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)
Pearson Education, Inc., p.a. Scott Foresman and Prentice Hall / CA Pearson iLit / 4–8

Program Summary:

CA Pearson iLit (Program 4) includes: Student Application (SA); Teacher Application (TA).

Recommendation:

CA Pearson iLit (Program 4) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified subset of standards in Criterion 1 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 subset of CA CCSS for ELA identified in Appendix 12-B: Matrix 1, and covers all of the evaluation criteria in Category 1.

Citations:

·  Criterion #1: RL.6.1: TA, Lessons, Level C, Unit 6, Lesson 11; RL.2.4: TA, Level B, Unit 4, Lesson 25; L.4.4c: TA, Level A, Unit 7, Lesson 1, Time to Read; L.1.2c: TA, Level A, Unit 2, Lesson 19 Work Time; L.3.1e: TA, Level D, Unit 6, Lesson 18; L.4.2b, TA, Level B, Unit 6, Lesson 1, Whole Group; L.5.2e: TA, Level C, Unit 6, Lesson 36, Whole Group; L.7.4c: TA, Level A, Unit 4, Lessons 11–13, Grammar Study Plan.

·  Criterion #7: TA, Level A–E, Library.

·  Criterion #8: TA, Level A–E, Planner.

·  Criterion #9b: TA, Level D, Unit 2, Lesson 2–24, Read Aloud Think Aloud.

·  Criterion #11: TA, Level C, Unit 7, Lesson 5, Whole Group.

·  Criterion #12: TA, Level D, Unit 2, Lessons 6–10, Phonics Reader.

·  Criterion #15: TA, Level A, Unit 2, Lesson 36, Vocabulary.

·  Criterion #18: TA, Level E, Unit 5, Lesson 3, Whole Group.

Criteria Category 2: Program Organization

The organization and features of the instructional materials support instruction and learning of the CA CCSS for ELA.

Citations:

·  Criterion #1: TA, Levels A–E, Units 1–7.

·  Criterion #8: Professional Learning Community, About the Program, Scope and Sequence.

·  Criterion #11: Professional Learning Community, About the Program, Instructional Model.

·  Criterion #12c: Level B, Unit 6, Lesson 26, Whole Group, (Screen 3).

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, implementing strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Citations:

·  Criterion #1a: Professional Learning Community, Assessment Handbook, Models and Rubrics.

·  Criterion #1d: TA, Level A, Unit 2, Lessons 6–10, Interactive Reader; SA, Notebook, Portfolio.

·  Criterion # 2: TA, GRADE.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach students the CA CCSS for ELA.

Citations:

·  Criterion #2a: Professional Learning Community, Teacher Resources, Fluency and Running Record.

·  Criterion #2: TA, Level A, Unit 2, Lesson 1, Whole Group (Screen 1).

·  Criterion #3b: TA, Level A, Unit 2, Lesson 3, Work Time (Screens 2 and 3).

·  Criterion #3c: TA, Level B, Unit 2, Lesson 50, Work Time.

·  Criterion #4: Professional Learning Community, Teacher Resources, Universal Access Guide, pp. 153.

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 students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.

Citations:

·  Criterion #9: TA,Level A, Unit 2, Lesson 7; Level B, Unit 3, Lesson 8; Level C, Unit 2, Lesson 28; Level D, Unit 4, Lesson 9; Level E, Unit 3, Lesson 6.

·  Criterion #19: Professional Learning Community, About the Program, Independent Reading Guide, Family Letters.

·  Criterion #25: Library, Translation Support.

·  Criterion #26: TA, Assignments, Interactive Reader.

·  Criterion #24: TA, Level E, Unit 2, Lesson 2 Vocabulary; Read Aloud Think Aloud, Classroom Conversations.

Edits and Corrections:

The following edits and corrections must be made as a condition of adoption.

1.  TA, Level A, Unit 2, Lesson 36, Whole Group: “real” should be “read”.

2.  TA, Level E, Unit 4, Lesson 40, Whole Group: “take” should be “taken”.

3.  TA, Level D, Unit 2, L11 WG: Last screen us/use.

4.  TA, Level A, Unit 4, L19 WT: an fable/a fable.

5.  TA, Level C, Unit 4, L44 WT: abot/about.

6.  TA, Level E, Unit 2, L31 WG: Missing the word “story”.

7.  TA, Level D, Unit 2, L32 RATA: scree/screen.

8.  TA, Level A, Unit 6, L3 WG: ragbit/rabbit, jackraggit/jackrabbit.

9.  TA, Level C, Unit 4, L1 WT: studentns/students.

10. TA, Level D, Unit 6, L18 WT: iunteractions/interactions.

11. TA, Level C, Unit 7, L5: Extra word, ‘but’ before restate.

12. TA, Level B, Unit 2, L21: halping/helping.

13. TA, Level B, Unit 4, L26: Extra word, “if they are do not feel strongly”.

14. TA, Level B, Unit 2, L26: esssay/essay.

15. Logging into the Teacher version, the levels are out of sequence (A, C, B, E, D).

16. Library items should be referred to as TEXTS, not BOOKS.

17. Throughout the program, “read” is used instead of “reading” (Close Read; first read, second read, etc.).

18. Level A, Assignments Unit 1 (no space): Lesson 1–5 should be “Lessons 1–5”.

19. Level A, Unit 1, Lesson 1: Overview says “There is seven parts,” should be “There are seven parts”.

20. Level A, Unit 1, Lesson 1, Lesson Read Aloud, Think Aloud: “or you might talk about an interesting use language” should be “interesting use of language”; p.5: Snapshot Mudslides should be italicized.

21. Level A, Unit 1, Lesson 1, Classroom Conversation: p. 1, “listening to other point of view…” should be “another point of view” or “other points of view”; In Be Polite: “it is important to listen what a speaker…” should be ”to a speaker”; Small-Group Discussion (no hyphen); p. 4: “that will help students to add to a conversation” should be “students add to a…”; p. 5: “The iLit program will recommend student” (“will recommend a student”); p. 5: “and how well and student is…” should be “a student”.

22. Level A, Unit 1, Lesson 3: Overview: “They will also complete and Interactive reading…” shoud be “n interactive…”.

23. Level A Work Time, p.1, last paragraph: “Today you are going to introduce them one type…” (should be “to one type”); p. 4: Blue text, “nodding” should be in quotation marks; sample sentence at end should also be in quotation marks.

24. Level A Classroom Conversation, p. 4: “student” should be “a student”.

25. Level A, Unit 1, Lesson 4, Student Objectives: “Class notes” (notes should be capitalized).

26. Level A Whole Group, p. 2, first paragraph: “and write” should be “and wrote”; “you will regularly direct them to open the Class Notes tab…and takes notes…” should be “take notes”; third paragraph, last sentence: “…for students to reference when they are complete an assignment…” should be “completing”; “Explain that, just as student drew…” should be “students”.

27. Level A Work Time, p. 1, para. 3: “ at the bottom of their screen” (“screens”); p. 4: “students will immediately see their score.” (“scores”); p. 5, para 1: “They will see...” (rest of sentence missing); para 3: “Tell student…” (“students”); p. 6: “they may find themselves using information English…” (“informal English); “be sure you are prepared to make you presentation…” (“your”); “…all of you notes…” (your).

28. Level A, Unit 1, Lesson 5, Time to Read, p. 1: Mudslide is not in italics; p. 4: “student” should be “students”; second paragraph: “students” should be “student’s”.

29. Book Club: Many titles not properly punctuated (e.g., Movie Magic, No Home, Red Planet).

30. Level A, Unit 2.2: “Fruits” should be “fruit” (carrots and broccoli are not fruit).

31. Level A 2.18 Whole Group: “Kate moved to Florida” should be “Di Camillo moved to Florida”; “She says she wrote Because of Winn-Dixie…” (Because of Winn-Dixie); Knowledge Check: None of the answer sentences have a period at the end.

32. Level B 2.21 Whole Group: “opinion” should be “opinions”).

33. Level B 4.5: Ask students to raise their hand” (hands).

34. Level B 4.18 Work time: “studnets” should be “students”.

35. Level B 4.29 Lesson Overview: “yuou” should be “you”.

36. Level B 4.30 Whole Group: “forbid” should be “forbidden”.


California Department of Education

August 17, 2015

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