2008 RLA/ELD Optional Evaluation Criteria Map 4 ... · Web viewWord meaning, including the relationship and association of words to other words In addition, in grade two, the materials

2008 Reading/Language Arts Primary Adoption Program: Longman Keystone © 2010Optional Evaluation Criteria Map Publisher: Pearson LongmanProgram 4: Intensive Intervention Program in Reading/Language Arts, Grades 4-8 Grade Level(s): 4-8

Key:SE Student editionTE Teacher editionTRB Teacher Resources BookWB WorkbookRC Reader’s CompanionASSMT AssessmentTRP TransparenciesPOS PostersAudio Audio Program CDVideo Video Program DVDCD-ROM Student eBook and CD-ROMTCD-ROM Teacher eBook and test generatorPLET Placement and Exit TestLongmanKeystone.com Online resourcesPWAWB Phonics and Word Analysis WorkbookPWATG Phonics and Word Analysis Teacher GuidePWAF Phonics and Word Analysis FlashcardsPWADR Phonics and Word Analysis Decodable Readers

SECTION 1: PROGRAM DESCRIPTIONAll instructional material submissions must meet the requirements of this program description section, and Criteria Categories 1 through 5 that follow.

Program DescriptionPublisher Citations Criterion

Met? CRP/IMAP Comments, Citations, and QuestionsPrimary Supporting Y N

NOTE: Criteria statements 1-37 apply to basic programs.

38. The Intensive Intervention Program in Reading/Language Arts is designed to be a stand-alone, intensive, accelerated reading/language arts program. This program provides two and one-half hours to three hours of daily instruction designed to address the instructional needs of students in grades four through eight

This program is designed to be a stand-alone, intensive accelerated reading/language arts program to teach students in grades 4-8 whose reading achievement is two or more years below grade level (including students who use African American vernacular English, English learners, struggling readers, and students with disabilities). The program

2008 Reading/Language Arts Primary Adoption - Optional Evaluation Criteria Map: Program 4California Department of Education – Approved by SBE January 2008

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whose reading achievement is two or more years below grade level (including students who use African American vernacular English, English learners, struggling readers, and students with disabilities).

provides instruction and practice in literacy and language development.

Scope and SequenceLv. Keys to Learning TE: pp. 12-17Lv. A TE: pp. 16-19Lv. B TE: pp. 16-19Lv. C TE: pp.16-19

The program is designed to provide intensive, accelerated reading/language arts instruction.

How to Use Keystone/Keys to LearningLv. Keys to Learning TE: pp. 40-46Lv. A TE: pp. 44-48Lv. B TE: pp. 44-48Lv. C TE: pp. 44-48

Additional instructional resources are available to the student and teacher on the Student eBook and CD-ROM, the Teacher eBook and CD-ROM, and at longman-keys-to-learning.com and LongmanKeystone.com.

Particular attention has been given to meeting the needs of students who use African American vernacular English, English


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learners, struggling readers, and students with disabilities. See Universal Access boxes.

KTL TE: 32-33Lvs. A-C TE: pp. 27, 36-37

Lv. A TE: pp.T5, T 49, T185, T281Lv. B TE: pp. T263, T267, T287, T307Lv. C TE: pp. T169, T185, T223, T399KTL TE: p. T61

Accelerated Language DevelopmentLv. A TE: pp. T111, T115, T131Lv. B TE: pp. T57, T65, T81Lv. C TE: pp. T193, T201

39. There are two purposes of intervention instruction for students in grades four and above who are two or more years below grade level in reading achievement: (1) to teach students to read; and (2) to teach students those grade-level English–language arts content standards they have not previously mastered.

Longman Keystone © 2010 was specially developed to provide intervention instruction for students in grades 4-8 whose reading achievement is two or more years below grade level. It also teaches students grade-level English-language arts content standards that with which they are having trouble.

The Phonics and Word Analysis Kit provides explicit, systematic instruction and practice in


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phonemic awareness and phonics. Keys to Learning builds on these skills to develop vocabulary and word recognition in addition to building fluency and reading comprehension skills. Keystone levels A, B and C build on this foundation – each reading in every unit begins with thorough vocabulary instruction, scaffolded reading support, and opportunities for students to monitor their own reading progress and oral reading fluency.

40. Based on curriculum-embedded diagnostic assessment, this program should position students to progress rapidly toward successful reentry into the basic program at their appropriate grade level. The instructional design of the program should assume that students can gain two grade levels for each year of instruction.

Each level of the program incorporates a curriculum-embedded diagnostic assessment. Each level also includes a post-test so that teachers can measure student progress.

Lv. KTL ASSMT: pp. 1-8, 9-16Lv. A ASSMT: pp. 3-12, 23-32Lv. B ASSMT: pp. 3-12, 23-32Lv. C ASSMT: pp. 3-12, 23-32

The Standards Map for this program shows that students can gain two grade levels for each year of instruction.


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See also Keys to Learning TE pp. 18-19 and Lv. A, B, C, TE pp. 20-21: “Learner Verification Report”

41. The Intensive Intervention Program in Reading/Language Arts shall be evaluated for alignment with the following materials:a. Educational content review based on

this program descriptionb. Criteria (all categories) in Section IIc. Appendix 9-A, Matrix 1, “Intensive

Intervention in Reading/Language Arts, Grades Four Through Eight”

d. Appendix 9-C, Table 3, “Curriculum Content, Intensive Intervention, Grades Four Through Eight”

e. English–Language Arts Content Standards for California Public Schools

f. Reading/Language Arts Framework for California Public Schools

Content was developed specifically to align with the CA framework, standards, and criteria. Alignment to the standards and framework are infused throughout.

In addition Professional Development articles are provided in the Teacher’s Edition.Lv. Keys to Learning TE: 21-39Lv. A. TE: pp. 24-43

Please see also the Standards Map Correlation. Lv. Keys to Learning, A, B, C TE: pp. CA 2–CA17

As specified in the framework, this program is built on best practices identified in research. The research that informed the development of the program is found in the Teacher’s Edition.

Research BibliographyKeys to Learning TE p. 20Lv. A TE: pp. 22-23Lv. B TE: pp. 22-23Lv. C TE: pp. 22-23

In addition, we sought and implemented feedback on issues and topics identified in


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the framework and criteria, and on the thoroughness and logic of our standards coverage

ReviewersLv. Keys to Learning TE p. 4Lv. A TE: p. 23Lv. B TE: p. 23Lv. C TE: p. 23

42. The program may not be submitted as part of the basic program. This program is designed to accelerate student reentry into the basic program within two years or less. Students who are two or more years below grade level will not benefit from grade-level instruction in the basic program because grade-level reading and instructional materials in the basic program are beyond the students’ reading comprehension level. Publishers choosing to submit an Intensive Intervention Program in Reading/Language Arts must submit it as a stand-alone program that will be evaluated separately.

Longman Keystone © 2010 is designed to accelerate student reentry into the basic program. The Placement Test and Exit Test helps teachers determine into which level a student is placed and offers an indicator of when the student is ready for the basic program.PLET: pp. iv, 23

To accelerate language development and improve reading achievement, the Teacher’s Edition includes Linguistic Notes that point out to the teacher potential problem areas for students:Lv. Keys to Learning pp. T129, T189


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Lv. A pp. T7, T179Lv. B pp. T135, T265Lv. C pp. T247, T139

and Accelerate Language Development notes that provide teachers with point-of-use suggestions.Lv. Keys to Learning pp. T75, T147Lv. A pp. T83, T97Lv. B pp. T15, T29Lv. C pp. T65, T83

43. This curriculum must incorporate the principles of universal access described in the Reading/Language Arts Framework, be based on research as defined in Education Code Section 44757.5(j), and provide instructional content for 180 days of instruction for minimal daily time periods of 2.5 to 3 hours.

The principles of universal access are infused throughout, and are evident in the structure and philosophy of the program. Universal access suggestions are included with each lesson.Universal AccessLv. Keys to Learning TE pp. T7, T23, T29, T33Lv. A TE: pp. T5, T9, T15, T19Lv. B TE: pp. T5, T9, T13, T17Lv. C TE: pp. T5, T9, T15, T19

Instructional frontloading for concepts and vocabulary is provided in print and digital formats.Lv. Keys to Learning TE pp. 20-28Lv. A TE: pp. T2-T7Lv. B TE: pp. T2-T7Lv. C TE: pp. T2-T7

Lv. Keys to Learning TE pp. T207, T227, T269Lv A TE pp. T233, T317, T377Lv. B TE pp. T283, T353, T379Lv C TE pp. 203, 311, 395


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Lv. Keys to Learning CD-ROM: pp. 20-28

Lv. A, B, C CD-ROM: pp. 2-7

Lv. Keys to Learning DVD: Unit 1 VideoLv. A, B, C DVD: Unit 1 Video

Pacing is provided for 180 days of 2.5-3 hour lessons. The pacing is specified for teachers at LongmanKeystone.com, in the Teacher’s Edition, and the Teacher’s Resource Book.

LongmanKeystone.comDaily Lesson PlansLv. Keys to Learning TRB: pp. 3-74Lv. A TRB: pp. 3-74Lv. B TRB: pp. 3-74Lv. C TRB: pp. 3-74

44.The program must have multiple levels and points of entry to appropriately address the skill levels of students in grades four through eight.

This program has four levels and a phonics kit for extra support. The Placement Test provides guidance on placing students in a level of the program based on the student’s skill level.PLET: p. 23

45. The curriculum for the Intensive Teacher guidance is provided sequentially


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Intervention Program in Reading/Language Arts provides guidance to teachers in efficient and effective instruction. Teacher and student editions provide explicit, sequential, linguistically logical, and systematic instruction, practice, application, and diagnostic support in areas in which students (including students who use African American vernacular English) are likely to have difficulty—primarily the following strands and substrands of the English–language arts content standards, grades one through six: a. Phonemic awareness and phonicsb. Word recognition and spellingc. Oral reading fluencyd. Vocabulary and morphologye. Grammar and usagef. Listening and reading comprehensionh. Sentence structure (consistent with

narratives, reading passages, and writing assignments)

i. Writing

within each unit and with each selection. The step-by-step lesson support in the Teacher’s Edition provides explicit instruction to help students whose reading achievement is two or more years below grade level (including students who use African American vernacular English) master the English-language arts content standards with which they are having trouble.Sequential:Lv. A TE: pp. T68-69, T70-71, T72, T74Lv. C TE: pp. T272, 277

Linguistically Logical:Lv. A TE: pp. T73, T87Lv. B TE: pp. T19, T49, T73

Practice & Application: Lv. A-C WB: pp. 1, 5, 6, 7

Diagnostic Support:Lv. A-C RC: pp. 13, 14, 15, 23, 24

Lv A-C Assess: pp.3-12, 13-22, 23-32

AAVE:Lv. A TE: pp. T103, T141Lv. B TE: pp. T123, T137, T145Lv. C TE: pp. T257, T259


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a. The program includes Phonics awareness, word recognition, and spelling instruction throughout. In addition, the Phonics and Word Analysis Workbook gives students practice with the basic sound/symbol correlations.

Lv. Keys to Learning SE pp. 92-93PWAWB

b. Word recognition and spellingLv. Keys to Learning SE pp. 299Lv. A SE/TE: pp. 33, 73Lv. B SE/TE: pp. 109, 281Lv. C SE/TE: pp. 139, 221

PWAWB

c. Oral reading fluency is included with each reading selection.

Lv. Keys to Learning SE p. 113, 31Lv. A SE/TE: pp. 27, 58Lv. B SE/TE: pp. 27, 58Lv. C SE/TE: pp. 241, 256; ASSMT pp. 141-142CD-ROMs and eBooks


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d. Vocabulary is frontloaded before the unit and before each reading. Additional vocabulary is included in the Teacher’s Edition.

Lv. Keys to Learning SE/TE p. 91Lv. A SE/TE: pp. 151, 152Lv. B SE/TE: pp. 17, 18Lv. C SE/TE: pp. 269, 270

e, g, h Grammar and Usage, Sentence Structure and Writing are consistent with the reading passages and student models.

Lv. Keys to Learning SE/TE pp. 238-240, 244-245; WB: pp. 135-137; 139-140, ASSMT: pp. 80-81; 83Lv. A SE/TE: p. 148; WB: p. 52; ASSMT: pp. 38, 54Lv. B SE/TE: p. 28; WB: p. 38Lv. C SE/TE: p. 296; WB: p. 141

Lv. A SE pp. 82, 83, 128-131, WB p. 52, 53Lv. B SE pp. 92, 93, 124-127

Lv. A TE pp. T60-T61, T26-T65Lv. B TE pp. T122-T123, T124-T127


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Lv. C TE pp. T258-T259, T260-T263

f. Listening and reading comprehension practice is included in each unit and each reading in both print and digital format. All readings have been recorded on the Audio CD and on the CD-ROM. Each unit begins with a listening/speaking task and with a listening and reading comprehension story. With each reading, activities provide on-going progress monitoring. After each reading the students are taught learning strategies and comprehension strategies that they can apply to their future reading.

Lv. Keys to Learning SE/TE pp. 146-147Lv. A SE/TE: pp. 8-15; ASSMT: pp. vii, 3, 14, 15Lv. B SE/TE: pp. 34-43Lc. C SE/TE: pp. 22-29

46. Instructional materials will provide opportunities for students to read, write, and discuss expository text.

The authors and editors of Longman Keys to Learning and Longman Keystone © 2010 have incorporated informational texts in each unit of the program, with instructional materials to


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support standards in reading comprehension, vocabulary, and writing applications. Each of these informational texts addresses either a science or history-social science topic. Each lesson introduces and develops reading comprehension skills, academic vocabulary, practice in discussion, and concludes with a writing activity.

Lv. Keys to Learning SE/TE, 262-265Lv. A SE/TE: pp. 136-149Lv. B SE/TE: pp. 196-209Lv. C SE/TE: pp. 96-107


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SECTION II: CRITERIACategory 1: Alignment with English–Language Arts Content StandardsReading/language arts materials should support teaching to the California English–language arts content standards in accord with the guidance provided in the Reading/Language Arts Framework for California Public Schools. All programs must include the following features:

Reading/Language ArtsAlignment with Standards

Publisher Citations Criterion Met? CRP/IMAP Comments,

Citations, and QuestionsPrimary Supporting Y N1. Instructional materials as defined in

Education Code Section 60010(h) are designed to ensure that all students master each of the English–language arts content standards.

Table of ContentsLv. Keys to Learning SE/TE pp. 5-11Lv. A SE/TE: pp. 4-15Lv. B SE/TE: pp. 4-15Lv. C SE/TE: pp. 4-15

Standards coverage and skills alignment are highlighted for each lesson on the Teacher’s Edition page.Lv. Keys to Learning TE pp. T4, T6, T8Lv. A TE: pp. T2, T4, T6Lv. B TE: pp. T2, T4, T6Lv. C TE: pp. T2, T4, T6

Standards are also included on the Lesson Plans for each lesson.Lv. A-C TRB: pp. 3-74

In the Assessment in the program, each question is correlated to the standard tested.Lv. Keys to Learning ASSMT pp. xi-xxxviiiLv. A-C ASSMT: pp. xiii-xlv


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Citations, and QuestionsPrimary Supporting Y N2. Instructional materials reflect and

incorporate the content of the Reading/Language Arts Framework for California Public Schools.

Please see Standards Map Correlation and references for Optional Criteria standards below.Lv. Keys to Learning, A-C TE pp. CA2-CA17

3. Instructional materials incorporate the content described in Appendix 9-A, Matrix 1, and Appendix 9-C, Table 3.

All instruction materials incorporate the content described in Appendix 9-A and Appendix 9-C, Table 3.

4. Instruction reflects current and confirmed research in reading/language arts instruction as defined in Education Code Section 44757.5(j).

Longman Keys to Learning and Keystone, © 2010 was developed specifically for California by contributing authors, advisors, and editors. The instruction reflects current and confirmed research in reading/language arts instruction as defined in Education Code Section 44757.5(j).

Research bibliographyKTL TE: pp.20-23Lvs A-C TE: pp. 22-23

Contrastive AnalysisKTL TE: pp. 24-39Lvs A-C TE: pp. 28-43

5. Sufficient instructional time is allotted to content standards that require extensive teaching and are clear prerequisites for later content standards.

The program was developed in a systematic, logical sequence that includes sufficient instructional time for contents standards that require extensive teaching. The Teacher’s Resource


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Citations, and QuestionsPrimary Supporting Y NBook helps teachers plan the daily lessons. Lv. A-C TRB: pp. 3-74

The program includes suggestions for reteaching and scaffolding throughout.

6. The program demonstrates an explicit relationship between academic language development, reading selections, and written and oral expression (see number 45 below, under “Writing”).

Every reading serves as the foundation for instruction. The vocabulary used in the reading and the academic language that students use to discuss and write about the reading is frontloaded. Selection vocabulary (Key Words) is developed to facilitate correct use in speaking and writing. Each vocabulary word is presented with a context sentence to demonstrate its correct use. Academic Vocabulary words are taken from the Academic Word List and enable the student to use those words in their speaking and writing.

KTL TE p. T311-313Lv. A SE pp. 6, 8-17Lv. B SE pp. 6, 8-15Lv. C SE pp. 6, 8-17

Routines for introducing and incorporating new vocabulary into speaking and writing are provided on the Student eBook and CD-ROM.


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Citations, and QuestionsPrimary Supporting Y N

7. The English–Language Arts Content Standards and Reading/Language Arts Framework form the basis of the instructional materials. Extraneous materials not aligned to these content standards must be minimal and not detract from instruction.

Please see Standards Map Correlation.

Also see the Scope and Sequence for each level.Lv. Keys to Learning TE pp. 12-17Lv. A TE: pp. 16-19Lv. B TE: pp. 16-19Lv. C TE: pp. 16-19

8. Instructional materials include activities that relate directly to the learning objectives. Extraneous material is kept to a minimum.

Each unit is built around a Big Question and includes four readings and instruction that focuses a discrete set of standards. Selection activities are standards-driven and are designed for practice and application of the designed skill.

Skills introduced, developed, and assessed in Student Edition:Lv. A SE: pp. 2-17, 58; ASSMT pp. 35-38Lv. B SE: pp. 2-15, 58; ASSMET pp. 35-38Lv. C SE: pp. 2-17, 58; ASSMT pp. 35-38

Skills supported/extended/ assessed in:Lv. A TE: pp. T2-T17, T58; ASSMT pp. 35-38Lv. B TE: pp. T2-T15, T58; ASSMET pp. 35-38Lv. C TE: pp. T2-T17,


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Citations, and QuestionsPrimary Supporting Y NT58; ASSMT pp. 35-38

9. Instructional materials use proper grammar and spelling (Education Code Section 60045).

The authors and editors of Longman Keys to Learning and Keystone © 2010 have incorporated literary works and informational texts with instructional materials, using proper grammar and spelling.

10.Any gross inaccuracies or deliberate falsification revealed during the review process will result in disqualification, and any found during the adoption cycle will subject the program to removal from the list of state-adopted textbooks. Gross inaccuracies and deliberate falsifications are defined as those requiring changes in content.

The editors of Longman Keys to Learning and Keystone © 2010 have worked to create student materials and teacher materials free from gross inaccuracies and false statements. Each level has been fact-checked.

11.All authors listed in the instructional program are held responsible for the content. If requested, the authors must be willing to supply proof of authorship. Beyond the title and publishing company’s name, the only name to appear on a cover and title page shall be the actual author or authors.

The authors of Longman Keys to Learning and Keystone © 2010 are experts in their fields, and they relied heavily on the latest research in developing this program.

12.Publishers must indicate in teacher materials all program components necessary to address all English–language arts content standards for each grade

Lv. Keys to Learning TE p. 40-46, T22Lv. A TE: pp. 44-48, T2Lv. B TE: pp. 44-48, T2Lv. C TE: pp. 44-48, T2


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Citations, and QuestionsPrimary Supporting Y Nlevel.

Curriculum must provide explicit, sequential, linguistically logical, and systematic instruction, practice, application, and diagnostic support in the following program areas:Phonemic Awareness13. Instructional materials for kindergarten

through grade two must be taught comprehensively and as a sequence of skills in the grade levels as described in the English–language arts content standards.

The program includes a Phonics and Word Analysis kit in which the material is presented in an explicit, sequential, linguistically logical way. Please see:PWAWBPWATGPWAFand PWADR

Phonics and Decoding 14. Phonics instruction includes all sound-

spelling correspondences and is taught in a sequential and logical design.

PWAWBPWATGPWAFand PWADR

15. Publishers will include, for those students who need them, learning tools for phonemic awareness (such as phoneme phones and letter tiles).

Games and Activites/Letter TilesPWATG: pp: 247-252; 269-270

16. Publishers will include, for those students who need them, learning tools for phonics (such as Elkonin boxes).

Elkonin boxesPWATG: pp: 271-288

Oral Reading Fluency and Word Attack Skills17. Instructional materials emphasize oral

reading decoding fluency and the skills of word recognition, reading accuracy, and prosody. Programs offer strategies for

PWAWB: pp. 11, 181-182PWATG: pp. 10, 238-239

Lv. Keys to Learning SE p. 31; ASSMT p. 60Lv. A SE pp. 27, 58; ASSMT pp. 141-142


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Citations, and QuestionsPrimary Supporting Y Nincreasing oral fluency rates with adequate daily materials of increasing difficulty.

Lv. B SE pp. 27, 58; ASSMT pp. 141-142Lv. C SE pp. 81, 124; ASSMT pp. 141-142

Oral Fluency practice and assessment is also offered at LongmanKeystone.comLongmanKeystone.com

18.Oral reading materials include instruction in word reading, practice on increasingly difficult passages, and assessments on this instruction and practice in grades one through six and grades six through eight (as needed).

PWAWB: pp. 11, 181-182PWATG: pp. 10, 238-239

Lv. Keys to Learning SE p. 31; ASSMT p. 60Lv. A SE pp. 27, 58; ASSMT pp. 141-142Lv. B SE pp. 27, 58; ASSMT pp. 141-142Lv. C SE pp. 81, 124; ASSMT pp. 141-142

Oral Fluency practice and assessment is also offered at LongmanKeystone.comLongmanKeystone.com

19.Student materials include opportunities for daily oral reading fluency practice

The Phonics and Word Analysis Workbook provides students with daily oral reading fluency practice.PWAW: pp. 20, 21, 22

Lv. Keys to Learning TE pp. T23, T31Lv. A TE: pp. T5-6, T27Lv. B TE: pp. T5-6, T27Lv. C TE: pp. T5-6, T15

Decodable Books PWADR: Books A and B


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Citations, and QuestionsPrimary Supporting Y N20.Sufficient pre-decodable and decodable

texts are included at the early stages of reading instruction to allow students to develop automaticity and practice fluency. Those materials in the program designated as decodable must have text with at least 75 percent of the words consisting solely of previously taught sound-spelling correspondences and from 15 percent to 20 percent of the words consisting of previously taught high-frequency words and story words. High-frequency words introduced in pre-decodable and decodable texts are taken from a list of the most commonly used words in English, prioritized by their utility. For those sounds with multiple spellings, two sound-spellings may be paired in one decodable book or reading passage.

Additional decodable readings are included in the Phonics and Word Analysis Workbook. PWAWB: pp. 11, 22, 35, 41, 59, 70, 79, 94, 104, 114, 123, 140, 149, 165, 181-182

High frequency words are introduced and taught throughout the Phonics and Word Analysis Workbook.PWAWB: pp. 10, 21, 34, 40, 58, 69, 78, 103, 113, 122, 139, 148, 164

21.Each decodable text contains at the back a list of all the high-frequency words and sound-spelling correspondences introduced in that text.

PWADR: Books A and B

22.Sufficient is defined as follows:(a – d Apply to basic programs)e. Intensive intervention programs–

Approximately 9,000 words of decodable text: two decodable reading selections/passages per sound-spelling determined by the instructional

PWADR: Books A and B

Attention was given to the age group for which these decodable texts are designed.


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Citations, and QuestionsPrimary Supporting Y Nsequence of letter-sound correspondence for students who still need this instruction. Careful attention must be given to the age group for which these decodables are designed to ensure the content is age-appropriate and engaging for students in grades four through eight.

Spelling23. Instructional materials link spelling with

decoding as reciprocal skills. Spelling lessons are based on the phonemic and morphologic concepts taught at appropriate grade levels as defined in the English–language arts content standards. Spelling rules are explicitly taught with practice focused on patterns of words and sound-letter associations.

Lv. Keys to Learning SE: pp. 126-127Lv. A SE: p. 21Lv. B SE: p. 19Lv. C SE: p. 139

Lv. Keys to Learning TE: pp. T126-T127Lv. A TE: p. T21Lv. B TE: p. T19Lv. C TE: p. T139

Lv. Keys to Learning WB: pp. 70Lv. A WB: p. 10 Lv. B WB: p. 10Lv. C WB: p. 67

Vocabulary 24.The program provides direct, explicit, and

systematic instruction and opportunities for student practice and application in key vocabulary connected to reading and writing instruction, including academic vocabulary from the history–social science and science content standards that are addressed in the intervention program.

Lv. A SE: pp. 71-72, 74-79Lv. B SE: pp. 83-84, 86-89Lv. C SE: pp. 97-98, 100-103

Lv. A TE: pp. T71-72, T74-79Lv. B TE: pp. T83-84, T86-89Lv. C TE: pp. T97-98, T100-103


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Citations, and QuestionsPrimary Supporting Y NLv. A RC: p. 34Lv. B RC: p. 30Lv. C RC: p.42

25.The program includes weekly lesson plans for daily vocabulary lessons and lists of target vocabulary words that will be taught each week.

Lv. Keys to Learning TRB: pp. 3-4Lv. A TRB: pp. 3-4Lv. B TRB: pp. 3-4Lv. C TRB: pp. 3-4

Lv. Keys to Learning TE: pp. 12-17Lv. A-C TE: pp. 16-19

26. Instructional resources provide strategies for teachers and materials for students to use in developing academic language (i.e., the more difficult, abstract, technical, and specialized vocabulary and concepts used in texts and tests).

Lv. A SE: pp. 71-72, 404-405, 408-409Lv. B SE: pp. 83-84, 398-399, 402-403Lv. C SE: pp. 97-98, 410-411, 414-415

Lv. Keys to Learning TE: pp. T121Lv. A TE: pp. T71-72, 404-405, 408-409Lv. B TE: pp. T83-84, 398-399, 402-403Lv. C TE: pp. T97-98, 410-411, 414-415

Lv. A WB: pp. 33-34Lv. B WB: pp. 40-41Lv. C WB: pp. 47-48

27. Materials provide opportunities for students to use and apply words in

Lv. A SE: pp. 71-72, 74-79Lv. B SE: pp. 83-84, 86-89Lv. C SE: pp. 97-98, 100-


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Citations, and QuestionsPrimary Supporting Y Nindividual and group responses, over time, and in different contexts.

103

Lv. A TE: pp. T71-72, T74-79Lv. B TE: pp. T83-84, T86-89Lv. C TE: pp. T97-98, T100-103

Lv. A RC: p. 34Lv. B RC: p. 30Lv. C RC: p.42

Lv. A WB: p. 143Lv. B WB: p. 54Lv. C WB: p. 118

Lv. A-C SE: pp. vi-vii, 66-67

28.Materials include suggestions for periodic review and extended use of the words beyond the instructional time.

The Workbooks offer review and practice of all vocabulary taught in the student edition. The student CD-ROMs and eBooks provide interactive vocabulary games and quizzes to be done in class or for homework.

Lv. Keys to Learning WB: p. 113Lv. A-C WB: pp. 1-2, 30

Lv. A-C CD-ROM and eBooks

The Teacher’s Edition provides additional opportunities for learners to


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Citations, and QuestionsPrimary Supporting Y Nuse key words and academic vocabulary in new contexts. Universal Access boxes also provide frequent suggestions for recycling previously taught vocabulary.

Lv. Keys to Learning TE: p. T213Lv. A TE: p. T151Lv. B TE: p. T51, T173Lv. C TE: p. T181

The Teacher’s Resource Books provide teachers with homework suggestions that extend vocabulary practice beyond the instructional time.

Lv. Keys to Learning TRB: p. 46Lv. A TRB: p. 51Lv. B TRB: p. 10Lv. C TRB: p. 22

29.The program provides instruction designed to foster students’ word consciousness and self-monitoring in attending to unknown words.

The program provides students with study skills such as building vocabulary and using a thesaurus, dictionary, and online dictionary.Lv. Keys to Learning TE: p. T25, T47, T334-335Lv. A TE: pp. T51, T209, T404-407Lv. B TE: p. T217, T231, T398-401Lv. C TE: p. T115, T143, T41-413


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The program preteaches key, literary, and academic words before each reading.Lv. A TE: p. T222Lv. B TE: p. T36Lv. C TE: p. T114

Lv. A-C WB: p. 126

30.To promote language development, instructional materials in kindergarten through grade two include direct, explicit, and systematic instruction and opportunities for practice and application in the following areas:a. Classification of grade-appropriate

words into categoriesb. Word-learning strategiesc. Word meaning, including the

relationship and association of words to other words

In addition, in grade two, the materials provide instruction in common antonyms and synonyms; knowledge of individual words in unknown compound words to predict their meaning; the meaning of simple prefixes and suffixes; and identification of simple multiple-meaning words

Learners classify grade-appropriate words into categories.

Lv. Keys to Learning SE: p. 175Lv. A SE: p. 33Lv. B SE: p. 33Lv. C SE: p. 341

Lv. Keys to Learning WB: p. 145Lv. A WB: p. 17Lv. B WB: p. 24Lv. C WB: p. 163

Word-learning strategies are provided in the handbooks at the back of each student edition. Suggestions for instruction are provided in the teacher’s edition.

Lv. Keys to Learning SE/TE: pp. 334-335Lv. A TE/SE: pp. 404-405Lv. B TE/SE: pp. 398-399Lv. C TE/SE: pp. 410-411

Word meaning, including


26




Citations, and QuestionsPrimary Supporting Y Nantonyms, synonyms, compound words, and multiple-meaning words are taught in the Word Analysis sections of the student edition

Lv. Keys to Learning SE: p. 299Lv. A SE: pp. 47, 165, 203, 379Lv. B SE: pp. 33, 213, 331Lv. C SE: pp. 111, 167, 301

The Phonics and Word Analysis Workbook also provides thorough instruction in word meaning and word building.

PWAWB: pp. 172-180

31.To promote language development, instructional materials in grades three and beyond include direct, explicit, and systematic instruction and opportunities for student practice and application in the following areas:a. Word structure/analysis of prefixes,

suffixes, base and root words, derivatives, and continuing practice in antonyms and synonyms as well as identification and usage of multiple-meaning words with grade-level

a.PrefixesPWAWB: pp. 173-175Lv. A SE: pp. 7Lv. B SE: pp. 135Lv. C SE: pp. 87

Suffixes PWAWB: pp. 176-180Lv. A SE: pp. 87, 311Lv. B SE: pp. 85Lv. C SE: pp. 155, 235

Base & Root Words Lv. A SE: pp. 179Lv. B SE: pp. 371


27




Citations, and QuestionsPrimary Supporting Y Nexpectations

b. Word meaning including the relationship and association of words to other words

c. Phonological, morphological, syntactical, and semantic structures of English

d. Identification of origins and meanings of foreign words frequently used in English, beginning in grade six; in use of Greek, Latin, and Anglo-Saxon word roots and affixes related to content-area words, beginning in grade seven; and in analyzing idioms, analogies, metaphors, and similes to infer literal and figurative meanings of phrases, beginning in grade eight

e. Key academic vocabulary with grade-level expectations

f. Use of new and previously taught academic vocabulary in reading, writing, listening, and speaking activities and multiple exposures to key academic vocabulary through periodic review and distributed practice of previously taught academic words through guided practice, independent practice, and application (with teacher feedback)

Lv. C SE: pp. 235

Derivatives Lv. B SE: pp. 199

Antonyms Lv. A SE: pp. 165Lv. B SE: pp. 331Lv. C SE: pp. 301

Synonyms Lv. A SE: pp. 165Lv. B SE: pp. 213Lv. C SE: pp. 167, 301

Multiple-Meaning Words Lv. A SE: pp. 203, 379

b.Word MeaningLv. Keys to Learning SE pp. 73Lv. A SE: pp. 404Lv. B SE: pp. 154Lv. C SE: pp. 33

c.English StructuresPWAWB: p. 80Lv. Keys to Learning SE pp. 42 Lv. A SE: p. 28Lv. B SE: pp. 300 Lv. C TE: p. T401

d.Word Origins Lv. B SE: pp. 175


28




Citations, and QuestionsPrimary Supporting Y Ng. Word-learning strategies and skills

Greek/Latin RootsLv. A SE: pp. 179, 349Lv. B SE: pp. 371Lv. C SE: pp. 183, 353

Idioms Lv. A SE: pp. 45, 101

Metaphor Lv. Keys to Learning SE: 215-217Lv. A SE: pp. 347Lv. B SE: pp. 107

Simile Lv. Keys to Learning SE: 215-217Lv. A SE: pp. 347Lv. B SE: pp. 107

e.Academic VocabularyLv. Keys to Learning SE pp. 121, 265Lv. A SE: pp. 334, 336-343Lv. B SE: pp. 304, 306-311Lv. C SE: pp. 208, 210-215

g.Word-Learning StrategiesLv. Keys to Learning SE pp. 91Lv. A SE: p. 47Lv. B SE: p. 97Lv. C SE: p. 111


29





Expository Texts and Reading Selections NOTE: Criterion statement 32 applies to basic

programs. 33. Informational text to support standards in

reading comprehension, vocabulary, and writing applications is included for all grades. When included, informational text addressing topics in history–social science, science, and mathematics is accurate and consistent with grade-level standards and the unit/theme design. When appropriate, informational text in grades four through eight will include content that incorporates education principles and concepts for the environment that are consistent with grade-level standards and the unit/ theme design, as required in Public Resources Code Section 71301(d)(1).

The authors and editors of Longman Keys to Learning and Keystone © 2010 have incorporated informational texts with instructional materials to support standards in reading comprehension, vocabulary, and writing applications. Each of these informational texts addresses either a science or history-social science topic. Each lesson introduces and develops reading comprehension skills and academic vocabulary, and concludes with a writing activity.

Lv. Keys to Learning TE: pp. T262-T265, T311-T313Lv. A TE: pp. T18, T76, T244Lv. B TE: pp. T46, T82Lv. C TE: pp. T8, T32

34.Reading selections, both those read to students and those that students read, are of high quality, and are interesting, motivational, multicultural, and age-appropriate for students.

All reading selections in Longman Keys to Learning and Keystone © 2010 undergo a rigorous review to ensure that they are accessible to a wide range of students, that they are age-appropriate, and that they reflect an even balance of multicultural origins. All reading selections are


30




Citations, and QuestionsPrimary Supporting Y Nrecorded by professional actors and made available both on audio CD and CD-ROM.

Suggestions for Further Reading are available in each Teacher’s Edition.

Lv. Keys to Learning SE: pp. 22-23, 30, 38-39, 46; 215Lv. A SE: pp. 204-209, 253Lv. B SE: pp. 176-179, 185Lv. C SE: pp. 286-293, 327

Lv. Keys to Learning ASSMT: vi-viiiLv. A-C ASSMT: pp. vii-x

Audio CDsCD-ROM, eBooks

Writing35.The program includes daily explicit

instruction in writing with additional time for practice and application during independent work time.

Daily Language PracticeLv. Keys to Learning TRP: pp. 11-25Lv. A-C TRP: Units 1-6

Quick WriteLv. A SE: pp. 3, 69, 135, 199, 263, 331Lv. B SE: pp. 3, 69, 131, 195, 261, 327Lv. C SE: pp. 3, 69, 135, 205, 267, 337


31





VocabularyLv. Keys to Learning SE/TE: pp. 91, 92, 96Lv. A SE/TE: pp. T19-T20Lv. B SE/TE: pp. T17-T18Lv. C SE/TE: pp. T5-T6

ComprehensionLv. Keys to Learning SE: pp. 121Lv. A SE: pp. 13-14Lv. B SE: pp. 11-12Lv. C SE: pp. 13-14

Grammar and Writing Lv. A SE: pp. T16-T17Lv. B SE: pp. T14-T15Lv. C SE: pp. T16-T17

Writing WorkshopLv. Keys to Learning SE: pp. 100-101Lv. A SE: pp. T62-65Lv. B SE: pp. T62-T65Lv. C SE: pp. T62-T65

Writing HandbookLv. A SE: pp. 439-454Lv. B SE: pp. 433-448Lv. C SE: pp. 445-460

36. Instructional materials include high-quality literature and informational text at all grade levels that serve as strong models of writing and reinforce the reciprocal relationship between reading, vocabulary, and writing as well as listening and

The program contains a wide range of high-quality literature and informational texts, designed to serve as the foundation for instruction. The vocabulary used in the reading and the academic language that


32




Citations, and QuestionsPrimary Supporting Y Nspeaking. students use to discuss and

write about the reading is frontloaded. Selection vocabulary (Key Words) is developed to facilitate correct use in speaking and writing. Each vocabulary word is presented with a context sentence to demonstrate its correct use. Academic Vocabulary words are taken from the Academic Word List and enable the student to use those words in their speaking, listening, and writing.

Lv. Keys to Learning SE: pp. 22-23, 30, 38-39, 46, 210, 215, 310-313Lv. A SE: pp. 8-13, 111, 131, 204-209, 253Lv. B SE: pp. 148-151, 176-179, 183, 185, 191Lv. C SE: pp. 179, 201, 286-293, 314-321, 327

Lv. A-C TRP: pp. 21-50

37.Teacher editions and student materials are

aligned with the specific types of writing required by the standards at each grade level, including descriptive writing, narrative, responses to literature, persuasive compositions, research reports, technical documents, and documents


The writing sections provide instruction in the types of writing required at each grade level. Each writing section contains a model of the type of writing being discussed,


33




Citations, and QuestionsPrimary Supporting Y Nrelated to career development, as appropriate to grade level. When specific genres appear at multiple grade levels, the expectations, direct instruction, and assignments progress in breadth, depth, and sophistication as specified by grade-level standards.

together with practice and a writing checklist. The student editions each contain a writing handbook for students’ reference.

Writing GenresEach level provides examples of and practice in descriptive writing, narrative, responses to literature, persuasive compositions, research reports, technical documents, and documents related to career development. Genres increase in breadth, depth, and sophistication from Level A through C.Lv. A SE: pp. 17, 29, 43, 57, 62Lv. B SE: pp. 15, 29, 45, 57, 62Lv. C SE: pp. 17, 31, 43, 57, 62

Writing HandbookLv. A SE: pp. 439-454Lv. B SE: pp. 433-448Lv. C SE: pp. 445-460

Response to LiteratureLv. A SE: pp. 225, 227Lv. B SE: p. 43Lv. C SE: p. 149

Lv. Keys to Learning SE: pp. 64-67


34





School-to-WorkLv. Keys to Learning TRP: pp. 34-35Lv. A-C TRP: pp. 51-60

38. Instructional materials provide strategies for teachers to develop students’ academic language, including more difficult, abstract, technical, and specialized vocabulary and concepts.

The Teacher’s Edition for each level provides strategies for developing students’ academic language.

Lv. Keys to Learning TE: pp. 121Lv. A TE: pp. T100, T282Lv. B TE: pp. T32, T174Lv. C TE: pp. T46, T138

Lv. A WB: p. 41Lv. B WB: p. 41Lv. C WB: p. 41

39.The teacher editions and student materials provide instruction and practice opportunities to ensure that students learn the specific academic language associated with all genres of reading and writing, including but not limited to such terms as narrative, exposition, and persuasion. Instruction in academic vocabulary will also include literary terms such as summary, plot, theme, main idea, evidence,

Academic vocabulary, including key words related to concepts, is introduced and defined at the beginning of each of the four readings in each unit. The Reading Strategy features in each unit give students exposure to the academic language associated with reading and writing. The academic language is developed throughout the student


35




Citations, and QuestionsPrimary Supporting Y Ncoherence, cause/effect, and proposition/support.

edition, and additional instruction is provided in the teacher’s edition for each level.

Literary Terms/Reading StrategiesLv. A TE/SE: p. 99, 179Lv. B TE/SE: p. 71, 293Lv. C TE/SE: p. 19, 99, 283

40.Teacher editions suggest and provide daily explicit instruction in writing assignments that are connected to and consistent with the genre presented in the reading selections and passages of the lesson. Materials include instruction in the language patterns and structures present in the genre studied. The materials provide discussion prompts, related to these two reciprocal reading and writing elements of lessons, that support students as they actively use the academic language associated with the genre being studied.

Reading selections in each unit of the student edition provide a model of the writing assignment being taught. Teacher’s editions provide instruction connected to and consistent with each genre.

Lv. Keys to Learning TE: pp. T224-T225, T230-T231Lv. A SE/TE: pp. T3, T16-T17, T28-T29, T62-T65, T343Lv. B SE/TE: pp. T3, T14-T15, T62-T65Lv. C SE/TE: pp. T3, T16-T17, T62-T65

TRBLv. A: pp. 3-74Lv. B: pp. 3-74Lv. C: pp. 3-74

41.Materials provide guidance to teachers about when and how in the instruction process to give feedback to students on

The Teacher’s Edition provides guidance for interaction with students at each stage of the writing


36




Citations, and QuestionsPrimary Supporting Y Ntheir writing. process. Assessment and

feedback is offered via the Writing Checklist on both the student and teacher pages. The Writing Handbook at the back of both the Student Edition and Teacher’s Edition offers rubrics for writing and instruction on the writing process.

Lv. Keys to Learning TE: pp. 44-45, T32-35, T278–T279Lv. A TE: pp. T62-T65, T442-T448Lv. B TE: pp. T62-T65, T440-T442Lv. C TE: pp. T62-T65, T448-T454

Lv. Keys to Learning ASSMT: p. xLv. A ASSMT: pp. xiiLv. B ASSMT: pp. xiiLv. C ASSMT: pp. xii

42.Materials include instruction and practice in writing on demand, including the skills necessary to read and correctly interpret writing prompts, organize quickly, edit, and revise.

Quick WriteLv. A SE: pp. 3, 69, 135, 199, 263, 331Lv. B SE: pp. 3, 69, 131, 195, 261, 327Lv. C SE: pp. 3, 69, 135, 205, 267, 337

Writing Assignments and WorkshopsLv. A SE: pp. 17, 62-65Lv. B SE: pp. 15, 62-65Lv. C SE: pp. 17, 62-65


37





Lvs. A-C WB: pp. 7, 29Lvs. A-C ASSMT: p. 150, 160, 170, 180, 205-206

43. Instructional materials in writing skills and strategies provide direct, explicit, and systematic instruction, practice, and application appropriate to grade-level content standards and include:a. Sentence fluencyb. Sentence varietyc. Paragraph and essay structure,

organization, and coherenced. Word choice

Each grammar and writing section in the student edition provides direct, explicit, and systematic instruction, practice and application in writing skills and strategies. The corresponding teacher notes provide step-by-step instruction and give teachers additional strategies to help learners through direct instruction and with resources such as graphic organizers.

Lv. A SE: pp. 43, 57, 148-149, 345, 392-393Lv. B SE: pp. 15, 118-119, 339, 386-387Lv. C SE: pp. 216-217, 255, 297, 398-399

44. Instructional materials in writing applications provide direct, explicit, and systematic instruction, practice, and application appropriate to grade-level content standards and include:a. Instruction in a full range of text

structures including writing to describe and explain objects, events, and experiences

Instruction in text structure, writing narratives, biographies and autobiographies, expository compositions, responses to literature, research reports, persuasive compositions, and summaries of reading material and technical documents and documents related to career development is explicated presented in both the


38




Citations, and QuestionsPrimary Supporting Y Nb. Instruction and practice in writing

narratives, biographies and autobiographies, expository compositions, responses to literature, research reports, persuasive compositions, and summaries of reading material

c. Instruction and practice in writing technical documents and documents related to career development, as appropriate to grade level

d. Instruction in the components and unique features of each writing application

e. Instruction in the use of grade-appropriate, standards-aligned rubrics for each application

f. Models of the production of each application through teacher write-aloud opportunities or opportunities to analyze writing models provided in the materials

g. Scaffolding that leads students into independent grade-level writing through timely and explicit feedback

h. Guidance for students through frequent opportunities to review progress using application-specific rubrics

i. Assessment of students' ability to meet

student and teacher editions.

a.Lv. A SE/TE: pp. 29, 57Lv. B SE/TE: pp. 15, 57Lv. C SE/TE: pp. 31, 43

b.Lv. A SE/TE: pp. 123, 149, 187, 227, 307, 392-397Lv. B SE/TE: pp. 93, 183, 209, 249, 386-391Lv. C SE/TE: pp. 107, 163, 231, 243, 398-403

c.Lv. Keys to Learning TRP: pp. 34-35Lv. A-C TRP: pp. 51-60Lv. A SE/TE: pp. 450-452Lv. B SE/TE: pp. 444-446Lv. C SE/TE: pp. 456-458

d.Instruction in the components and unique features of each writing application is found in both the student and teacher editions. Lv. A SE/TE: pp. 3, 17, 29, 43, 57, 62Lv. B SE/TE: pp. 69, 81, 93, 105, 119, 124Lv. C SE/TE: pp. 135, 151, 163, 179, 193, 198


39




Citations, and QuestionsPrimary Supporting Y Nthe grade-level writing application standards, using application-specific prompts

e.Instruction in the use of grade-appropriate, standards-aligned rubrics for each application Lv. A SE/TE: pp. 63, 447-448Lv. B SE/TE: pp. 125, 441-442Lv. C SE/TE: pp. 199, 453-454

f.Each writing section contains a student model.KTL SE: pp. 86, 292Lv. A SE: pp. 17, 29, 43, 57, 65Lv. B SE: pp. 81, 93, 105, 119, 127Lv. C SE: pp. 151, 163, 179, 193, 201

Lv A, B, C TRP: pp. 21-50

g.Scaffolding writing and feedbackLv. A TE: pp. 17, 29, 43, 57, 62Lv. B TE: pp. 81, 93, 105, 119, 124Lv. C TE: pp. 151, 163, 179, 193, 198

Lv. A RC: p. 8Lv. B RC: p. 30Lv. C RC: pp. 54

h.Application-specific


40




Citations, and QuestionsPrimary Supporting Y Nrubrics through writing checklistLv. A SE/TE: pp. 63, 447-448Lv. B SE/TE: pp. 125, 441-442Lv. C SE/TE: pp. 199, 453-454

i.AssessmentLv. A-C ASSMT: p. xii, 10, 140

45. Instructional content reflects the reciprocal and related processes of reading, writing conventions, and listening and speaking.

The authors and editors of Longman Keys to Learning and Keystone © 2010 have incorporated literary and informational texts that reflect the related processes of reading comprehension, vocabulary acquisition and writing applications. Each lesson introduces and develops reading comprehension skills and academic vocabulary, and concludes with a writing activity. The academic language taught is taken from the Academic Word List and enables the student to use these academic words in their speaking, listening and writing.

Lv. Keys to Learning SE/TE: pp. 210-212Lv. A SE/TE: pp. 112-123, 126-131


41




Citations, and QuestionsPrimary Supporting Y NLv. B SE/TE: pp. 106-119, 122-127Lv. C SE/TE: pp. 244-255, 258-263

46. Instructional materials include direct, explicit, and systematic instruction and opportunities for student practice of the written and oral English language conventions, comprehension skills, and literary response and analysis at the appropriate grade levels as defined in the English–Language Arts Content Standards.


Leveled selections throughout the program include thorough standards-based instruction and multiple opportunities for student practice of oral and written English language conventions. End-of-unit workshops bring these conventions together, centering learner practice on the Big Question.

Lv. A SE: pp. 139, 146-149Lv. B SE: pp. 78-81Lv. C SE: pp. 252-255, 364-365

47. Instructional materials include direct,

explicit, and systematic instruction, student practice, and application in identifying and using comprehension skills at the appropriate grade level as defined in the English–Language Arts Content Standards.

Regular comprehension checks occur in every reading selection. All reading selections are frontloaded with a reading strategy that is reinforced in the Teacher’s Edition and the Reader’s Companion. Each reading is followed by a comprehension section.


42





Lv. Keys to Learning SE: p. 133Lv. A SE/TE: pp. 179-184Lv. B SE/TE: pp. 225-232Lv. C SE/TE: pp. 271-278


Lv. A RC: p. 62-68Lv. B RC: p. 84-94Lv. C RC: pp. 92-98

48. Instructional materials include direct, explicit, and systematic instruction; student practice; and identification of the structural features of literature and expository materials and use of literary elements of text at the appropriate grade levels as defined in the English–Language Arts Content Standards.

Leveled selections include reading skills introduced before reading, developed during reading, and assessed after reading.

Lv. Keys to Learning SE: pp. 214-217Lv. A SE: pp. 265, 267-275Lv. B SE: pp. 157, 159-167Lv. C SE: pp. 283, 285-293

Lv. Keys to Learning WB: pp. 121-124Lv. A WB: pp. 129, 132-133Lv. B WB: pp. 79, 82-83Lv. C WB: pp. 136, 139-140

Lv. A ASSMT: p. 99


43




Citations, and QuestionsPrimary Supporting Y NLv. B ASSMT: p. 75Lv. C ASSMT: p. 103

49. The program provides a consistent set of editing marks that are taught and used throughout the program.

Lv. A SE/TE: pp. 62-65, 454Lv. B SE/TE: pp. 62-65, 448Lv. C SE/TE: pp. 62-65, 460

Lv. A, B, C, WB: p. 29

Lv. A, B, C TRP: p. 51

Lv. A, B, C TRB: p. 38

50.The program provides opportunities for both full process writing assignments and on-demand, prompt-driven assignments that must be completed within a specified time limit.

Lv. Keys to Learning SB: pp. 258-259Lv. A SE: pp. 3, 69, 135, 199, 263, 331, 256-259Lv. B SE: pp. 3, 69, 131, 195, 261, 327, 320-323Lv. C SE: pp. 3, 69, 135, 205, 267, 337, 390-403

Lv. A ASSMT: p. 170Lv. B ASSMT: p. 180Lv. C ASSMT: p. 190

51.The program provides daily opportunities for writing to practice newly acquired skills and applications and review previously learned skills and strategies.

Daily writing opportunities include: Daily Language PracticeLv. A-C TRP: Units 1-6

Quick WriteLv. A SE: pp. 3, 69, 135, 199, 263, 331Lv. B SE: pp. 3, 69, 131, 195, 261, 327


44




Citations, and QuestionsPrimary Supporting Y NLv. C SE: pp. 3, 69, 135, 205, 267, 337

Writing Assignments and WorkshopsLv. A SE: pp. 17, 62-65Lv. B SE: pp. 15, 62-65Lv. C SE: pp. 17, 62-65

Lv. A WB: pp. 7, 29Lv. B WB: pp. 7, 29Lv. C WB: pp. 7, 29

Lv. A ASSMT: p. 150Lv. B ASSMT: p. 150Lv. C ASSMT: p. 150

Category 2: Program OrganizationSequential organization and a coherent instructional design of the reading/language arts program provide structure for what students should learn each year and allow teachers to teach the reading/language arts instruction efficiently and effectively. English learners, students with disabilities, students who use African American vernacular English, struggling readers, and other students at risk of not mastering grade-level academic content need to be clearly and directly taught. They need to be able to anticipate what comes next in the instructional sequence and what is expected of them so they can focus all their attention on learning the new academic content, skills, and strategies are presented in the lessons. The instructional design described below serves as the scaffold for students with diverse learning needs. All programs must include the following features:

Program Organization Publisher Citations Criterion Met? CRP/IMAP Comments,

Citations, and QuestionsPrimary Supporting Y N1. Scope and sequence align with English–

language arts content standards and strands, although within each grade level the standards and the strands do not have to be addressed in a particular order.

Please see the Standards Map correlation.

This program is designed to be a stand-alone, intensive language arts program to teach English Learners in grades 4-8 whose academic achievement is two or more years below grade level. The program provides


45



Citations, and QuestionsPrimary Supporting Y Ninstruction and practice in literacy and language development.Scope and SequenceLv. A TE: pp. 16-19Lv. B TE: pp. 16-19Lv. C TE: pp.16-19

KTL TE: pp. 12-17

2. Internal structure of the program within a grade level and across grade levels is coherent and consistent in the design of weekly and daily lesson planners and in the teaching routines and procedures used in program components.

The program was developed in a systematic, logical sequence that includes sufficient instructional time for contents standards that require extensive teaching. Teacher’s Resource Book helps teachers plan the daily lessons.

LongmanCornerstone.comPWATGLvs. A-C TRB: pp. 3-14KTL TRB pp. 15-26

3. Instructional materials group related standards and address them simultaneously for purposes of coherence and utility.

Skills are organized to teach standards to mastery. Standards are grouped together and relate directly to reading, writing, listening and speaking standards. All standards are tested unit by unit at each level in the Assessment Guide and in the Teacher’s CD-ROM with Examview ®.

Lv. A TE: pp. T140-T145Lv. B TE: pp. T240-T245Lv. C TE: pp. T34-T39

KTL TE: pp. T1232-T133


46




4. The instructional design enhances student retention and generalization of what is learned.

To maximize concept development, each unit in the program is driven by an overarching theme, such as the environment, problem-solving, or meeting challenges. A related Big Question is introduced then developed with every selection in the unit. There are abundant review activities throughout the program to reinforce learning and to help students make links between what they read and what they learn.


Lvs. A-C WB: pp. 33-39

Lv. A RC: pp. 13-26Lv. B RC: pp.13-22 Lv. C RC: pp. 11-22

Lvs. A-C CD-ROM5. Students are taught skills and strategies

and then given activities to practice them, including opportunities to connect and apply those skills and strategies.

Direct teaching of skills and strategiesLv. A TE: p. T180-T183Lv. B TE: p. T34-T41Lv. C TE: p. T48-T53

Practice of skills and strategiesLv. A WB: p. 33-39Lv. B WB: p. 47-53


47



Citations, and QuestionsPrimary Supporting Y NLv. C WB: p. 33-39

Lv. A RC: pp. 61-68Lv. B RC: pp. 47-52Lv. C RC: pp. 113-122

6. Dimensions of complex tasks are analyzed and broken down into component parts; each part is taught in a logical progression.

Reading strategies are introduced at the start of each reading selection, but broken down as the reading progresses to maximize student understanding. Regular Before You Go On questions remind students to pause and reflect before undertaking the next section of the reading.

Lv. A SE: pp. 83, 97, 111Lv. B SE: pp. 75, 77, 101Lv. C SE: pp. 23, 53, 103

Teacher notes for every reading section provide explicit instruction in how to help students analyze their reading logically. Lv. A TE: pp. T88-T93Lv. B TE: pp. T160-T167Lv. C TE: pp. T314-T321

7. Materials are organized to provide cumulative or spiraled review of skills or both.

All instruction related to the Big Question is cumulative. Every reading selection is accompanied by instruction that guides students to think about the reading selection within the context of the Big


48



Citations, and QuestionsPrimary Supporting Y NQuestion. At the end of each unit, the Put It All Together section brings oral, spoken, and written conventions together, centering learner review on the Big Question.

Lv. A SE: pp. 124-131Lv. B SE: pp. 382-391Lv. C SE: pp. 124-131

8. Similar and confusing content and strategies are separated.

Instruction in both content and strategies is highly focused and addresses a limited number of standards at a time. Reading and learning strategies are clearly separated out from one another.

Lv. A TE: pp. T50, T220Lv. B TE: pp. T270, T228Lv. C TE: pp. T288, T360

Grammar is taught is a logical sequence and any potentially confusing topics are taught discretely.


9. The amount of new information is controlled and connected to prior learning, and students are explicitly assisted in making connections through direct instruction.

New academic language is presented in manageable chunks ahead of the reading selection. Lv. A SE: p. 230Lv. B SE: p. 134Lv. C SE: p. 86


49



Citations, and QuestionsPrimary Supporting Y NStudents are prepared for the reading selection by a Prepare To Read section which offers them the opportunity to make connections between their personal experience and the topic of the reading selection. Lv. A SE: pp. 176-179Lv. B SE: pp. 172-175Lv. C SE: pp. 70-73

Teacher notes provide step-by-step instructions on activating students’ prior knowledge and building background before embarking on the reading selection. Lv. A TE: pp. T176Lv. B TE: pp. T94Lv. C TE: pp. T206

10. Instructional materials include directions for:

a. Direct teachingb. Teacher modeling and demonstrationc. Guided and independent practice and

application with corrective feedback during all phases of instruction and practice

d. Appropriate pacing of lessonse. Preteaching and reteaching as needed

The teacher’s edition at each level contains extensive notes for direct instruction of skills, strategies, vocabulary and grammar. Lv. A TE: pp. T72, T82-T83Lv. B TE: pp. T95, T118-T119Lv. C TE: pp. T207, T230-T231

Teacher modeling and demonstration occurs throughout the teacher’s editions. Lv. A TE: pp. T178, T208


50



Citations, and QuestionsPrimary Supporting Y NLv. B TE: pp. T84, T179Lv. C TE: pp. T284, T290

Teachers are provided with notes on how to administer and monitor guided practice exercises, providing feedback as necessary. Lv. A TE: p. T278-T279Lv. B TE: p. T92-T93Lv. C TE: p. T242-T243

Independent practice Lv. A WB: pp. 47-53Lv. B WB: pp. 97-103Lv. C WB: pp. 33-39

Lv. A RC: pp. 27-38Lv. B RC: pp. 57-68Lv. C RC: pp. 47-58

Full pacing guides are available online at LongmanCornerstone.com Teacher guidance on pacing is provided sequentially within each unit in the Teacher’s Edition and in the Teacher’s Resource BookDaily Lesson PlansLvs. A-C TRB: pp. 3-74

The teacher edition provides notes on pre-teaching and reteaching at regular intervals. Lv. A TE: p. T12, T249


51



Citations, and QuestionsPrimary Supporting Y NLv. B TE: p. T358, T219Lv. C TE: pp. T38, T345

11. Instructional materials include adequate practice and review (distributed review, cumulative review, and varied review).

Vocabulary, grammar, reading and writing skills are revisited as guided and independent practice and formal assessment across the program. This appears in the practice book, student CD-ROM, and assessment guide.


Lv. A ASSMT: pp. 133-142 Lv. B ASSMT: pp. 133-142Lv. C ASSMT: pp. 183-192

Lvs. A-C CD-ROM12.A list of the grade-level standards is

provided in both the teacher and student editions. Topical headings reflect the framework and standards and clearly indicate the content that follows.

California Language Arts StandardsParents and students can refer to the California Language Arts pages for explanations and examples that will help make the standards accessible and clarify expectations.

Lvs. A-C SE: pp. CA-2-CA-17Lvs. A-C TE: pp. CA-2-CA-17

The standards covered in each lesson are identified in the teacher’s edition. Lv. A TE: p. T40


52



Citations, and QuestionsPrimary Supporting Y NLv. B TE: p. T110Lv. C TE: p. T118


53


Category 3: AssessmentThe intervention programs must provide the following features.

AssessmentPublisher Citations Criterion


1. Guidance on the purpose, administration, scoring, and interpretation of assessments includes:a. Progress monitoring (curriculum-

embedded, criterion-referenced to lessons)b. Summative (curriculum-embedded,

criterion-referenced to lessons at trimester or semester)

c. Diagnostic screening (usually norm-referenced) for specific technical skills of reading and language art

The Assessment Guide for each level of the program contains explicit directions on the purpose, administration, scoring and interpretation of assessments. Lvs. A-C ASSMT: pp. vi-xKTL ASSMT: pp. iv-v, ix-x, xxxiii

The Teacher’s Edition contains a description of all forms of progress monitoring. Unit planners (6 per level) also give an overview of the assessment available for each unit. Lvs. A-C TE: p. 45, T2B

All tests are available in a


54




digital, test-generator format using ExamView® software on the Teacher eBook and CD-ROM.Lvs. A-C TCD-ROM

Chapter Test and Spiral ReviewPWATG: pp. 274-290, 144Chapter ReviewPWA: pp. 27-28

Reading TestsLvs. A-C ASSMT: pp. 35-132Lvs. A-C TCD-ROM

Unit TestsLvs. A-C: pp. 133-194Lvs. A-C TCD-ROM

Chapter TestsPWATG: pp. 274-290

Post TestsPWATG: pp. 291-293


55




Mid-Term and PostTestsLvs. A-C ASSMT: pp. 13-22, 23-34Lvs. A-C TCD-ROM

Placement and Exit TestsPLET: pp. 1-7Lvs. A-C TCD-ROM

PretestPWATG: pp. 271-273Lvs. A-C ASSMT: pp. 3-12Lvs. A-C TCD-ROM

2. Teacher editions and student materials provide the following assessments: a. Progress-monitoring assessments

(curriculum-embedded, criterion-referenced to lessons) to measure instructional effectiveness and to monitor student progress at a minimum of every six to eight weeks (See the progress-monitoring assessment schedules in Chapter 6 for details.)

b. Summative assessments (curriculum-embedded, criterion-referenced to lessons at trimester or semester intervals) as

Informal AssessmentStudent editions provide frequent progress monitoring opportunities.

Lv. A SE: pp. 207, 227, 235Lv. B SE: pp. 137, 161, 171Lv. C SE: pp. 143, 145, 151KTL SE: 120, 133

Chapter


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required in each type of programc. Diagnostic screening assessments (usually

norm-referenced) in the six technical skill areas for use with selected students in addressing instructional needs (The diagnostic screening assessments either are listed as recommended or are provided under licensed agreements with the test publisher[s].)

ReviewPWA: pp. 82-83

The teacher’s edition at each level directs teachers to monitor their students’ progress throughout the unit.

Lv. A TE: pp. T247Lv. B TE: pp. T205Lv. C TE: pp. T13

Chapter Test and Spiral ReviewPWATG: pp. 291-307

Formal Assessment is provided through the assessment guide and Teacher’s CD-Rom with Examview ®

Reading TestsLvs. A-C ASSMT: pp. 35-130Lvs. A-C TCD-


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ROM

Unit TestsLvs. A-C ASSMT: pp. 133-194KTL ASSMT: 55-85Lvs. A-C TCD-ROM



Mid-Term and PostTestsLvs. A-C ASSMT: pp. 13-22, 23-32KTL ASSMT: pp. 9-16Lvs. A-C TCD-ROM


PretestPWATG: pp. 289Lvs. A-C ASSMT: pp. 3-12


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KTL ASSMT: pp. 1-8Lvs. A-C TCD-ROM

3. In addition, intensive intervention programs, which must have multiple levels and points of entry, also provide placement and exit assessments designed to help determine the appropriate instructional level for entry into and exit from the program.

NOTE: Criteria statements 4 through 9 apply to basic programs.

Placement testPLET: pp. 1-7

Exit testPLET: pp. 11-18

10. Progress-monitoring assessments are designed to provide teachers with information on instructional effectiveness and to monitor student progress at the end of each set of lessons every six to eight weeks. Progress-monitoring assessments are based on content taught in the set of lessons and, when appropriate, previously taught skills and strategies.

The testing components of the program are designed to provide feedback to teachers and to inform later instruction.

The Assessment Guide for each level of the program contains explicit directions on the purpose, administration, scoring and interpretation of assessments. Lvs. A-C ASSMT: pp. vi-x


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Reading TestsLvs. A-C ASSMT: pp. 35-130Lvs. A-C TCD-ROM

Unit TestsLvs. A-C ASSMT: pp. 133-194KTL ASSMT: 55-85Lvs. A-C TCD-ROM



Mid-Term and PostTestsLvs. A-C ASSMT: pp. 13-22, 23-32KTL ASSMT: pp. 9-16

Lvs. A-C TCD-ROM



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PretestPWATG: pp. 289Lvs. A-C ASSMT: pp. 3-12KTL ASSMT: pp. 1-8Lvs. A-C TCD-ROM

11.The progress-monitoring assessments must include a minimum of five subtests, each subtest having a minimum of ten items aligned to the following reading/language arts skills taught:a. Phonemic awareness and phonicsb. Word recognition and spellingc. Oral reading fluencyd. Vocabulary and morphologye. Listening and reading comprehensionf. Sentence structure aligned with narratives,

reading passages, and writing assignmentsg. Writing

Lvs. A-C ASSMT: pp. 3-12, 13-22, 23-32Lvs. A-C TCD-ROM

12. Summative assessments must be designed to measure whether students have mastered the content of previously taught lessons and must be administered at the end of each level of the program. Summative assessments must include a minimum of five subtests, each subtest having a minimum of ten items that are

Mid-term and PostTests are included in each level of the assessment guide. Lvs. A-C ASSMT: pp. 13-22, 23-32KTL ASSMT:


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aligned to the technical reading/language arts skills taught (listed above in 11).

pp. 9-16Lvs. A-C TCD-ROM

13.Placement and exit assessments must be designed to help determine the appropriate instructional level for entry in and exit out of the program:a. The placement assessments must provide

an accurate and precise measure of student performance to place students at the appropriate instructional level in the program.

b. The exit assessments must provide an accurate and precise measure of student mastery of skills necessary to exit the program.

c. Placement and exit assessment content must accurately reflect the skills taught in the program.

Placement testPLET: pp. 1-8

Exit testPLET: pp. 11-18

14.Diagnostic screening assessments must be designed to identify student instructional needs in technical reading/language arts skills. In most cases these assessments should be norm-referenced and must be appropriate for use with an individual and a small group.

NOTE: Criteria statements 15 through 17 apply to Programs 2 & 3.

Keystone Diagnostic screening assessments include the following subtests designed to identify instructional needs in


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reading/language arts: Listening and Reading Comprehension; Vocabulary; Word Study; Grammar; Writing; Oral Reading Fluency. They are appropriate for use with an individual or small group.Lvs. A-C ASSMT: pp. 3-12Lvs. A-C TCD-ROM


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Category 4: Universal AccessThe goal of reading/language arts programs in California is to ensure universal access to high-quality curriculum and instruction for all students so they can meet or exceed the state’s English–language arts content standards. To reach that goal instructional materials must provide teachers with the necessary content and pedagogical tools to teach all students to master the English–language arts content standards. The following design principles are guidelines for publishers to use in creating materials that allow access for all students, including English learners, students with disabilities, struggling readers, and students who use African American vernacular English, to ensure they master the English–language arts content standards.

Universal Access Publisher Citations Criterion Met? CRP/IMAP Comments, Citations,

and QuestionsPrimary Supporting Y NUniversal Access Design PrinciplesAll programs must include the following features:1. Instructional materials incorporate:

a. Optimal opportunities for teachers to scaffold instruction and check for understanding

b. Guidance on the use of preteach, reteach, review, and an accelerated pace of program options

c. Coherence and consistency in the design of the weekly and daily lesson planner and the teaching routines and procedures for program components within a grade and across grade levels, as appropriate

d. Ample background information on key skills and concepts

e. Sufficient practice for all skills and strategies taught, with additional practice for those who require it

f. Corrective feedback during all phases of instruction, practice, and application

g. Emphasis on ample opportunities for the

a. The program provides scaffolded instruction throughout, including: Leveled selections to teach standards, leveled resources, and leveled tests. Universal Access notes appear consistently in the teacher’s edition, allowing teachers to meet the needs of learners at differing linguistic levels, in addition to special needs students and students in need of greater challenge. Lv. A TE: p.


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and QuestionsPrimary Supporting Y Npractice and use of vocabulary words to support vocabulary acquisition and language development

h. Assistance with organizing and sorting words and concepts to support vocabulary acquisition and language development

T41Lv. B TE: p. T329Lv. C TE: p. T153KTL TE: p. T39

b. The teacher’s edition at all levels contains regular notes on preteaching and reteaching. Lv. A TE: pp. T106, T141Lv. B TE: pp. T110, T114Lv. C TE: pp. T142, T146

c. The Teacher’s Resource Book offers daily lesson plans for the entire program. Lesson PlansLvs. A-C TRB: pp. 3-74

d. The accompanying DVD for the student edition provides thematically-linked video to introduce students to the


65



and QuestionsPrimary Supporting Y Nkey concept in each unit. Teacher notes direct teachers to activate students’ prior knowledge. Lv. A-C Video: Unit videos

Build BackgroundLv. A TE: p. T98Lv. B TE: p. T144Lv. C TE: p. T180

e. The workbooks review, extend, and practice the skills and strategies taught in the student edition. The student CD-ROM provides many additional activities for each unit, ranging from vocabulary practice to writing assignments.

Lv. A WB: pp. 33-64Lv. B WB: pp.


66



and QuestionsPrimary Supporting Y N65-96Lv. C WB: pp. 1-32KTL WB: pp. 13-40 Lvs. A-C CD-ROMPWAWB: pp. 153-170

f. Teacher’s editions contain answers and suggested answers for every exercise so that teachers can quickly assess student progress. Monitor Progress notes and Teach notes provide corrective feedback during instruction.

Lv. A TE: pp. T184, T287, T196Lv. B TE: p. T238, T283, T114Lv. C TE: p. T178, T75, T198KTL TE: p. T43, T99, T83

g.


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and QuestionsPrimary Supporting Y NVocabulary PracticeLv. A SE: p. 178Lv. B SE: p. 84Lv. C SE: p. 110KTL SE: p. 55

Lv. A TE: p. T178Lv. B TE: p. T84Lv. C TE: p. T110KTL TE: T55

Lv. A WB: pp. 79-80Lv. B WB: pp. 65-66Lv. C WB: pp. 104-105KTL WB: pp. 41-42

Vocabulary TransparenciesLvs. A-C TRP: Units 1-6

h. Routines for introducing and incorporating new vocabulary into speaking and writing are provided on the Student eBook and CD-ROM.


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and QuestionsPrimary Supporting Y NLvs. A-C CD-ROM

The teacher’s edition for each level provides strategies for developing students’ academic language.

Lv. A TE: p. T220Lv. B TE: p. T72Lv. C TE: p. T300

Vocabulary transparencies are provided for teachers to model vocabulary in context. Lvs. A-C TRP: Units 1-6

Flashcards are also provided. PWAF

All programs should include the following features:2. Instructional materials use “considerate text”

design principles that are consistent by grade and across grade levels:

a. Lv. A SE: p. 34Lv. B SE: p. 98Lv. C SE: p. 272KTL SE: p. 76


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and QuestionsPrimary Supporting Y Na. Adequate titles for each selectionb. Introductory subheadings for chapter

sectionsc. Introductory paragraphsd. Concluding or summary paragraphse. Complete paragraphs, including clear topic

sentence, relevant support, and transitional words and expressions (e.g., furthermore, similarly)

f. Effective use of typographical aids (e.g., boldface print, italics)

g. Adequate, relevant visual aids connected to the print: illustrations, photos, graphs, charts, maps

h. Manageable, not overwhelming, visual and print stimuli

i. Identification and highlighting of important terms

j. List of reading objectives or focus questions at the beginning of each reading selection

k. List of follow-up comprehension and application questions

b. Lv. A SE: pp. 154-155Lv. B SE: pp. 86-89Lv. C SE: pp. 100-101KTL SE: p. 90

c. Lv. A SE: p. 132Lv. B SE: p. 74Lv. C SE: p. 264KTL SE: p. 256

d.Lv. A SE: p. 287Lv. B SE: p. 259Lv. C SE: p. 321KTL SE: p. 276

e. Lv. A SE: p. 313Lv. B SE: pp. 200-205Lv. C SE: p. 159KTL SE: p. 311-312

f. Lv. A SE: pp. 308-309Lv. B SE: p. 70


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and QuestionsPrimary Supporting Y NLv. C SE: pp. 162-163KTL SE: p. 27

g. Lv. A SE: pp. 78-79Lv. B SE: pp. 284-285Lv. C SE: pp. 100-103KTL SE: pp. 119-120

h. Lv. A SE: pp. 176-177Lv. B SE: pp. 66-67Lv. C SE: pp. 28-29KTL SE: pp. 194-195

i. Lv. A SE: pp. 156-157Lv. B SE: pp. 76-77Lv. C SE: pp. 184-185KTL SE: p. 157

j. Lv. A SE: p. 136Lv. B SE: p. 290Lv. C SE: p. 136KTL SE: p. 159


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and QuestionsPrimary Supporting Y N

k. Lv. A SE: pp. 167. 158-159Lv. B SE: pp. 35, 42-43Lv. C SE: pp. 141, 148-149 KTL SE: p. 167-169

Design Principles for Means of ExpressionAll programs must include:3. An explanation in the teacher edition that there

are a variety of ways for students with special instructional needs to use the materials and demonstrate their competence (e.g., physically forming letters for students who have dyslexia or who have difficulties writing legibly or spelling words). The teacher edition may suggest modifications so that students have access to the materials and can demonstrate their competence. Examples of such modifications might be (but are not limited to) student use of computers to complete pencil and paper tasks, including the use of on-screen scanning keyboards, enlarged keyboards, word prediction, and spellcheckers.

Note: Statements 4-6 apply to basic programs

Special Needs Lv. A TE: p. T193Lv. B TE: p. T11Lv. C TE: p.T249

Culturally Responsive InstructionLv. A TE: p. T197Lv. B TE: p. T251Lv. C TE: p.T259

Professional Development ArticlesLvs. A-C TE: pp. T24-T27

Using Technology in WritingLv. A SE: p. 457Lv. B SE: p. 455


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and QuestionsPrimary Supporting Y NLv. C SE: p. 467

Audio CDsLvs. A-C Audio

DVD with subtitlesLvs. A-C DVD


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Category 5: Instructional Planning and SupportTeacher editions must include the following features:

Instructional Planning and SupportPublisher Citations Criterion


1. Instructional routines and procedures are based on current and confirmed research, as defined in Education Code Section 44757.5(j).

Longman Keystone, © 2010 was developed specifically for California by contributing authors, advisors, and editors. The instruction reflects current and confirmed research in reading/language arts instruction as defined in Education Code Section 44757.5(j).

About the authorsLvs. A-C, KTL SE: p.iiiLvs. A-C, KTL TE: p.3

Research BibliographyLvs. A-C TE: pp.22-23KTL TE: p. 20

Professional ArticlesLvs. A-C TE: pp.24-27KTL TE: pp. 21-23

Contrastive AnalysisKTL TE: pp. 24-39Lvs. A-C TE: pp. 28-43

2. Instructional materials provide a clear road map for teachers to follow when planning instruction.

Full pacing guides are available at LongmanKeystone.com

Other resources include:


74




How to Use Longman KeystoneLvs. A-C TE: pp. 44-48How to Use Longman Keys to LearningKTL TE: pp. 40-46

California Language Arts StandardsLvs. A-C, KTL TE: CA2-CA17

Scope and SequenceLvs. A-C TE: pp.16-19KTL TE: pp. 12-17

Daily Lesson PlansLvs. A-C, KTL TRB: pp.3-74

Teacher Modeling and DemonstrationLv. A TE: p. T163Lv. B TE: p. T62Lv. C TE: p.T72KTL TE: p. T44-T45

3. Instructional materials include a teacher planning and pacing guide for 180 days of instruction that describes how to use all program components, the relationships between the components and parts of the lesson, and the minimum daily time requirements.

Full pacing guides are available at LongmanKeystone.com

Daily Lesson PlansLv. A-C, KTL TRB: pp. 3-74

How to Use Longman KeystoneLvs. A-C TE: pp. 44-48How to Use Longman Keys to LearningKTL TE: pp. 40-46


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Teaching Resources BoxesLv. A TE: p. T34Lv. B TE: p. T208Lv. C TE: p. T94KTL TE: p. T48

4. The teacher edition provides guidance on what to teach, how to teach the material, and when to teach it.

Teacher Notes provide step by step direction for teaching every lesson.

Lv. A TE: pp.T278-T279Lv. B TE: pp.T306-T311Lv. C TE: pp.T386-T389KTL TE: pp. T58-T60

Universal Access Boxes scaffold material according to student needs.

Lv. A TE: p.T281Lv. B TE: p.T307Lv. C TE: p.T399KTL TE: p. T61

Daily Lesson PlansLv. A-C, KTL TRB: pp. 3-74

5. The teacher edition provides guidance in the daily lesson on appropriate opportunities for checking for understanding.

Check UpLv. A TE: pp. T298, T299, T311Lv. B TE: pp. T34, T31, T105Lv. C TE: pp. T357, T381, T145KTL TE: pp. T65, T71


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Daily Lesson PlansLv. A-C,KTL TRB: pp. 3-74

Daily Language PracticeLv. A-C, KTL TRP: Units 1-6

6. Lesson plans and the relationships of parts of the lesson and program components are clear.

Teacher Notes provide step by step direction for teaching every lesson.

Lv. A TE: pp.T254-T255, Lv. B TE: pp.T186-T187Lv. C TE: pp.T328-T329KTL TE: p. T88

Daily Lesson PlansLvs. A-C, KTL TRB: pp. 3-74

Every lesson includes a list of Teaching Resources.Lvs. A-C TE: p. T2

7. Learning and instructional objectives in the student materials and teacher edition are explicit and clearly identifiable.

In the student editions, the unit opener clearly identifies the reading selections, listening, speaking and writing activities, and the unit theme.

Lv. A SE: pp. 68-69Lv. B SE: pp. 260-261Lv. C SE: pp. 204-205KTL SE: pp. 122-123


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The teacher editions contain a Step 1 Introduce which identifies the objectives for the lesson.

Lv. A TE: p. T68Lv. B TE: p. T260Lv. C TE: p. T204KTL TE: p. 122

The Scope and Sequence identifies all instructional objectives in each level.

Lvs. A-C TE: pp.16-19KTL TE: pp. 12-17

8. A list of required materials is provided for each lesson.

Every lesson includes a list of Teaching Resources.Lvs. A-C, KTL TE: pp. T70, T154

Each lesson plan in the Teacher’s Resource Book gives a list of materials needed.

Lvs. A-C, KTL TRB: pp. 3-74

9. Terms from the English–Language Arts Content Standards are used appropriately in all guidance for teachers.

Instruction in the program reflects the language of the standards. Key terms are featured in headings and taught to mastery.


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Lv. A TE: pp. T154-T157Lv. B TE: pp. T214-T217Lv. C TE: pp. T168-T175KTL TE: p. T30PWATG: p. viii

Standards CorrelationLvs. A-C ASSMT: xiii-xlvKTL ASSMT: xi-xxxviii

10.The program includes suggestions for parents or caregivers on how to support student achievement. The suggestions should be designed so that families receive specific information and support for extending their children’s learning at home. The program should include materials that teachers can use to inform families about the English–Language Arts Content Standards, the Reading/Language Arts Framework, program-embedded assessments, and the degree to which students are mastering the standards.

Letters HomeLv. A-C TRB: pp. 109-120KTL TRB: p. 95-106

Reading Summaries in translationLv. A-C TRB: pp. 123-170KTL TRB: p. 109-120

Home-School ConnectionPWAWB: pp. 104, 114, 123

Standards CorrelationLvs. A-C ASSMT: xiii-xlvKTL ASSMT: xi-xxxviii

11.Preteaching, reteaching, extension, and acceleration activities are clearly labeled.

PreteachingLv. A TE: p. T234Lv. B TE: p. T136Lv. C TE: p. T212


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ReteachingLv. A TE: p. T80Lv. B TE: p. T148Lv. C TE: p.T342

ExtensionLv. A SE: p. 185Lv. B SE: p. 181Lv. C SE: p. 363


Universal Access for scaffolded instructionLv. A TE: p. T241Lv. B TE: p. T71Lv. C TE: p.T185

12. Materials describe grouping strategies for flexible small-group instruction.

Flexible groupingLv. A TE: p. T305Lv. B TE: p. T141Lv. C TE: p.T55

Throughout the Teacher’s Resource Book, lesson plans incorporate opportunities for small group or pair activities.

Lv. A TRB: p. 51Lv. B TRB: p. 48Lv. C TRB: p. 45

Universal Access activities cater to struggling readers, students with special needs, greater challenge students and Standard


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English Learners. Activities are usually small group or pair activities.

Lv. A TE: p.T129Lv. B TE: p.T299Lv. C TE: p.T15

13. The teacher edition includes guidance for teachers on implementing reading activities that build oral reading fluency.

Fluency LessonsLv. A TE: p. T121Lv. B TE: p. T207Lv. C TE: p. T41KTL TE: p. 85

Lv. A-C CD-ROM14. The teacher edition indicates how oral

reading fluency passages will be used to build fluency (accuracy, rate, and expression) and to assess automaticity (i.e., accuracy and rate).

Teacher Notes for every fluency lesson give direction on building fluency and assessing automaticity.

Lv. A TE: pp. T185Lv. B TE: pp. T91, T120Lv. C TE: pp. T191KTL TE: p. 99

The Phonics and Word Analysis Teacher’s Guide gives direction on administering reading fluency passages and assessing fluency.

PWATG: pp. 253-268,

15. The teacher edition provides samples of Teacher Notes on Student Writing


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student writing that demonstrate end-of-grade-level sophistication of writing genres.

ModelsLv. A TE: pp. T192-T195Lv. B TE: pp. T124-T127Lv. C TE: pp. T198-T201KTL TE: pp. T100-T101

Student Writing ModelsLv. A SE: p. 227Lv. B SE: p. 57Lv. C SE: p. 263KTL SE: pp. 258

16. Teacher support materials provide directions for explicit teaching of writing strategies, conventions, and specific writing applications.

The teacher editions contain step by step suggestions for teaching the writing sections in each reading for every unit. Lv. A TE: pp. T192-T195Lv. B TE: pp. T124-T127Lv. C TE: pp. T198-T201

KTL TE: pp. T100-T101

The teacher editions also contain explicit teaching of the writing process in the notes on the Writing Handbook that is in the student edition.


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Writing models are provided in the transparencies.

Lv. A TRP: pp. 21-60Lv. B TRP: pp. 21-50Lv. A TRP: pp. 21-50

KTL TRP: pp. 26-61

17. Teacher support materials include demonstrations of writing strategies, including the writing process.

Writing Handbook teacher notesLv. A TE: pp. T438-T456Lv. B TE: pp. T433-T450Lv. C TE: pp. T445-T462

Teaching notes for writingLv. A TE: pp. T392Lv. B TE: pp. T254Lv. C TE: pp. T398KTL TE: p. 48

18. The teacher edition includes strategies for providing timely teacher feedback about student writing and specific information about what has been done well, with suggestions for “next steps.”

The Teacher’s Edition provides guidance for interaction with students at each stage of the writing process. Assessment and feedback is offered via


83




the Writing Checklist on both the student and teacher pages. The Writing Handbook at the back of both the Student Edition and Teacher’s Edition offers rubrics for writing and instruction on the writing process.

Each unit ends with a Writing Workshop. The teacher’s notes provide guidance on these.


Writing Handbook teacher notesLv. A TE: pp. T438-T456Lv. B TE: pp. T433-T450

Lv. C TE: pp. T445-T462

19. The teacher edition clearly references, explains, and provides the location of additional instructional materials and program components designed to provide extra support for students who require it (e.g., English learners, students who use

Universal Access activities cater to struggling readers, students with special needs, greater challenge students and Standard English Learners. Activities are usually


84




African American vernacular English, struggling readers, and students with disabilities).

small group or pair activities.

Lv. A TE: p. T245, T249, T253, T255Lv. B TE: p.T133, T141, T149, T185Lv. C TE: p.T165, T229, T249, T259

Culturally Responsive Teaching ArticleLvs. A-C TE: p.27

Contrastive AnalysisLvs. A-C TE: pp.28-43KTL TE: pp. 24-39

20. Teacher editions for additional instructional materials provide daily lesson guidance regarding the use of instructional materials to develop and provide additional instruction and sufficient practice of key concepts, skills, and strategies to support English learners and struggling readers.

The Teacher’s Resource Books provide material to support both struggling readers and English Language learners in the Daily Lesson Plans.

Lv. A-C TRB: pp. 3-74

The Phonics and Word Analysis Teacher’s Guide is specially designed to help teachers who teach struggling readers. Each lesson from the student workbook is accompanied by a lesson plan in the Teacher’s Guide.


85




PWATG: p. 57, 112, 142

21. All suggestions and procedures for meeting the instructional needs of all students are ready to use with minimum modifications to facilitate the program supporting scaffolded instruction for English learners, students with disabilities, struggling readers, and students who use African American vernacular English and providing teachers with guidance on scaffolding instruction.

The teacher’s edition for every level contains extensive notes on differentiated instruction. These are found in the Universal Access boxes. The notes cater to struggling readers, students with special needs, greater challenge students and Standard English Learners.

Lv. A TE: p. T245, T249, T253, T255Lv. B TE: p.T133, T141, T149, T185Lv. C TE: p.T165, T229, T249, T259

22. The program provides a linguistic, contrastive analysis chart in the teacher edition that shows and explains how new or difficult sounds and features of the English language are taught and reinforced. Comparisons with the five (or more) of the most common languages in California and African American vernacular English will be incorporated as appropriate, accentuating transferable and nontransferable skills.

The teacher’s edition contains a contrastive analysis and a professional development article designed to help teachers of Standard English Learners.

Culturally Responsive Teaching ArticleLvs. A-C TE: p.27

Contrastive AnalysisLvs. A-C TE: pp.28-43


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KTL TE: pp. 24-39

23. The program provides teachers with a cassette, CD-ROM, other audio recording, or video that demonstrates the correct pronunciation of all the sounds taught.

The Phonics and Word Analysis Teacher’s Guide includes a CD that demonstrates the correct pronunciation of all sounds taught.

PWATG: Audio CDLv. A-C, AudioLv. A-C, CD-ROM

24. The teacher resource materials provide background information about each reading selection, including author, context, content, and information about illustrations, if any.

The Prepare to Read sections of the teacher edition give a summary of the reading, describe the genre, and build background prior to students reading the selection.


25. High-quality literature, including but not

limited to selections reflective of California’s diverse cultural population, is an integral part of language arts instruction at every grade level.

This program includes a range of classic and contemporary selections. Diverse cultures are represented. In each level, additional high-quality literature is suggested for further reading outside the class,


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including Penguin Reader Books.

Lv. A SE: pp. 312-314Lv. B SE: pp. 110-115Lv. C SE: pp. 314-321

26. Materials provide teachers with guidance on the effective use of library resources that best complement the English–Language Arts Content Standards.

Every unit ends with recommendations for independent reading. In addition, research and technology activities that are included throughout the program provide opportunities for students to use print and digital library resources, as noted in the TE.

Lv. A TE: p. T389, T303Lv. B TE: p. T185, T203

Lv. C TE: p. T387, T395

27. Materials include instructions for the teacher on salient features of the reading material and suggestions on how to use each reading selection in the lesson or lessons.

Notes in the Teacher’s Edition provide information on the reading material and suggestions on how to use each selection in the lesson.Lv. A TE: pp. T296-T303Lv. B TE: pp. T200-T205Lv. C TE: pp. T370-T377KTL SE: pp. T124-T125


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The Teacher’s Resource Book gives additional instructions in the Daily Lesson PlansLv. A-C TRB: pp. 2-74

28.Teacher and student editions have correlating page numbers.

The teacher and student editions have correlating page numbers in Longman Keystone © 2010.Lv. A-C SE: p. 2Lv. A-C TE: p. T2

29.Answer keys are provided for all workbooks and other related student activities.

The Teacher’s Resource Book for each level contains answer keys for the workbook and reader’s companion. Lv. A-C TRB: pp. 77-105KTL TRB: pp. 77-91

The Teacher’s Edition for each level contains answer keys to each exercise in the notes. These are called out in red type.

Lv. A TE: p. T14Lv. B TE: p. T142Lv. C TE: p. T378KTL TE: p. 44

The Phonics and Word Analysis Teacher’s Guide contains answer keys for all exercises in


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the student workbook.

PWATG: pp. 127, 151

The Assessment Guide contains an answer key for all assessment tests, as does the CD-ROM with Examview ®

Lvs. A-C ASSMT: pp.xiii-xlvKTL ASSMT: pp. xi-xxxviiiLvs. A-C TCD-ROMKTL TCD-ROM

Instructional materials should include the following features:30.The teacher edition includes a list of books

for independent reading that spans at least three grade levels and matches the topics of the units.

Further Reading Selections at three grade levels, matching the unit topic, are provided in the Teacher’s Edition at each level.


31.Reading materials used for in-class work

and homework as students progress through the grades are suggested or included to ensure that students read the amount of text specified in the standards at various grade levels.

The Phonics and Word Analysis Workbook offers many home-school activities involving opportunities for additional reading practice.


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PWATG: p. 123

The decodable readers support the Phonics and Word Analysis Program. These may be used in class or at home. PWADR A and B

32.Teacher editions suggest reading material for students to read outside of class for at least 20 minutes a day in grade one and 30 minutes a day in grades two and beyond.

Abundant reading material is available across the program, including the decodable readers and the Penguin Readers Library.

The Teacher’s Edition offers suggestions for appropriate reading texts at the end of each unit.


33.Electronic learning resources, when included, are integral parts of the program, support instruction, and connect explicitly to the standards.

All SE and TE content is available in the Student and Teacher CD-ROMs. Additional standards-driven practice is included on the Student CD-ROM.

Lvs. A-C and KTL CD-ROMLvs. A-C and KTL TCD-ROM

34.All informational technology resources include technical support and suggestions

Technical support is available to all users of Longman Keystone ©


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for appropriate use. 2010.

35.Black-line masters are accessible in print and in digitized formats and are easily reproduced. Black areas shall be minimal to require less toner when printing or photocopying.

Black-line masters were created to be copy-friendly. All black-line masters are available online at LongmanKeystone.com.

Lv. A-C TRB: pp. 173-220

36.Homework extends and reinforces classroom instruction and provides additional practice of skills that have been taught.

The Teacher’s Resource Book provides extensive suggestions for homework, all of which extends the skills and strategies students have learned in class.

Lv. A-C TRB: pp. 3-74

The Phonics and Word Analysis Workbook offers frequent suggestions for activities students can complete with friends and family.

Home-School ConnectionPWAWB: pp. 41, 114, 149


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Documents

2008 RLA/ELD Optional Evaluation Criteria Map 4 ... · Web viewWord meaning, including the relationship and association of words to other words In addition, in grade two, the materials