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This advisory recommendation has not been approved by the State Instructional Quality Commissionor the State Board of Education.

REVIEW PANEL ADVISORY RECOMMENDATION2015 ELA/ELD ADOPTION OF INSTRUCTIONAL MATERIALS

Publisher Program Grade Level(s)Pearson Education, Inc., p.a. Scott Foresman and Prentice Hall

CA Pearson iLit ELL 4–8

Program Summary:

CA Pearson iLit ELL (Program 5) includes: Student Application (SA), Teacher Application (TA), Professional Learning Community (PLC), Test of English Language Learning (TELL), Group Reading Assessment and Diagnostic Evaluation (GRADE).

Recommendation:

CA Pearson iLit ELL (Program 5) is recommended for adoption because the program includes content as specified in the CA ELD Standards, meets all identified subset of standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the subset of CA ELD Standards identified in Appendix 12-B: Matrix 2, and covers all of the evaluation criteria in Category 1.

Citations: Criterion #2: ELD PI.4.1.Br, TA, Level A, Unit 4, Lesson 22, Classroom

Conversation; ELD PI.5.11.Ex-Br, TA, Level B, Unit 2, Lesson 21, Whole Group, and Lessons 23 and 24, Work Time, Small Group, and Lesson 27, Classroom Conversation; ELD PII.6.1. Ex-Br, TA, Level D, Planner, Unit 3, Lesson 1, Whole Group; ELD PI.7.12a. Ex-Br, TA, Level D, Planner, Unit 2, Lesson 12, Vocabulary; ELD PI.8.8. Ex-Br, TA, Level E, Unit 3, Lesson 3.7, Read Aloud Think Aloud.

Criterion #5: TA, all levels A–E, all Classroom Conversations; TA, Level E, Planner, Unit 4, Lesson 34, Vocabulary; PLC, About the Program, Research Foundation, iLit ELL Research Handbook.

Criterion #9f: TA and SA, Library; TA, Level D, Assignments, Unit 4, Lessons 6-10, “Civil Rights Leaders”; PLC, About the Program, iLit’s Text Story, Text Complexity in iLit.

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Criterion #11: TA, Level A, Assignments, Unit 2, Lessons 6–10, Extra Practice, Word Reading 2; TA, Level A, Planner, Unit 6, Lesson 25, Whole Group Read Fluently; TA, Level B, Planner, Unit 4, Lesson 8, Whole Group Read Fluently.

Criterion #15: TA, Level B, Planner, Unit 4, Lessons 26–27, Vocabulary; TA, Level C, Planner, Unit 4, Lesson 7, Vocabulary.

Criterion #17: PLC, Teacher Resources, Student Writing Models and Rubrics; TA, Level A, Assignments, Unit 4, Lessons 31–35, “Write an Explanatory Essay”.

Criterion #23f: SA, Library, Search by Title, “Writer’s Handbook”; PLC, Teacher Resources, Grammar and Language Lessons, Language Conventions, Practice Guide (provided in printable format).

Criterion #26f: TA, Level A, Planner, Unit 2, Lesson 43, Whole Group, Text Structure, Lesson 44, Read Aloud Think Aloud.

Criteria Category 2: Program Organization

The organization and features of the instructional materials support instruction and learning of the CA ELD Standards.

Citations: Criterion #1: PLC, About the Program; TA, Planning and Pacing Guide;

TA, Levels A–E, Planner, all units, Overview. Criterion #6: TA, Level A, Unit 6, Lesson 44, Read Aloud Think Aloud and

Lesson 47, Lesson Overview, “The Chumash People of California”; TA, Level C, Unit 4, Lesson 49, Lesson Overview, “Changing Weather”; TA, Level E, Unit 4, Lessons 44–47, Lesson Overview, “Forces in Motion”.

Criterion #8: TA, Level A, Assignments, Unit 2, Lessons 16–20, “Do Animals Talk?”; TA, Level D, Assignments, Unit 1, Lessons 1–5, Interactive Reading.

Criterion #15: TA, Levels A–E, Supplemental Lessons, Phonological Awareness, Lessons 1–40; TA, Levels A–E, Planner, Supplemental Lessons, Read Aloud.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction. They provide strategies for meeting the instructional needs of students and measuring the effectiveness of instruction through progress monitoring.

Citations: Criterion #1a: PLC, About the Program, Assessment Handbook; TA,

Planner, GRADE, beginning-, middle-, end-of-year assessment; TELL App, Practice, Start.

Criterion #9: PLC, About the Program, Assessment Handbook; TELL App, Entry Assessment, Exit Assessment.

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Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to help English learners to achieve proficiency with the CA ELD Standards.

Citations: Criterion #3c: TA, Level A, Assignments, Unit 6, Lessons 21–25, Extra

Practice, Word Reading; TA, Level A, Unit 6, Lesson 31, Time to Read, UA button and PD button; PLC, Teacher Resources, Universal Access Guide, page 3, bullet #2.

Criterion #5: TA, Level A, Unit 2, Lesson 7, Read Aloud Think Aloud, UA button; SA, Library, Read Aloud Think Aloud, “Because of Winn-Dixie”.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA ELD Standards.

Citations: Criterion #1: PLC, About the Program, Planning and Pacing Guide. Criterion #2: TA, Level A, Unit 2, Lesson 6, Whole Group Slides 3–4. Criterion #6: TA, Planner, Lesson Overview, ELD Standards/CCSS Level

A, Unit 2, Lesson 6; Unit 2, Lesson 8; PLC, About the Program, Instructional Model, iLit ELL Program Overview.

Criterion #7: TA, Level A, Unit 2, Lesson 8, Student Objectives and Lesson Overview; TA, Level A, Unit 7, all lessons.

Criterion #15: PLC, About the Program, Planning and Pacing Guide and Scope and Sequence of Instruction.

Criterion #24: TA, Level A, Unit 2, Lesson 6, Time to Read, Screen 1, Professional Development button, SIOP Practices notes.

Edits and Corrections:

The following edits and corrections must be made as a condition of adoption.

Level A:1. TA, Planner, Unit 2, Lesson 36: Whole Group Slide 3, “going demonstrate”

should be “going to demonstrate”.

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2. TA, Assignments, Unit 2, Lessons 41–45, “Evaluating Language Choices”: States “Decide if the underlined words mean that the action is…” There are no underlined words.

Level B:1. TA, Unit 1, Lesson 1, Lesson Overview: Second paragraph: “There seven parts

to the iLit ELL instructional model” is grammatically incorrect. Should be: “There are seven parts…”

2. TA, Unit 2, Lesson 2 Classroom Conversation: Collaborative Discussion: Quick Write, third paragraph, second to the last sentence, need to omit the word “in”. “Tell students that in sometimes they will use formal English…” should be, “Tell students that sometimes they will use formal English…”.

Level D:1. TA, Planner, Unit 5, Lesson 6, Worktime: “teh” should be “the”.

Level E:1. TA, Planner, Unit 3, Lesson 7: Whole Group, no whole group lesson. Maybe

lesson 5?2. TA, Assignments 6–10: “Plan an Interview”, needs a unit number (5).3. TA, Planner, Unit 5, Lesson 7: Not found in Whole Group, but in Read Aloud

Think Aloud.4. TA, Planner, Unit 6, Lesson 38: Not found in Whole Group but in Vocabulary.5. TA, Planner, Unit 3, Lesson 6, Lesson Overview, second sentence: In Whole

Group “nstruction” should be “instruction”.

Professional Learning Community1. About the Program; Planning and Pacing Guide and Scope & Sequence of

Instruction: Page 22, beginning with Day 6, the cells in the table cannot be expanded, and some of the text is illegible. This occurs through page 219, and should be corrected throughout the entire document.

California Department of EducationAugust 17, 2015

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