This advisory recommendation has not been approved by the State Superintendent of Public Instruction
or the State Board of Education.
REVIEW PANEL ADVISORY RECOMMENDATION
2013 ENGLISH LANGUAGE DEVELOPMENT
SUPPLEMENTAL INSTRUCTIONAL MATERIALS REVIEW
Publisher: Houghton Mifflin Harcourt
Title of Program: California On Our Way to English
Grade Level: K–5
Program Summary:
California On Our Way to English includes: Thematic Teacher Editions (TTE), Student Book (SB), the Student Edition (SE), and the Activity Book (AB).
Recommendation:
Houghton Mifflin Harcourt ‘s California On Our Way to English (K-5) is recommended for approval because it is aligned with the subset of California English Language Development Standards (CA ELD Standards) for a submission and meets the rest of the evaluation criteria approved by the State Board of Education for this supplemental instructional materials review. Edits and corrections and social content citations required as a condition of recommendation are listed at the end of this report.
Criterion 1: Alignment to Standards
The ELD supplemental materials program does provide coverage of all of the subset of CA ELD Standards for a submission.
Citations:
· Grade K: I.A.1.Em, TTE pp. 19, 117; I.A.3.Ex, TTE p. 481; I.B.8.Em, TTE pp. 289, 525
· Grade 1: I.A.3.Em, TTE p. 83; I.A.1.Br, TTE pp. 9, 199; I.C.11.Em, TTE pp. 178, 432
· Grade 2: I.A.1.Br, TTE pp. 124, 745; I.A.2.Ex, TTE pp. 108-109, 32; II.A.2.Em, TTE pp. 55, 131
· Grade 3: I.B.7.Ex, TTE pp. 214-215; II.A.2.Br, TTE pp. 50, 741; I.C.12.Ex, TTE pp. 137, 173
· Grade 4: I.A.1.Br, TTE pp. 9, 17, 19; I.B.7.Em, TTE pp. 15, 63; I.C.12.Em, TTE pp. 525, 508
· Grade 5: I.A.3.Em, TTE pp. 139, 214; II.B.4.Br, TTE pp. 180, 188, 688; I.C.11.Em, TTE pp. 66, 72, 88
Criterion 2: Social Content
The program conforms to the Standards for Evaluating Instructional Materials for Social Content, 2013 Edition. The citations for social content violations listed below have been submitted in this report to be forwarded to the publisher. All citations must be addressed by the publisher either through the edits and corrections or through the social content appeals process prior to their materials being included on the final recommended list.
Social Content Citations:
· Grade 3: SE (entire), E-2, Proportions of Portrayals
o The Student Edition (SE) for Grade 3 includes a limited range of representations of people with disabilities.
Criterion 3: Accuracy
The program materials are accurate, use proper grammar and spelling, and are free of errors with the following exceptions:
Citations:
· Grade 1: TTE p. 564
o In the ‘Observe and Draw Conclusions’ section, the sentence frame ‘I learned that____’ should read ‘We learned that ________’ because students are working in groups, not individually.
· Grade 2: TTE p. 745
o At the bottom of the page, it reads, “You may want the children to use the following prompts.” There are no prompts following this statement.
· Grade 3: SE p. 342
o There are inexplicable red dots on the boy in the photo. These should be removed.
· Grade 5: TTE p. 243, Question 2
o The teacher is told to reference the statement, “Willa feels like an explorer…” as a ‘metaphor’. The term used should be ‘simile’.
Criterion 4: Assessment
The assessment resources in On Our Way to English, Grades K-5 provide sufficient evidence and guidance for teachers to use in evaluating student progress toward proficiency in the content outlined in the ELD standards.
Citations:
· Grade K: TTE p. 841 – Unit 8 Summative Test
· Grade 1: TTE pp. 227-229 – Progress Check
· Grade 1: TTE pp. 223, 102 – Formative Assessment
· Grade 1: TTE pp. A39, A42-A50 – Open-Ended Oral Language Assessment
· Grade 3: Student Activity Book, p. 9
· Grade 3: TTE p. 575 – Unit 6 Progress Test and Benchmark Test
· Grade 5: TTE p. 191 – Unit 2 Progress Test
Criterion 5: Universal Access
The program materials present comprehensive guidance for teachers in providing effective, efficient, differentiated instruction and access to standards-based curriculum for all students, including advanced learners, students below grade level in reading and writing skills, and students with disabilities.
Citations:
· Grade 1: TTE p. 120 – Newcomer Book
· Grade 1: TTE p. 757 – Differentiate Instruction
· Grade 2: TTE pp. 424-425 – Blueprint for Writing
· Grade 3: TTE pp. 214-215 – Graphic Novel
· Grade 4: TTE p. 469 – Differentiated Reading Instruction
· Grade 5: TTE p. 8 – Bridge the Gap
· Grade 5: TTE p. 104 – Collaboration in Small Groups
Criterion 6: Instructional Support
The program provides clear instructions for teachers on how to use and integrate the supplemental instructional materials with their existing grade level materials. The program materials present guidance on how to strategically implement all of the elements asked for in each standard under the key shift areas as outlined on the ELD SIMR standards maps.
Citations:
· Grade 1: TTE p. 40 – Note to Teachers
· Grade 2: TTE. p. 360 – Objectives, materials and standards are outlined in left sidebar.
· Grade 3: TTE p. A26 – The Mainstream Classroom
· Grade 3: TTE pp. 206, 208 – Link to Common Core Standards at bottom of page
· Grade 5: TTE pp. 4-5 – Welcome to CA On Our Way to English
· Grade 5: TTE p. 8 – Bridge the Gap
· Grade 5: TTE. pp. 2-7 – Overview, Resources and Planner
Edits and Corrections:
The following edits and corrections must be made as a condition of this recommendation:
· Grade 1: TTE p. 564
o In the ‘Observe and Draw Conclusions’ section, the sentence frame ‘I learned that____’ should read ‘We learned that ________’ because students are working in groups, not individually.
· Grade 2: TTE p. 745
o At the bottom of the page, it reads, “You may want the children to use the following prompts.” There are no prompts following this statement.
· Grade 3: SE p. 342
o There are inexplicable red dots on the boy in the photo. These should be removed.
· Grade 5: TTE p. 243, Question 2
o The teacher is told to reference the statement, “Willa feels like an explorer…” as a ‘metaphor’. The term used should be ‘simile’.
· Grade 5: TTE p. 243, Question 2
o The teacher is told to reference the statement, “Willa feels like an explorer…” as a ‘metaphor’. The term used should be ‘simile’.
This advisory recommendation has not been approved by the State Superintendent of Public Instruction or the State Board of Education.
© California Department of Education
February 26, 2014
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