Announcement:

TEA is now accepting applications( opens in new window) from qualified K–5 English and Spanish reading language arts, K–3 English and Spanish phonics, and K–12 math content experts interested in reviewing materials for the Instructional Materials Review and Approval (IMRA) Cycle 24. Visit the HB 1605 webpage( opens in new window) for more information about IMRA. The TRR reports for K–8 and high school science are now available. to support local adoptions.

Istation Reading - Grade 3

ELAR Grade 3 | 2021

Publisher: Istation

Series includes:

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
Grade TEKS Student % TEKS Teacher % ELPS Student % ELPS Teacher %
Grade 3 100% 100% N/A 100%

Criteria for Quality

Rubric Section 2 Texts What students read, see, and hear Total TOTAL67% (8 out of 12 points) 67%
Section 2 Texts What students read, see, and hear Total 67% (8 out of 12 points)
2.1
Materials include high-quality texts for ELAR instruction and cover a range of student interests.
4 out of 4 points

See Quality Review Evidence for this Indicator

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

See Quality Review Evidence for this Indicator

2.3
Texts are appropriately challenging and are at an appropriate level of complexity to support students at their grade level.
2 out of 4 points

See Quality Review Evidence for this Indicator

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 TOTAL63% (29 out of 46 points) 63%
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 63% (29 out of 46 points)

3.a Reading: Questions and Tasks

3.a.1
Materials contain questions and tasks that support students in analyzing and integrating knowledge, ideas, themes, and connections within and across texts.
4 out of 4 points

See Quality Review Evidence for this Indicator

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

See Quality Review Evidence for this Indicator

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

See Quality Review Evidence for this Indicator

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

See Quality Review Evidence for this Indicator

3.b Writing

3.b.1
Materials provide support for students to develop composition skills across multiple text types for a variety of purposes and audiences.
2 out of 4 points

See Quality Review Evidence for this Indicator

3.b.2
Most written tasks require students to use clear and concise information and well- defended text-supported claims to demonstrate the knowledge gained through analysis and synthesis of texts.
2 out of 4 points

See Quality Review Evidence for this Indicator

3.b.3
Over the course of the year, composition convention skills are applied in increasingly complex contexts, with opportunities for students to publish their writing.
2 out of 4 points

See Quality Review Evidence for this Indicator

3.b.4
Materials include practice for students to write legibly in cursive. (Grades 3-5 only)
0 out of 1 points

See Quality Review Evidence for this Indicator

3.c Speaking and Listening

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

See Quality Review Evidence for this Indicator

3.c.2
Materials engage students in productive teamwork and in student-led discussions, in both formal and informal settings.
2 out of 4 points

See Quality Review Evidence for this Indicator

3.d Inquiry and Research

3.d.1
Materials engage students in both short-term and sustained recursive inquiry processes to confront and analyze various aspects of a topic using relevant sources.
2 out of 4 points

See Quality Review Evidence for this Indicator

3.e Integration of ELAR Skills

3.e.1
Materials contain interconnected tasks that build student knowledge and provide opportunities for increased independence.
4 out of 4 points

See Quality Review Evidence for this Indicator

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

See Quality Review Evidence for this Indicator

Rubric Section 4 Developing and Sustaining Foundational Literacy Skills Grades 3-5 only Total TOTAL83% (10 out of 12 points) 83%
Section 4 Developing and Sustaining Foundational Literacy Skills Grades 3-5 only Total 83% (10 out of 12 points)
4.1
Materials provide systematic instruction and practice of foundational skills, including opportunities for phonics and word analysis skills (e.g., examination of grade-level prefixes and suffixes, decoding of multisyllabic words by using syllabication, and automaticity with grade-level regular and irregular spelling patterns).
4 out of 4 points

See Quality Review Evidence for this Indicator

4.2
Materials include diagnostic tools and provide opportunities to assess student mastery, in and out of context, at regular intervals for teachers to make instructional adjustments.
2 out of 4 points

See Quality Review Evidence for this Indicator

4.3
Materials provide frequent opportunities for students to practice and develop oral and silent reading fluency, while reading a wide variety of grade-appropriate texts at the appropriate rate with accuracy and expression to support comprehension.
4 out of 4 points

See Quality Review Evidence for this Indicator

Rubric Section 5 Supports for All Learners How well do the materials support teachers in meeting the needs of students with diverse learning needs? Total TOTAL67% (4 out of 6 points) 67%
Section 5 Supports for All Learners How well do the materials support teachers in meeting the needs of students with diverse learning needs? Total 67% (4 out of 6 points)
5.1
Materials include supports for students who demonstrate proficiency above grade-level.
1 out of 2 points

See Quality Review Evidence for this Indicator

5.2
Materials include supports for students who perform below grade level to ensure they are meeting the grade-level literacy standards.
2 out of 2 points

See Quality Review Evidence for this Indicator

5.3
Materials include supports for English Learners (EL) to meet grade-level learning expectations.
1 out of 2 points

See Quality Review Evidence for this Indicator

Rubric Section 6 Implementation How user-friendly are the materials and how do they support students, teachers and administrators in assuring strong implementation? Total TOTAL75% (6 out of 8 points) 75%
Section 6 Implementation How user-friendly are the materials and how do they support students, teachers and administrators in assuring strong implementation? Total 75% (6 out of 8 points)
6.1
Materials include assessment and guidance for teachers and administrators to monitor progress including how to interpret and act on data yielded.
2 out of 2 points

See Quality Review Evidence for this Indicator

6.2
Materials include year-long plans and supports for teachers to identify needs of students and provide differentiated instruction to meet the needs of a range of learners to ensure grade-level success.
1 out of 2 points

See Quality Review Evidence for this Indicator

6.3
Materials include implementation support for teachers and administrators.
1 out of 2 points

See Quality Review Evidence for this Indicator

6.4
The visual design of the student edition (whether in print or digital) is neither distracting nor chaotic.
2 out of 2 points

See Quality Review Evidence for this Indicator

6.5
If present, technology components included are appropriate for grade level students and provide support for learning.
Not scored

See Quality Review Evidence for this Indicator

Rubric Section 7 Additional Information Additional information including technology components; cost worksheet; professional learning opportunities; and additional language supports. Information available.
Section 7 Additional Information Additional information including technology components; cost worksheet; professional learning opportunities; and additional language supports. Information available.
7.1
Technology Specifications

Read the Full Report for Technology
(pdf, 387.08 KB)

7.2
Price Information

Read the Full Report for Pricing
(pdf, 174.54 KB)

7.3
Professional Learning Opportunities

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

7.4
Additional Language Supports

Read the Full Report for Additional Language Supports
(pdf, 160.76 KB)

Program Information

ISBN
9781936324378
Copyright Type
Proprietary
Print Version
Estimated number of pages:
Digital Version
Estimated number of click or scroll pages:
back to top