Istation Reading en Espanol - Grade 2

SLAR Grade 2 | 2021

Series includes:
TEKS Coverage for
Student Materials
98.39%

Quality Review

The quality review is the result of extensive evidence gathering and analysis by Texas educators of how well instructional materials satisfy the criteria for quality in the subject-specific rubric. Follow the links below to view the scores and read the evidence used to determine quality.

Standards Alignment

Rubric Section 1
TEKS and ELPS Alignment (percent of standards met in materials)
Percent of standards met in materials
Grade TEKS Student % TEKS Teacher % ELPS Student % ELPS Teacher %
Grade 2 98.39% 98.39% N/A N/A

Criteria for Quality

Rubric Section 2 Texts What students read, see, and hear Total TOTAL50% (6 out of 12 points) 50%
Section 2 Texts What students read, see, and hear Total 50% (6 out of 12 points)
2.1
Materials include high-quality texts for SLAR instruction and cover a range of student interests.
2 out of 4 points

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2.2
Materials include a variety of text types and genres across content that meet the requirements of the SLAR TEKS for each grade level.
2 out of 4 points

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2.3
Texts, including read-aloud texts in K-2 and shared reading in Grade 2, are appropriately challenging, and are at an appropriate level of complexity to support students at their grade level.
2 out of 4 points

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Rubric Section 3 Literacy Practices and Text Interactions: Reading, Writing, Speaking, Listening, Thinking, Inquiry and Research What students are asked to write, speak and demonstrate. Total TOTAL43% (20 out of 46 points) 43%
Section 3 Literacy Practices and Text Interactions: Reading, Writing, Speaking, Listening, Thinking, Inquiry and Research What students are asked to write, speak and demonstrate. Total 43% (20 out of 46 points)

3.A Reading: Questions and Tasks

3.A.1
Materials contain questions and tasks that support students in synthesizing knowledge and ideas to deepen understanding and identify and explain topics and themes.
2 out of 4 points

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3.A.2
Materials contain questions and tasks that require students to evaluate the language, key ideas, details, craft, and structure of individual texts.
0 out of 4 points

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3.A.3
Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary in and across texts.
0 out of 4 points

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3.A.4
Materials include a clearly defined plan to support and hold students accountable as they engage in self-sustained reading.
0 out of 1 points

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3.B Writing

3.B.1
Materials provide support for students to compose across text types for a variety of purposes and audiences.
2 out of 4 points

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3.B.2
Materials engage students in the writing process to develop text in oral, pictorial, or written form.
2 out of 4 points

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3.B.3
Over the course of the year, students are provided opportunities to apply grade-level standard Spanish conventions to their writing.
2 out of 4 points

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3.B.4
Materials include practice for students to write legibly in print (K-1) and cursive (Grade 2).
0 out of 1 points

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3.C Speaking and Listening

3.C.1
Materials support students’ listening and speaking about texts.
4 out of 4 points

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3.C.2
Materials engage students in collaborative discussions.
0 out of 4 points

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3.D Inquiry and Research

3.D.1
Materials engage students in both short-term and sustained recursive inquiry processes for different purposes.
2 out of 4 points

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3.E Integration of SLAR Skills

3.E.1
Materials contain interconnected tasks that build student knowledge.
4 out of 4 points

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3.E.2
Materials provide spiraling and scaffolded practice.
2 out of 4 points

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Rubric Section 4 Developing and Sustaining Foundational Literacy Skills Total TOTAL75% (6 out of 8 points) 75%
Section 4 Developing and Sustaining Foundational Literacy Skills Total 75% (6 out of 8 points)
4.1
Materials provide explicit instruction in print concepts and opportunities for student practice (K-1 only).
Not scored
4.2
Materials provide explicit instruction in phonological skills and opportunities for student daily practice (e.g., rhyming, syllabication, blending, segmenting, manipulation) (K-1 only).
Not scored
4.3
Materials provide explicit systematic instruction in phonetic knowledge and opportunities for students to practice both in and out of context (K-2).
2 out of 4 points

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4.4
Materials provide frequent opportunities for students to practice and develop fluency while reading a wide variety of grade-level texts at the appropriate rate with accuracy and prosody. (Grades 1-2 only)
4 out of 4 points

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Rubric Section 5 Program Monitoring Total TOTAL100% (6 out of 6 points) 100%
Section 5 Program Monitoring Total 100% (6 out of 6 points)
5.1
Materials include developmentally-appropriate diagnostic tools (e.g. formative and summative progress monitoring) and guidance for teachers, students, and administrators to monitor progress.
2 out of 2 points

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5.2
Materials include guidance for teachers and administrators to analyze and respond to data from diagnostic tools.
2 out of 2 points

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5.3
Materials include frequent, embedded opportunities for monitoring progress.
2 out of 2 points

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Rubric Section 6 Supports for All Learners Total TOTAL50% (2 out of 4 points) 50%
Section 6 Supports for All Learners Total 50% (2 out of 4 points)
6.1
Materials include guidance, scaffolds, supports, and extensions that maximize student learning potential.
1 out of 2 points

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6.2
Materials provide a variety of instructional methods that appeal to a variety of learning interests and needs.
1 out of 2 points

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6.3
Materials include supports for English Learners (ELs) to meet grade-level learning expectations.
Not scored

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Rubric Section 7 Implementation Total TOTAL80% (8 out of 10 points) 80%
Section 7 Implementation Total 80% (8 out of 10 points)
7.1
Materials include year-long plans with practice and review opportunities that support instruction.
1 out of 2 points

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7.2
Materials include implementation support for teachers and administrators.
1 out of 2 points

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7.3
Materials provide implementation guidance to meet variability in programmatic design and scheduling considerations.
2 out of 2 points

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7.4
Materials provide guidance on fostering connections between home and school.
2 out of 2 points

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7.5
The visual design of student and teacher materials (whether in print or digital) is neither distracting nor chaotic.
2 out of 2 points

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Rubric Section 8 Bilingual Program Model Considerations Information Available. Section Not Scored.
Section 8 Bilingual Program Model Considerations Total 0% (0 out of 0 points)
8.1
Materials provide clear guidance specific to bilingual program model.
This item is not scored.

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8.2
Materials support teachers in understanding the connection between content presented in each language and provide guidance on how to help students understand this connection.
This item is not scored.

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8.3
Materials in Spanish are authentic and culturally relevant.
This item is not scored.

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Rubric Section 9 Additional Information Information available.
Section 9 Additional Information Information available.
9.1
Technology Specifications

Read the Full Report for Technology
(pdf, 345.36 KB)

9.2
Price Information

Read the Full Report for Pricing
(pdf, 174.1 KB)

9.3
Professional Learning Opportunities

Read the Full Report for Professional Learning Opportunities
(pdf, 378.13 KB)

Program Information

ISBN
9781936324279
Copyright Type
Proprietary
Print Version
Estimated number of pages:
Digital Version
Estimated number of click or scroll pages:
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