Panel Report of the English 3D - SIMR (CA Dept of Education)

This advisory recommendation has not been approved by the State Superintendent of Public Instruction

or the State Board of Education.

The contents of this advisory report are solely intended to show alignment to the evaluation criteria adopted by the State Board of Education and should not be used by any publisher in marketing their supplemental instructional materials.

REVIEW PANEL ADVISORY RECOMMENDATION

2012 SUPPLEMENTAL INSTRUCTIONAL MATERIALS REVIEW

ENGLISH LANGUAGE ARTS, CATEGORY 2 SUBMISSION

Publisher: Scholastic Education

Title of Program: English 3D

Grade Level: 6-8

Program Summary:

The English 3D supplemental program includes the following: English 3D Issues Book; English 3D Literary Guide; English 3D: Language Development Program for Long-Term English Learners California Instructional Materials Pack; English 3D Language and Writing Portfolio.

Recommendation:

English 3D is recommended for approval because it is aligned with the subset of Common Core State Standards for a Category 2 submission and meets the rest of the evaluation criteria approved by the State Board of Education for this supplemental materials review. Edits and corrections required as a condition of recommendation are listed under the “Edits and Corrections” section of the report below.

Criterion 1: Alignment to Standards

Criterion 1 only applies to a Category 1 submission. This panel reviewed Category 2 materials.

Criterion 2

The supplemental materials program does provide coverage of all of the subset of Common Core State Standards required for a Category 2 submission.

Citations:

· 6 RL 7 LW/TG p. 16 Lesson 6

· 7 RL 10 LG pp. 6, 13, and 14

· 7 L 6 LW/TG pp. 43, 61

· 8 SL 1a LW/TG pp. 28, 44, 62

Criterion 3: Social Content

The program conforms to the Standards for Evaluating Instructional Materials for Social Content, 2000 Edition.

Criterion 4: Accuracy

The materials reviewed were free from grammar and spelling errors.

Criterion 5: Assessment

Assessments, where provided, “gives sufficient evidence for teachers to evaluate student progress.”

Citations:

· The same materials are used for all three grade levels. LG p. 33 (Academic Writing assessment asks students to write a topic sentence, detail sentences, and concluding sentences citing evidence from the text-to be graded by the teacher); Teacher Space CD (provides beginning, middle, and end of year assessments that tie into knowledge gained over time. There is also a report for teachers and parents on growth over time related to the work students will do both in the LW and IB); LW p. 167 (representative example of assessment on summarizing tied to IB 53-54 with supporting teacher expectations and guidelines on p. 167 in the TG).

Criterion 6: Universal Access

The supplemental materials “present comprehensive guidance for teachers in providing effective, efficient instruction for all students.”

Citations:

· The same materials are used for all three grade levels. TG p. T104-T105 (provides resources for student differentiation); LG p. 44 (representative of open-ended response frames to meet students at varying academic levels); TG p. 214 (allows for students to write their own ideas which also allows for differentiation supplemented with the writing scoring rubrics TG p. 112-115).

Criterion 7: Instructional Support

There are clear instructions provided “for teachers on how to use and integrate the supplemental instructional materials.”

Citations:

· The same materials are used for all three grade levels. TG pp. T45-T74 (Twelve instructional routines that focus on implementation support for teaching and recursive instructional routines); Teacher Space CD (provides interactive whiteboard tools, additional assessments, and resources for differentiation); 3D in Action CD (classroom modeling of instructional routines for professional development).

Edits and Corrections:

The following edits and corrections must be made as a condition of this recommendation:

· Grade 6

o 6 L 1a. Consider including the LW: fold-out, Daily Do Now activities (T52-T53), Words to Know (T56-T57) and Words to Go (T62-63), and the 3D in Action CD in the curriculum map.

o 6 L 1b. Consider including the LW: fold-out, Daily Do Now activities (T52-T53), Words to Know (T56-T57) and Words to Go (T62-63), and the 3D in Action CD in the curriculum map.

o 6 L 1c. Consider including the LW: fold-out, Daily Do Now activities (T52-T53), Words to Know (T56-T57) and Words to Go (T62-63), and the 3D in Action CD in the curriculum map.

o 6L 1d. Consider including the LW: fold-out, Daily Do Now activities (T52-T53), Words to Know (T56-T57) and Words to Go (T62-63), and the 3D in Action CD in the curriculum map.

o 6L 4b. Consider including TG T56-57, T62-63, and LW/TG (representative examples), i.e. pp. 27, 32, 44, 61, 72, 77 in the curriculum map.

o 6L 5b. Consider including TG T58-T59 and T68-T75 in the curriculum map.

· Grade 7

o 7L 5b. Consider including TG T58-T59 and T68-T75 in the curriculum map.

o 7L 5c. Consider including TG T58-T59 and pp. 12, 16, 23, 48, and 52 in the curriculum map.

· Grade 8

o 8L 1b. Consider including the LW: fold-out, Daily Do Now activities (T52-T53), Words to Know (T56-T57) and Words to Go (T62-63), and the 3D in Action CD in the curriculum map.

o 8L 1c. Consider including the LW: fold-out, Daily Do Now activities (T52-T53), Words to Know (T56-T57) and Words to Go (T62-63), and the 3D in Action CD in the curriculum map.

o 8L 1d. Consider including the LW: fold-out, Daily Do Now activities (T52-T53), Words to Know (T56-T57) and Words to Go (T62-63), and the 3D in Action CD in the curriculum map.