Evaluation for 5.2
Materials include supports for students who perform below grade level to ensure they are meeting the grade-level literacy standards.
The materials provided meet the criteria for including supports for students who demonstrate proficiency below grade level. There are planning and learning opportunities for students with literacy skills below those expected at grade level; these opportunities include extensions and differentiation throughout the daily instructional schedule. There are also opportunities for additional instruction in skills and concepts taught in a whole-group setting. Materials include embedded supports in the “Teacher Edition” for students who demonstrate proficiency below grade level, specifically through small-group instruction, opportunities for teachers to remediate skills in reading and writing, and targeted intervention, including Tier 2 resources.
Examples include but are not limited to:
Throughout all units, teachers provide varying levels of questions during discussion or tasks after instruction, and the students are able to self-identify when, and if, they are ready to participate in these activities. By rereading the “Big Book” multiple times, the teacher can take the discussion to deeper levels of understanding for all students. The materials also include small-group differentiation lessons to practice specific literacy skills that may prevent students from reaching grade-level mastery, while still modifying tasks or instruction to grant access to grade-level content and skills. With leveled readers, there are activities for phonological/phonemic awareness, phonics, oral vocabulary, high-frequency words, and comprehension. Additional supports for students approaching grade level include giving students additional practice with a skill after it has been taught whole class, reading passages with students and working through the questions with them, students drawing a picture for their writing and dictating their sentences to the teacher, or students listening to a selection after it has been read during class to support comprehension. At the end of each week of instruction, there are opportunities for the teacher to assess and gather information on student progress to plan for the next week or unit. At the end of the unit, summative assessment opportunities are included for comprehension, high-frequency words, phonemic awareness, phonics, fluency, and vocabulary.
In the “Start Smart” unit, lessons provide support in early foundational skills: “Oral Language and Concepts of Print,” “Phonological and Phonemic Awareness,” “Phonics,” “Listening Comprehension,” “High-Frequency Words,” and “Writing.”
In Unit 3, sidebars throughout the Teacher Edition indicate, “If children struggle with accuracy, have them start at the beginning of the sentence and correct any errors. If children struggle with rate, model an appropriate rate as you read, and then have them repeat.”
In Unit 4, with the teacher, students read in a small-group setting based on their reading level and skill development. All of the books are related to the same theme (which relates back to the “Essential Question” and the read-aloud), but the books are at different levels, and the small-group instruction varies to meet the needs of the students. For example, students who are demonstrating skills below grade level are reading the text You Cook, which is at a beginning reader Lexile level, and they begin with foundational skills where the teacher models how to handle the book and points out features such as the front and back cover of the book. The teacher also models pointing to and reading each word slowly.
In Unit 6, there are numerous sidebars and tips for students who are approaching grade level. “Differentiate Reading” suggests having students listen to the selection after reading it orally to deepen comprehension. “Access Complex Texts” gives tips for text features within the text that may be hard to understand. “Check For Success” boxes are included in the various components of the instruction schedule, such as Listening Comprehension, High-Frequency Words, and “Word Work”; these give guidance for the teacher to differentiate with small-group instruction related to the skill or concept students may be struggling with. “Corrective Feedback” provides support for incorrect responses.
In Unit 8, instruction is differentiated in many ways, including allowing students to listen to a selection after reading it in class to develop comprehension, providing more opportunities for students to practice identifying prepositions before they write sentences using prepositions, reading each passage with students and working through the questions together, or providing sentence starters to support students as they work through the writing process.