanding of all foundational skills content can reasonably be completed in one school year and should not require modifications. Examples include, but are not limited to, the following:
The Countdown materials include 28 Units with five lessons in each unit equalling 140 lessons. An alternative scope and sequence provides an additional three beginning units, or 15 days, equalling 155 lessons.
In the Countdown Teacher Guide, Book 1, Introduction, it states that in the first half of the units, Units 1-16, students work on building familiarity, and there are five days of lessons. Then, Units 17-28 contain explicit instruction with guided and independent practice built in.
In the Countdown Teacher Guide, Book 2, Introduction, Countdown Activities Units 1-16 indicate that the first two books develop pre-decoding and decoding skills in 44 units. A table lists foundational skill strands and the first instructional lesson for the skill, which includes phonological awareness, encoding, and sight words.
In the Countdown Teacher Guide, Book 3, Introduction, Shift in Focus, page iv indicates students begin to practice skills and provides a progression in Units 6-28 of phonics from decoding single-syllable to two-syllable words.
For those materials on the borderline (e.g., approximately 130 days on the low end or 200 days on the high end), evidence clearly explains how students would be able to master ALL the grade-level foundational skills standards within one school year. Examples include, but are not limited to, the following:
The materials include 140 days of instruction, with an option to add 15 additional lessons.
Indicator 2d
Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessments and assessment materials clearly denote which standards are being emphasized.
The materials provide an alignment document for formative and summative assessments and an extensive alignment document for all foundational skills tasks. The Reading Playground Countdown Formative Assessment Guide notes the foundational skills being assessed and the standards to which they are aligned. The Program Assessment Document for the Beginning, Middle, and End of the Year denotes each skill that is being assessed and the standards to which they are aligned. The Program Assessment notes routines and lessons and the standards to which they are aligned.
Materials include denotations of the foundational skills standards being assessed in the formative assessments. Examples include, but are not limited to, the following:
In Countdown Online, Supply Room, Reading Playground Countdown Formative Assessment Guide Unit 1, Game 1 assesses standards RF.K.2 and RF.K.2.a. Students are assessed on beginning, middle, and end sounds.
In Countdown Online, Supply Room, Reading Playground Countdown Formative Assessment Guide Unit 4, Game 2 assesses standard RF.K.2.d and RF.K.3. Students are assessed on blending sounds.
In Countdown Online, Supply Room, Formative Assessment, Countdown Formative Assessment Guide, Unit 23, Game 1 assesses vowel sounds, including short e vs. long e, and aligns to standards RF.K.3 and RF.K.3.b.
Materials include denotations of foundational skills standards being assessed in the summative assessments. Examples include, but are not limited to, the following:
In Countdown Online, Supply Room, Reading Playground, Program Assessments in the Countdown Reading Playground Unit 10 assesses standards RF.K.1.d, which is letter identification.
In the Countdown Online, Supply Room, Beginning, Middle, and End of Year Program Assessments, Summative Assessment Content and Standards Alignment, the materials indicate Game 9 assesses digraphs, which aligns with RF.K.3.a according to program documentation.
In Countdown Online, Supply Room, Beginning, Middle, and End assessments, Game 10, the summative assessment in phonics assesses short vowels, digraphs, and two-sound blends. There are five items, and the standard alignment is RF.K.3.
Alignment documentation is provided for all tasks, questions, and assessment items. Examples include, but are not limited to, the following:
Materials include various alignment documentation for all tasks, questions, and assessment items. For example:
The Program Assessments in the Countdown Reading Playground, the materials provide alignment to questions and tasks. In Unit 7, Lesson 2, Part 3, students practice blending sounds with the Mystery Bag routine. The document states it is aligned with standards RF.K.2 and RF.K.3.
The Countdown Formative Assessment Guide provides alignment information for Unit 23, Game 1. It states it assesses vowel sound short e vs. long e and aligns to standards RF.K.3, RF.K.3.b.
Alignment documentation contains specific foundational skills standards correlated to specific lessons. Examples include, but are not limited to, the following:
In Countdown Online, Supply Closet, Countdown Benchmark Scores, Unit 4, Lesson 3, Lesson 1, and Lesson 2, materials include documentation that the lessons are aligned to standards RF.K.2, RF.K.2.d, RF.K.2.d, RF.K.3 RF.K.2, and RF.K.2.d.
In Countdown Online, Supply Closet, Countdown Benchmark Scores, Unit 2, materials include documentation that the lesson is aligned to standards RF.K.2, RF.K.2.d, RF.K.2, RF.K.2a, RF.K.2, and RF.K.2.c.
In Countdown Online, Supply Room, Reading Playground, Game Mapping for Countdown, Unit 5, materials include documentation that Game 7 is aligned with standards RF.K.2 and RF.K.2.d.
In Countdown Online, Supply Room, Reading Playground, Game Mapping for Countdown, Unit 7, materials include documentation that Game 5 is aligned with standards RF.K.2 and RF.K.2.d.
Indicator 2e
Materials 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.
Criterion 2.2: Student Supports
The program includes materials designed for each child’s regular and active participation in grade-level/grade-band/series content.
The materials provide support for multilingual learners through instructional videos, an alternative scope and sequence, crosslinguistic lessons, and recommendations and tips for using, accommodating, and delivering curriculum components. General statements regarding MLL learners and instructional strategies or supports can be found in the Unit Planners and the Introduction and Appendices of the Teacher Guides; however, resources are limited to Spanish-speaking students. There are missed opportunities for MLL resources in other languages. The materials provide opportunities for small group instruction daily in a 25-30 minute small group block. The materials provide guidance to the teacher for scaffolding and adapting lessons found in the Supply Room and in the Teacher Guides, with supports embedded within the lessons or in the margins. The Teacher Guide contains a Differentiation Option that includes information for scaffolding and adapting lessons to support students who read, write, speak, or listen below grade level.
The materials include twenty-eight decodable passages, which are utilized throughout the units. Several characters are animals; however, there is more reference to male animals or characters than females. There are some non-discrepant animals that do not reference gender or use pronouns. With the exception of reference to male or female pronouns, references to characters’ gender, culture, ethnicity, linguistic background, or other distinct characteristics are absent. The materials include a Spanish Supports Scope and Sequence, which provides cross-linguistic referencing between English and Spanish. A Cross-linguistic Alphabet Letter Cards User Guide is also provided, which contains cognates that list shared and unshared graphemes and phonemes between English and Spanish; however, additional guidance on how to draw upon students’ home language other than Spanish is absent from the program. In addition, the materials do not include resources for students who speak a dialect different than Standard classroom English. It is important to note that the English Language Teacher Supports Guide states, “We will be periodically adding more languages throughout the school year.”
Indicator 2f
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 to regularly participate in learning English language arts and literacy.
Indicator 2g
Materials 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.
The materials provide opportunities for small group instruction daily in a 25-30 minute small group block. The materials provide guidance to the teacher for scaffolding and adapting lessons found in the Supply Room and in the Teacher Guides, with supports embedded within the lessons or in the margins. The Teacher Guide contains a Differentiation Option that includes information for scaffolding and adapting lessons to support students who read, write, speak, or listen below grade level.
Materials provide opportunities for small group reteaching. Examples include, but are not limited to, the following:
In the Countdown Teacher Guide, Book 1, Unit 8, Unit Planner, the following guidance is found in the small group instruction area on the Unit Planner:
Day 1 - Additional high-frequency word practice as necessary using Heart Word Magic activities
Day 2 - Use additional examples from the Teacher Guide and/or Countdown Additional Activities packet as needed (in the Supply Room)
Day 3 - Unit 8 decodable passage “Tom’s Cat” cold read, Unit 8 Spelling Words practice using the Spell It! Template
Day 4 - Additional practice with Unit 8 decodable passage, Unit 8 spelling words, additional multisensory practice
Day 5 - Heart Word practice with Heart Word Magic templates, Unit 8 spelling words, additional multisensory practice
In the Countdown Teacher Guide, Book 1, Unit 14, the following guidance is found in the small group instruction area on the Unit Planner:
Day 1 - Additonal high-frequency word practice as necessary using Heart Word Magic activities
Day 2 - Use additional examples from the Teacher Guide with your small group
Day 3 - Unit 14 decodable passage “The Red Van” cold read, Unit 14 Spelling Words practice using the Spell It! Template
Day 4 - Unit 14 decodable passage “The Red Van” practice read, Unit 14 spelling words practice, Unit 14 challenge words practice using the Spell It! template
Day 5 - Unit 14 decodable passage “The Red Van” warm read, Unit 14 spelling words additional multisensory practice, additional practice with Unit 14 dictation phrases with color and letter tile support.
Materials provide guidance to the teacher for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level in extensive opportunities to learn grade-level foundational skills standards. Examples include, but are not limited to, the following:
In the Countdown Teacher Guide, Book 1, Unit 2, Lesson 3, in the “Differentiation Option” on page 15, the guidance states, “Isolate the beginning sound of each on the right side of the screen before asking students to determine the matching beginning sound: Point to each image and say /m/, match; /g/, goat.”
In the Countdown Teacher Guide, Book 2, Unit 7, Lesson 1, there is a differentiation option box that states that educators can simplify the learning by isolating the beginning sound of the given words before asking students to identify the first sound: say “/h/, hat.” It also states teachers can point to each of the three letter tile options and provide the sound for that letter or compare each to the first sound in the target word.
In the Countdown Teacher Guide, Book 3, Unit 18, Lesson 5, in the “Differentiation Option” on page 54, the guidance states, “If you want to have students Build a Word with letter tiles and color tiles prior to putting pencil to paper, it may increase their understanding of the spelling concept.”
In Countdown Online, Supply Room, Differentiation Resources, there are resources that support students who read, write, speak, and listen below grade level. The following resources are available:
Really Great Reading for Students with Dyslexia
Countdown for Students with Special Needs
Really Great Reading for English Language Learners
Phonics Suite Small Group Instruction
Indicator 2h
Materials provide a balance of images or information about people, representing various demographic and physical characteristics.
Indicator 2i
Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.
Criterion 2.3: Intentional Design
The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.
The materials integrate technology with interactive tools. Materials include presentation tools for daily lessons. Materials also include digital resources for students to review articulation and phoneme motions. Materials include a tool called the Letter-Sound Generator that can be customized to meet the needs of specific students. The materials also contain digital technology and interactive tools such as data collection tools, which can be found online through the Supply Room, Grouping Matrix, and Reading Playground. Students can use interactive resources on the Reading Playground or through daily lessons presented by the teacher. The materials contain clear and consistent formats that do not distract focus from the intended objective or concept. The predictable layout of teacher materials occurs within lessons and across each unit. Each book contains an overview, scope and sequence, unit planners, and appendices. The organization of each unit and lesson supports student understanding of topics, text, and/or concepts. The teacher presentation slides are colorful and relay information supporting students’ skill practice. The materials include a Supply Room with teacher guidance for the use of embedded technology.
Indicator 2j
Materials 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.
Indicator 2k
The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
Indicator 2l
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.