This advisory recommendation has not been approved by the State Instructional Quality Commission
or the State Board of Education.
REVIEW PANEL ADVISORY RECOMMENDATION
2015 ELA/ELD ADOPTION OF INSTRUCTIONAL MATERIALS
Publisher / Program / Grade Level(s)Benchmark Education / Benchmark Adelante / K–6
Program Summary:
Benchmark Adelante (Program 3) includes: English Language Development Teachers Resource Systems (ELD TRS), Sistema de recursos para maestros (SRM), Leveled Text Teacher’s Guides (LTTG), Vistazo a la Unidad Minilección (VUM), Textos Para la Lectura Atenta (TPLA), Texts for ELD, Weekly Presentation E-book, Advancing Foundational Skills for English Language Digital Resource Learners (AFS), Guía de Teatro del Lector (GTL), Evaluación de las Destrezas Fundamentales (EDF), Evaluaciones Semanales y de la Unidad (ESU), Assessment Reporting Platform (ARP), Textos Nivelados (TN), Guía de lectura en voz alta (GLVA), Evaluaciones Periodicas (EP), eIntervention, Manual de minilecciones de lenguaje (MML).
Recommendation:
Benchmark Adelante (Program 3) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.
Citations:
· Criterion #1: Grade K, RF.K.2b: SRM, Vol. 1, p. 18; Grade 1, RF.1.3a: SRM, Unit 4, ¿Error?; Grade 2, RL.2.2: SRM, Vol. 6, p. 135; Grade 3, W.3.7: SRM, Unit 2, Additional Resources, PCD, AR4; Grade 4, L.4.1a: SRM, Unit 9, pp. 20–21; Grade 5, SL.5.2: GLVA, Vol. 7, Sacudir la garra del león, pp. 104–105; Grade 6, RI.6.10: TN, Frederick Douglas, un esclavo Americano.
· Criterion #2: Grade K, PI.K.1.Em-Ex-Br: ELD TRS, Unit 3, pp. 76–77; Grade 1, PI.1.9.Ex: ELD TRS, pp. 40–41, 88–91, and 114–115; Grade 2, PII.2.1.Em-Ex: ELD TRS, pp. 8–9 and 260–261; Grade 3, PII.3.3.Em-Ex-Br: ELD TRS, Unit 5, pp. 138–139; Grade 4, PI.4.6b Br: ELD TRS, pp. 88–89, 140–141, 150–151, and 252–253; Grade 5, PI.5.4.Em-Ex: ELD TRS, pp. 22, 28, 34, 36, 38 and 54; PI.5.4: ELD TRS, pp. 56, 64, 70, 100, 116, 118 and 158; Grade 6, PII.6.5.Em-Ex-Br: ELD TRS, Unit 8, pp. 228–229.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
· Criterion #4: Grades 3–6, AFS, pp. 2–17.
· Criterion #5: Grade 2, ELD TRS, pp. 32, 150, 216 (language transfer box).
· Criterion #10: Grade 3, SRM, p. 140.
· Criterion #12d: Grade 2, GTL, pp. 12 and 36.
· Criterion #16: Grades K–6, Weekly E-books, digital resource.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
· Criterion #1a: Grade 1, ESU, pp. 1–8 and pp. 19–38, Grade 1, SRM, Unit 1, Additional Resources, Proyectos de investigación, Grade 1, SRM, Unit 5, p. 125.
· Criterion #3: Grades K–6, EDF.
· Criterion #4: Grades K–6, EDF, pp. 6–272.
· Criterion #6: Grades K–6, ARP.
· Criterion #7: Grade 4, ELD Assessment, pp. 23–25.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and when appropriate, the CA ELD Standards. The materials provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners achieve proficiency with the CA ELD Standards.
Citations:
· Criterion #1: Grade 3, ELD TRS, p. 26.
· Criterion #2: Grade K, SRM, p. 159.
· Criterion #3c: Grades K–6, Textos Nivelados.
· Criterion #7: Grade 5, SRM, Additional Resources, pp. 27–28, 29–33; Proyectos de Investigación Interdisciplinarias; Grade 2, Additional Resources, pp. 2–3; Grade 4, Additional Resources, pp. 4–5; Grade 6, Additional Resources, pp. 2–3.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
· Criterion #1: Grades K–6, VUM.
· Criterion #2: Grade K, SRM, p. 1; Grade 2, SRM, p. 121, Oportunidades de evaluación formativa.
· Criterion #3: Grades K–6, TRS Designated ELD.
· Criterion #7: Grades 2–6, TPLA; Grades K–6, Texts for ELD, Grades K–6, Weekly Presentation E-book.
· Criterion #10: Grade 4, TPLA, pp. 32–36; Grade 6, TPLA, pp. 32–36; Grade 2, GTL, p. 56; Grade 5, GTL, p. 50; Grade K, SRM, pp. 114–115; Grade 3, SRM, p. 37.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption:
1. Grades K–6, SRM, pp. 126 and 140: Under category 9, “We have been mindful to hew” should be “We have been mindful to show”.
2. Kindergarten, ELD TRS, p. 204: “color crayons” should be “crayons”, delete the word “color”.
3. Kindergarten, ELD TRS, pp. 7 and 140: “GK_U1_W1: 37” should be “GK_U1_W1: 7”.
4. Kindergarten, SRM, p. 182, Unit 10: Error in spelling/spacing, “¿dondecontinuamosescribiendo?” should be “¿Donde continuamos escribiendo?”.
5. Kindergarten, SRM, p. 89, Modelar Unit 9: Error in spelling and spacing, “lo que Lao si puede hace y lo que Lao no puede hacer” should be “lo que Lao si puede hacer y lo que Lao no puede hacer”.
6. Grade 1, ELD TRS, p. 28: “chosse” should be “choose”.
7. Grade 1, SRM, p. 13: “…words in the test” should be “…words in the text”.
8. Grade 1, SRM, p. 148: “corally” should be “chorally”.
9. Grade 1, SRM, p. 2: Volume 2-10 lists that standard 1.5 is being taught; however, this standard is not being addressed on these pages. This standard should be removed.
10. Grade 1, SRM, p. 28: “skilful” should be “skillful”.
11. Grade 1, SRM, p. 161: “grupoS” should be “grupos”, no capital S.
12. Grade 2, ELD TRS, p. 228: “tells” should be “tell”.
13. Grade 2, ELD TRS: Unit 6 is missing from the TRS.
14. Grade 2, SRM, p. 224: “madereal life” should be “made in real life”.
15. Grade 2, SRM, p. 96: “students that he prompt” should be “students that the prompt”.
16. Grade 2, SRM, p.13: “tens of the verbs” should be “tense of the verbs”.
17. Grade 3, SRM, p. 84: “pharagraphs” should be “paragraphs”.
18. Grade 4, SRM, p. 78: At-A-Glance English Guide is missing.
19. Grade 5, SRM, p. 46: “social studies” should be capitalized “Social Studies”.
20. Grade 5, SRM, p. 94: “Reread ato” should be “Reread and”.
21. Grade 6, SRM, p. 126: “analise” should be “analyze”.
22. Grade 6, SRM, p. 23: Under heading Practice, “shade sof meaning” should be “shades of meaning”.
California Department of Education
August 17, 2015
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