EdReports ela 3-5

Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.3 Materials support students in applying advanced word reading
strategies–including multisyllabic decoding and morpheme analysis–to build
accurate, automatic, and meaningful reading.
Indicator 1g Materials support students in applying a range of evidence-based strategies
to read and spell multisyllabic words in connected text, including syllable
division, syllable types, and morpheme-based approaches.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of the
requirements of this indicator.
● Materials emphasize flexible application over fixed sequences, with supports for targeted review of
prerequisite skills as needed.
● Materials include explicit, grade-appropriate instruction for applying multisyllabic word reading
strategies, including syllable types, syllable division, and morpheme-based approaches.
● Materials provide structured, embedded opportunities for students to decode and encode multisyllabic
words in connected text, with instructional guidance aligned to expectations for fluent word reading.
● Materials include guidance and supports for

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–including
recognition of prefixes, suffixes, and roots–contributes meaningfully to students’ ability to decode unfamiliar
words, spell accurately, and expand vocabulary knowledge. Morphology provides students with tools for flexible,
meaning-centered word analysis.
Together, these findings emphasize that effective foundational skills instruction in Grades 3-5 must:
● Provide explicit, flexible instruction in applying syllable types and division strategies.
● Integrate morpheme-based decoding approaches to deepen vocabulary and comprehension.
● Support students in applying strategies within connected text, rather than relying solely on isolated word
lists.
● Offer targeted review of prerequisite decoding skills for students who require additional support.
Strategic, scaffolded instruction in multisyllabic word reading equips students with the skills they need to access
increasingly sophisticated academic texts across content areas.
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Resources:
● Clymer’s utility of phonic generalizations
Indicator 1g Guiding Questions:
Do the materials provide explicit instruction and structured opportunities for students to apply a range of
evidence-based strategies to read and spell multisyllabic words, including syll

f the indicator.
● Discuss and share the evidence of how materials support flexible, explicit instruction and practice in
reading and spelling multisyllabic words.
● Discuss how materials embed decoding practice within connected reading and writing tasks, not just
isolated exercises.
● Discuss the extent to which materials support teachers in reviewing prerequisite skills if necessary.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in the
scoring section.
● Agree on the final rating.
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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.3 Materials support students in applying advanced word reading
strategies-including multisyllabic decoding and morpheme analysis–to build
accurate, automatic, and meaningful reading.
Indicator 1h Materials are absent of the three-cueing system.
Scoring:
4 points
Materials meet ALL of the requirements of this
indicator.
0 points
Materials meet NONE of the requirements of this
indicator.
● Materials do not contain elements of instruction that are based on the three-cueing system for
teaching decoding.
About this indicator:
What is the purpose of this Indicat

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National Strategy (2006b) underscores that when students consistently use alternative cues rather
than decoding, their acquisition and application of phonics knowledge is delayed. Over time, as texts become
more complex and meaning becomes less predictable, these guessing strategies fail to support fluent reading.
Students who are not anchored in strong decoding skills often struggle with comprehension and overall reading
achievement as they advance through grade levels.
Effective foundational skills instruction prioritizes explicit, systematic phonics instruction as the primary route to
decoding unfamiliar words. Securing students’ ability to decode based on sound-symbol correspondences
ensures that they develop the fluency, accuracy, and automaticity necessary for successful reading
comprehension and long-term literacy success.
Resources:
● The Three-Cueing System
● The three-cueing model: Down for the count?
● The Three-Cueing System: Help or Hindrance?
Indicator 1h Guiding Question:
Evidence Collection
● Examine the Teacher Edition and student materials.
Review:
○ The Table of Contents, any pacing guides, and phonics scope and sequence provided by the
publisher.
○ Review daily lesson plans for teaching decoding skills.
○ Review any additional resources, including optional ta

oundational
Skills Instruction
Criterion 1.3 Materials support students in applying advanced word reading
strategies-including multisyllabic decoding and morpheme analysis–to build
accurate, automatic, and meaningful reading.
Indicator 1j Materials include systematic and explicit modeling and guided practice in
applying multisyllabic word reading strategies, including syllable types,
syllable division, and morpheme analysis.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials contain explicit guidance for systematic and repeated teacher modeling of multisyllabic word
reading strategies.
● Lessons include blending and segmenting practice using structured routines that reflect syllable
division and morphological word parts.
● Lessons include guided spelling or dictation practice using grade-appropriate multisyllabic words with
embedded morphemes.
● Materials include teacher guidance for providing corrective feedback aligned to word-level reading
and spelling strategies.
About this indicator:
What is the purpose of this Indicator?
This indicator examines whether materials provide systematic and explici

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Explanation
● What is Explicit Instruction?
● Exploring the Foundations of Explicit Instruction
● When Young Readers Get Stuck
● CCSS Grades 3-5 Foundational Skills Standards (pg. 17)
Indicator 1j Guiding Question:
How do the materials provide systematic and explicit teacher modeling, guided practice, and corrective
feedback in applying multisyllabic word reading and spelling strategies, including syllable types, syllable
division, and morpheme analysis?
Evidence Collection
In the Instructional Materials being reviewed:
● Examine the Teacher Edition, student materials, and lesson plans. Review:
○ Lessons that include explicit teacher modeling of how to apply multisyllabic word reading
strategies (e.g., identifying syllable types, breaking words into syllables, analyzing prefixes,
roots, and suffixes).
○ Structured blending routines that move beyond single-syllable blending to multisyllabic word
blending across syllable types and morphemes.
○ Structured segmenting routines that emphasize analyzing word parts for accurate spelling,
particularly using morphological units (e.g., base words, prefixes, suffixes).
○ Lessons that include guided dictation using grade-appropriate multisyllabic words, reinforcing
decoding and encoding skills together.
○ Teacher guidance for providing speci

instructional materials.
● Look for consensus about whether the indicator was met fully, partially, or did not meet any scoring bullet.
● Agree on the final rating.
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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.3 Materials support students in applying advanced word reading
strategies-including multisyllabic decoding and morpheme analysis–to build
accurate, automatic, and meaningful reading.
Indicator 1k Materials include frequent, varied opportunities for students to decode and
encode multisyllabic words that contain advanced sound and spelling
patterns, including affixes and syllable types.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Lessons provide frequent opportunities for students to decode multisyllabic words containing
grade-level sound and spelling patterns.
● Lessons provide frequent opportunities for students to encode multisyllabic words through dictation,
word building, or sentence-level tasks.
● Student-guided practice and independent practice i

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cabulary
development, and comprehension (Graham, 2020).
Resources:
● ‘Encoding’ Explained: What It Is and Why It’s Essential to Literacy
● What Is Decoding?: Part 2 of Encoding vs. Decoding
● Phonics and Decoding
● CCSS Grades 3-5 Foundational Skills Standards (pg. 17)
Indicator 1k Guiding Question:
Do the materials include frequent practice opportunities for students to decode and encode multisyllabic
words that consist of more advanced sound and spelling patterns?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards at each grade level. Review:
○ Table of Contents (including prefatory materials to see the rationale for how phonics instruction and
student practice are approached).
○ Instructions, questions, and tasks in foundational skill sections, including introductory materials, to
evaluate the quality and frequency of decoding and encoding opportunities.
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○ The scope and sequence, particularly for advanced phonics patterns, multisyllabic words, affixes, and
syllable types.
○ The unit and/or weekly overviews show intentional placement of multisyllabic word practice and
cumulative review.
○ The daily lessons in the Teacher E

and Standards for Foundational
Skills Instruction
Criterion 1.3 Materials support students in applying advanced word reading
strategies-including multisyllabic decoding and morpheme analysis–to build
accurate, automatic, and meaningful reading.
Indicator 1l Spelling rules are introduced in a logical progression, embedded in
grade-level content, and connected to word structure. Students receive
sufficient practice to support accurate and automatic spelling.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Spelling rules and generalizations are taught in a logical order aligned to grade-level word reading and
spelling expectations, including morphological patterns.
● Materials include clear explanations for spelling of specific words and word parts, including rules, patterns,
and meaningful units (e.g., roots, prefixes, suffixes).
● Students have frequent opportunities to practice spelling rules and generalizations through connected
tasks that promote accuracy and automaticity.
About this indicator:
What is the purpose of this Indicator?
The purpose of this indicator is to ensure that spelling instruction is

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ce and
generalization to authentic writing tasks.
Further research supports the effectiveness of structured approaches that emphasize rule-based instruction
over rote memorization. Dymock and Nicholson (2017) found that students who were taught spelling through
explicit strategies (e.g., spelling rules, syllable division, the doubling rule) demonstrated greater ability to apply
these skills to untaught words than students using visual memory techniques alone. These findings suggest that
rule-based spelling instruction not only supports the mastery of individual words but also fosters transfer and
flexible application–key components of reading and writing proficiency.
Together, this body of research reinforces the importance of embedding spelling instruction within foundational
skills programs, ensuring that students receive frequent, connected opportunities to practice spelling patterns
and develop the automaticity necessary for fluent written expression.
Resources:
● Clymer’s utility of phonic generalizations
● How Words Cast Their Spell: Spelling Is an Integral Part of Learning the Language, Not a Matter of
Memorization
Indicator 1l Guiding Question:
Are spelling rules and generalizations introduced in a logical progression, embedded in grade-level content,
and connected to wor

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ter of
Memorization
Indicator 1l Guiding Question:
Are spelling rules and generalizations introduced in a logical progression, embedded in grade-level content,
and connected to word structure, with sufficient practice to support accurate and automatic spelling?
Evidence Collection
● Review the Teacher and student materials for the following:
○ Scope and sequence for spelling instruction, including alignment to word reading, phonics, and
morphological expectations.
○ How the program introduces spelling rules and generalizations, including the logical order of
instruction (e.g., CVCe before multisyllabic derivations, or inflectional endings before derivational
affixes).
○ Whether the materials include clear explanations for spelling of specific words or patterns, including
phoneme-grapheme correspondences, syllable patterns, and meaningful word parts (prefixes, roots,
suffixes).
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○ How frequently students engage in connected spelling tasks (e.g., dictations, word building,
sentence-level spelling, writing with focus patterns).
○ How materials build cumulative practice of previously taught spelling rules and generalizations.
○ Whether spelling instruction is connected to other foundational elements (e.g.

ruction
Criterion 1.4 Materials support students in reading and analyzing grade-level words
through instruction in spelling patterns, syllable structure, and meaningful
word parts. Instruction emphasizes automaticity and supports vocabulary
development through word analysis.
Indicator 1o Materials include instruction and practice in analyzing and applying
meaningful word parts (prefixes, suffixes, roots) to support decoding, spelling,
and vocabulary development.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include explicit instruction in common prefixes, suffixes, and roots appropriate to grade-level
texts.
● Materials provide opportunities for students to apply morphological analysis to decode unfamiliar words
and determine word meaning.
● Instruction connects morphological patterns to spelling, pronunciation, and meaning across content areas
(e.g., science, social studies, or informational texts).
About this indicator:
What is the purpose of this Indicator?
The purpose of this indicator is to ensure that students receive explicit, systematic instruction in morphological
analysis, including c

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ignificantly improved students’ literacy outcomes in reading, vocabulary, and
spelling. These benefits were especially notable for students with or at risk of reading difficulties. More recent
guidance from Moats (2020) and Sedita (2021) affirms the role of morphology as a central pillar of structured
literacy, encouraging explicit, transferable instruction that ties word parts to spelling, pronunciation, and
meaning.
Together, these studies and practitioner resources underscore the importance of embedding morphology
instruction across grade-level texts and content areas to equip students with flexible, generalizable strategies
for lifeline word learning.
Resources:
● Word Study Routines or Morphology-Focus Lesson Models
Indicator 1o Guiding Question:
Do the materials provide explicit instruction and practice in analyzing and applying prefixes, suffixes, and roots
to support decoding, spelling, and vocabulary development?
Evidence Collection
In the Instructional Materials being reviewed:
● Examine the Teacher Edition and student materials of the resource for alignment to morphology
standards in Grades 3-5.

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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.4 Materials support students in reading and analyzing grade-level words
through instruction in spelling patterns, syllable structure, and meaningful
word parts. Instruction emphasizes automaticity and supports vocabulary
development through word analysis.
Indicator 1p Materials support students in applying word reading strategies to decode
unfamiliar multisyllabic words encountered in connected text, using
knowledge of syllable types, morphology, and spelling patterns.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials provide instruction and modeling for how to approach unfamiliar multisyllabic words in
context using syllabication and morphology.
● Lessons include guided and independent practice applying decoding strategies in grade-level reading
materials.
● Instruction emphasizes strategic decision-making when decoding new words, including rereading and
self-monitoring for meaning.
About this indicator:
What is the purpose of th

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approach unfamiliar words strategically, with attention
to syllable types (e.g., closed, open, vowel team), meaningful word parts (e.g., -tion, pre-, struct), and in-context
clues. Materials should provide frequent opportunities for students to decode in authentic reading tasks, while
also promoting self-monitoring and rereading to confirm accuracy and meaning.
Together, these approaches equip students to independently navigate multisyllabic words in connected text and
build the fluency and comprehension needed for academic success.
Resources:
● Basics: Sight Words and Orthographic Mapping
● Should I teach students to memorize sight words and monitor their progress?
Indicator 1p Guiding Question:
Do materials include frequent instructional opportunities for students to apply syllabication, morphology, and
decoding strategies to unfamiliar multisyllabic words in connected texts?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to this indicator.

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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.4 Materials support students in reading and analyzing grade-level words
through instruction in spelling patterns, syllable structure, and meaningful
word parts. Instruction emphasizes automaticity and supports vocabulary
development through word analysis.
Indicator 1q Materials include explicit instruction in syllabication and morpheme analysis
and provide students with practice opportunities to apply these strategies
within grade-level content.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include explicit instruction of syllable types and syllable division patterns that support
decoding, spelling, and pronunciation of multisyllabic words.
● Materials include explicit instruction in morpheme analysis (e.g., prefixes, suffixes, roots) to support
decoding and determining word meaning.
● Materials provide frequent and varied opportunities for students to apply word analysis strategies in
connected texts across content areas (e.g., science, social studies).
About this indica

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moves from part to whole–beginning with morphemes, moving to full words, and then
embedding practice in connected text–supports automaticity and orthographic mapping. Toste et al. (2017) show
that repeated, meaningful practice with multisyllabic words in context leads to better word recognition and word
meaning retention over time.
These findings reinforce the importance of instructional materials that not only teach syllabication and
morpheme analysis but also provide varied opportunities to apply these strategies in authentic, grade-level texts
across subject areas.
Resources:
● On Eating Elephants and Teaching Syllabication
● Six Syllable Types
● Helping Students With Dyslexia Read Long Words Using Syllables and Morphemes
● 33. Syllables or Morphemes? When to Teach Which and Why | 2022 Literacy Symposium
Indicator 1q Guiding Question:
Do the materials provide explicit instruction and frequent opportunities for students to apply syllabication and
morpheme analysis strategies to decode and understand multisyllabic words in grade-level content?
Evidence Collection
● Examine the Teacher Edition and student materials for alignment to foundational skills standards for
Grades 3-5.

ity and frequency of student practice across the year.
● Consider whether instruction and tasks promote independent transfer of strategies to reading and writing.
● Identify any instructional gaps or missed opportunities for application.
● Reach consensus on whether the indicator is fully met, partially met, or not met.
● Finalize the score and rating for the indicator.
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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.4 Materials support students in reading and analyzing grade-level words
through instruction in spelling patterns, syllable structure, and meaningful
word parts. Instruction emphasizes automaticity and supports vocabulary
development through word analysis.
Indicator 1r Materials regularly and systematically offer assessment opportunities that
measure student progress of word recognition and analysis (as indicated by
the program scope and sequence).
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials provide a variety of assessment opportunities t

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g
responsive instruction. Al Otaiba et al. (2012) emphasize that effective diagnostic tools should assess both in-
and out-of-context word reading, decoding, accuracy, and fluency. These types of assessments help teachers
uncover how students integrate different sources of information-especially for those with reading difficulties-and
guide next steps in instruction.
In upper elementary grades, assessments must go beyond basic phonics and capture students’ ability to decode
and analyze multisyllabic words, apply morphological knowledge, and recognize spelling patterns. As Foorman
et al. (2016) note, formative assessments should be frequent, embedded in instruction, and used to differentiate
support. Assessments that reflect real reading tasks and provide clear guidance for interpreting results ensure
that instructional responses are timely and targeted.
When materials include regular assessment opportunities in decoding, spelling, and morphology–and provide
tools to translate those results into instructional action–students are more likely to build the fluency, vocabulary,
and comprehension skills needed for academic success.
Resources:
● The Effects of Syllable-Awareness Skills on the Word-Reading Performances of Students Reading in a
Transparent Orthography
Indicator 1r Guiding

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d for academic success.
Resources:
● The Effects of Syllable-Awareness Skills on the Word-Reading Performances of Students Reading in a
Transparent Orthography
Indicator 1r Guiding Question:
How do the materials provide assessment of all high-frequency words, word analysis, and syllabication skills?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to word recognition and
analysis standards in Grades 3-5. Review:
○ Assessment overview or scope and sequence, including how and when word recognition and word
analysis are assessed.
○ Assessment sections (e.g., diagnostic screeners, formative checks, unit-based reviews, cumulative
assessments) that evaluate:
■ Multisyllabic word decoding
■ Morphological analysis (prefixes, suffixes, roots)
■ Spelling patterns tied to word structure
○ Teacher materials for guidance on interpreting assessment results, grouping students, or providing
targeted instructional supports.
○ Protocols or rubrics for identifying students needing additional support or extension.
○ Any progress monitoring tools designed for repeated administration throughout the year.
○ Embedded assessments in reading passages or tasks that reflect authentic application of word
recognition and analysis strategies
EdReports Eviden

Instruction
Criterion 1.5 Materials provide varied and frequent opportunities for students to build
fluency–accuracy, rate, and prosody–through reading grade-level connected
texts. Instruction supports the development of fluent reading as a bridge to
comprehension.
Indicator 1t Materials include varied and frequent opportunities for students to build
fluency-accuracy, rate, and prosody–through reading grade-level texts in
order to support comprehension.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials provide frequent and varied opportunities for students to practice oral reading fluency in
connected texts (e.g., repeated readings, partner reading, poetry, reader’s theater) that develop
accuracy, expression, and rate.
● Practice opportunities are embedded in regular reading routines and are sufficiently frequent to
support the development of fluent, meaningful reading.

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e importance of teacher modeling, scaffolding, and feedback as essential supports
for student growth in fluency and comprehension (Hasbrouck & Glaser, 2019; Archer & Hughes, 2011). Materials
that provide structured opportunities for oral reading across diverse text types help students develop the
fluency needed to support understanding, engagement, and academic success.
Resources:
● Fluency: In Practice
● Evidence-based Fluency Instruction
Indicator 1t Guiding Question:
Do the materials include varied and frequent opportunities for students to practice oral reading
fluency-accuracy, rate, and prosody-through grade-level texts in ways that support reading comprehension?
Evidence Collection
● Examine the Teacher Edition and student materials for alignment to fluency expectations in Grades 3-5.
Review:
○ Opportunities for frequent oral reading practice across the year using grade-level connected texts,
including poetry, narratives, speeches, and content-area passages.
○ Instructional routines such as reader’s theater, repeated readings, partner reading, choral reading,
echo reading, and oral recitation that emphasize accuracy, rate, and prosody.
○ Guidance for teachers on modeling fluent reading, providing targeted feedback, and adjusting pacing
or expression based on student need.

Instruction
Criterion 1.5 Materials provide varied and frequent opportunities for students to build
fluency–accuracy, rate, and prosody–through reading grade-level connected
texts. Instruction supports the development of fluent reading as a bridge to
comprehension.
Indicator 1u Materials regularly and systematically offer assessment opportunities that
measure student progress in oral reading fluency (as indicated by the
program scope and sequence).
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Assessment opportunities occur multiple times across the year and are aligned to fluency instruction,
allowing students to demonstrate progress toward mastery of rate, accuracy, and prosody.
● Materials include tools such as timed readings, WCPM checks, or prosody rubrics to assess oral
reading fluency with consistency and instructional relevance.
● Materials provide teachers with guidance for interpreting assessment results and making instructional
adjustments to support fluency, growth, including reteaching, scaffolding, or enrichment.
About this indicator:
What is the purpose of this Indicator?
The purpose of t

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p students build the automaticity and expression necessary for fluent, meaningful reading.
To be effective, fluency assessment must be regular, diagnostic, and tied to instruction. Materials that include
fluency measurement tools, guidance for interpreting student performance, and concrete next steps for
instructional action ensure that fluency development remains a dynamic part of literacy instruction.
Resources:
● Understanding and Assessing Fluency
● Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers
Indicator 1u Guiding Question:
Do the materials provide regular and systematic assessment opportunities that measure student progress in
oral reading fluency (accuracy, rate, and prosody), and do they guide instructional next steps to support
fluency and comprehension?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Fluency standards in
Grades 3-5.

ateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.1 Materials include content-rich, engaging texts that meet the text complexity
criteria for the grade level. Texts and text sets cohesively work together to
build knowledge of specific topics and/or content themes.
Indicator 2a Materials provide opportunities for students to engage in a range and volume
of reading through content-rich and engaging texts.
Narrative Only Criteria (this information will be included in the narrative report but will not affect scoring):
● Materials reflect the balance of informational and literary texts required by the grade-level standards
(50/50 in K-5), including various subgenres.
● Materials include a range of full texts and excerpts (including long-form and short-form texts),
depending on the materials’ stated purpose.
● Materials include sufficient teacher guidance (including monitoring and feedback) and (starting in
Grade 1) student accountability structures for independent reading (e.g., independent reading
procedures, proposed schedule, tracking system for independent reading).
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requ

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ng 47 studies, the researchers found a statistically significant overall
positive effect, though this effect is primarily observed in word recognition and attitudes toward reading. The
effect on comprehension was negligible. The study also explores debates surrounding independent reading,
including the level of control over students' reading choices and the role of independent reading in a
comprehensive reading program. The meta-analysis concludes that independent reading is a valuable addition
to reading instruction, particularly for fostering positive attitudes toward reading and improving word recognition
skills. However, the impact on comprehension may be less pronounced and may depend on the nature of
activities in the control group.
Resources:
● CCSS Appendix A
● CCSS Appendix B
● Placing Texts at the Center of the Standards-Aligned ELA Classroom
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Indicator 2a Guiding Question:
Are students reading a range and volume of content-rich and engaging texts, both through interaction with
the teacher and/or classmates and independently?
Evidence Collection
Note:
● The first three criteria for this indicator consider the anchor or core texts in a program.

ateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.1 Materials include content-rich, engaging texts that meet the text complexity
criteria for the grade level. Texts and text sets cohesively work together to
build knowledge of specific topics and/or content themes.
Indicator 2b Core/Anchor texts have the appropriate level of complexity for the grade
according to documented quantitative analysis, qualitative analysis, and
relationship to their associated student task.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Accurate text complexity analysis and a rationale for educational purpose and placement in the grade
level accompany core/Anchor texts and a series of texts connected to them.
● According to quantitative and qualitative analysis and their relationship to the associated student task,
core/anchor texts have the appropriate level of complexity for the grade.
About this indicator:
What is the purpose of this Indicator?
This indicator examines the quantitative and qualitative complexity of core/anchor texts throughout the program.
It also assesses how each text’s complexity works

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ing builds vocabulary through context. Cognitive research
highlights the importance of prior domain knowledge and suggests that simplifying texts can hinder advanced
comprehension. A well-sequenced curriculum, starting with simpler texts and progressing to more complex
materials, helps build background knowledge and vocabulary incrementally. Supporting these efforts with a
well-structured core curriculum ensures that students receive rigorous and relevant instruction, preparing them
for advanced academic challenges and real-world literacy demands.
Resources:
● Qualitative Rubric Literary
● Qualitative Rubric Informational
● Supplemental Information for Appendix A: New Research for Text Complexity
Indicator 2b Guiding Question:
Are the anchor texts at the appropriate level of rigor/text complexity for each grade level, and are a text
complexity analysis and rationale for the text’s inclusion in the materials provided?
Evidence Collection
In the instructional materials being reviewed:
● Review the Text Analysis information to identify the quantitative and qualitative information provided for
all core/anchor texts in the program.
● Consider the appropriateness of each text’s complexity for the grade level based on the quantitative and
qualitative analysis.

Are the quantitative measures of anchor texts within the appropriate grade level band?
● Are there any texts (and associated tasks) that are above or below the grade level without appropriate
scaffolding or appropriate purpose?
During the cluster meeting:
● Discuss whether most texts are at the appropriate level of complexity for the grade level.
● Discuss how the analysis/rationale provided coherently and comprehensively explains how texts were
chosen for the grade level and students.
● Discuss the quantitative and qualitative analysis of the texts in relation to the associated student tasks.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.1 Materials include content-rich, engaging texts that meet the text complexity
criteria for the grade level. Texts and text sets cohesively work together to
build knowledge of specific topics and/or content themes.
Indicator 2c Materials provide appropriate scaffolds for core/anchor texts that ensure all
students can access the text and make meaning.

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of specific topics and/or content themes.
Indicator 2c Materials provide appropriate scaffolds for core/anchor texts that ensure all
students can access the text and make meaning. Scaffolds align with the
text’s qualitative analysis.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Scaffolds align with the qualitative complexity of the program’s texts to support students in making
meaning of each text.
● Materials include scaffolds for before, during, and after engaging with a complex text.
● Materials include teacher guidance on how to enact each scaffold based on student needs.
About this indicator:
What is the purpose of this Indicator?
This indicator examines the scaffolds materials provide for each core/anchor text. In order to access and make
meaning of challenging texts, students need various supports. By offering scaffolds, all students, including those
with diverse learning needs, language backgrounds, or varying reading proficiencies, are given the opportunity
to successfully interact with grade-level texts.

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= 0.16). Scaffolding types impacted outcomes differently: rereading scaffolds
were associated with lower scores, while syntax and structure scaffolds were linked to higher scores. These
findings suggest that targeted scaffolding can enhance comprehension, especially by addressing complex
syntax and text structure, offering a model for future interventions.
Resources:
● CCSS Appendix A
Indicator 2c Guiding Question:
Do materials provide appropriate scaffolds and teacher guidance to enact them for each core/anchor text?
Evidence Collection
In the instructional materials being reviewed:
● Review the scaffolds provided for each core/anchor text in each unit.
● Consider whether the scaffolds align to the qualitative complexity of the text.
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● Consider when each scaffold is enacted (before, during, after reading).
● Look at the teacher guidance provided on how to implement each scaffold.

the “making meaning” process (before, during, and
after reading).
● Discuss the teacher guidance available for implementing each scaffold.
● Discuss whether the teacher guidance provided is sufficient to successfully implement the scaffolds in the
materials.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.1 Materials include content-rich, engaging texts that meet the text complexity
criteria for the grade level. Texts and text sets cohesively work together to
build knowledge of specific topics and/or content themes.
Indicator 2d Text sets (e.g., unit, module) are organized around topic(s) or theme(s) to
cohesively build student knowledge.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Text sets are organized around a grade-appropriate, tightly-connected topic or theme.
● Text set organization provides opportunities for students to address facet

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s the critical role of substantive content knowledge,
leading to stagnation in reading achievement and exacerbating educational inequities, particularly for
disadvantaged students. Hirsh calls for a curriculum overhaul to integrate broad, content-rich instruction from an
early age, enhancing students' comprehension and helping to bridge achievement gaps.
According to CCSS’ Key Shifts in English Language Arts, “students must be immersed in information about the
world around them if they are to develop the strong general knowledge and vocabulary they need to become
successful readers and be prepared for college, career, and life. Informational texts play an important part in
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building students’ content knowledge. Further, it is vital for students to have extensive opportunities to build
knowledge through texts so they can learn independently.”
Resources:
● Key Shifts in English Language Arts
Indicator 2d Guiding Question:
Are text sets in each unit/module connected by a grade-appropriate topic or theme to cohesively build
student knowledge?
Evidence Collection
Note: It is not enough for text sets to be connected by a broad or vague topic or themes.

e writing instruction involves
evidence-based strategies that address writing proficiency issues, while assessments should focus on
providing insights to inform teaching practices. Overall, research advocates for content-rich curricula that build
progressively on students' knowledge, supporting both literacy and other academic outcomes.
Scoring:
Meets Expectations
● 38–42 points
Partially Meets Expectations
● 21–37 points
Does Not Meet Expectations
● < 21 points
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2f Materials include a clear, research-based core instructional pathway with
reasonable pacing throughout the year, which allows students to work
towards grade-level proficiency.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT me

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aningful content
learning, supported by recent developments in the Common Core State Standards that advocate concentrating
on core concepts rather than a sprawling array of skills. The article urges immediate action toward building
coherent curricula as a fundamental step in improving education.
Resources:
● All CCSS ELA Standards
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Indicator 2f Guiding Question:
Do materials include a clear, research-based core instructional pathway with reasonable pacing throughout
the year, which allows students to work towards grade-level proficiency?
Evidence Collection
Note: The average school is around 180 days. This does not mean that materials should include 180 lessons;
however, the amount should be reasonable to ensure teachers have enough material to teach while also
leaving space in the curriculum for assessments, breaks, and other interruptions.
In the instructional materials being reviewed:
● Look for a clear outline of the essential elements that make up the core instructional pathway, ensuring
that it is straightforward and easy for educators to follow.
● Determine whether materials provide comprehensive explanations on how to use and implement the
core instructional pathway, emphasizing adherence to c

meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2g Most questions, tasks, and assignments are text-based, allowing students to
demonstrate their thinking in various formats.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials provide opportunities to support students in making meaning of the texts being studied through
text-based questions and tasks that require students to answer in varying formats (i.e., speaking, writing,
etc).
● Materials include text-based questions and tasks that require students to closely read and/or re-read
complex parts of texts to deepen their analysis and understanding.
Abou

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l skills. Fisher and Frey outline how to craft
questions that address different levels of understanding, from literal comprehension to inferential analysis and
evaluative thinking. They offer practical examples and guidance on implementing these strategies across grade
levels, from K-5 to 6-12, showing how text-dependent questions can enhance students' engagement with
complex texts and support their development as critical thinkers.
Resources:
● CCSS Appendix A
Indicator 2g Guiding Question:
Do 80% or more of the questions, tasks, and assignments require students to use and/or close read the texts
to answer?
Evidence Collection
In the instructional materials being reviewed:
● Review tasks, questions, and assignments associated with texts, paired selections, text sets,
chapters/units.

and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2h Materials support students in developing their ability to comprehend complex
ideas within and across texts through opportunities to analyze and evaluate
texts.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials provide opportunities for students to analyze key ideas and details (according to grade-level
standards) within individual texts and across multiple texts to support students in making meaning.
● Materials provide opportunities for students to analyze craft and structure (according to grade-level
standards) within individual texts and across multiple texts to support students in making meaning.
● Materials provide opportunities for students to analyze the integration of knowledge and ideas (according
to grade-level standards) within individual texts and across multiple texts to support students in deepening
th

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ong
students. The book emphasizes the importance of questions that require students to return to the text for
evidence, thereby deepening their comprehension and analytical skills. Fisher and Frey outline how to craft
questions that address different levels of understanding, from literal comprehension to inferential analysis and
evaluative thinking. They offer practical examples and guidance on implementing these strategies across grade
levels, from K-5 to 6-12, showing how text-dependent questions can enhance students' engagement with
complex texts and support their development as critical thinkers.
Resources:
● CCSS Key Shifts in English Language Arts
● CCSS Appendix A
● CCSS ELA Reading Anchor Standards (p. 10)
Indicator 2h Guiding Question:
Do the materials support students in developing their ability to comprehend complex ideas within and across
texts through opportunities to analyze and evaluate texts?
Evidence Collection
Note:
● The first scoring bullet of this indicator attends to the key ideas and details (RI and RL.1-3) of the CCSS.
The second scoring bullet of this indicator attends to craft and structure (RI and RL.4-6) of the CCSS.

omprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2i Materials provide clear protocols and teacher guidance that frequently allow
students to engage in listening and speaking about texts they are reading (or
read aloud).
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include structured protocols that support students in participating in various types of discussions,
using both background knowledge and their interpretation of the text to build upon each other’s
understanding.
● Speaking and listening instruction includes facilitation, monitoring, and feedback guidance for teachers.
About this indicator:
What is the purpose of this Indicator?
This indicator focuses on the various speaking and listening protocols included throughout a program to build
students’ speaking

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rtance of establishing routines and procedures for
group work, as well as fostering personal responsibility, respectful discourse, and collaborative problem solving
among students. The authors advocate for a gradual release of responsibility framework, which emphasizes a
shift from teacher-led instruction to student-directed learning, and advocate for the use of accountable talk, a
form of academic discourse that encourages students to clarify, question, provide evidence, disagree, and
develop solutions.
Resources:
● CCSS ELA Speaking and Listening Anchor Standards (p. 23)
● CCSS Appendix A
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Indicator 2i Guiding Question:
Do materials provide structured protocols and teacher guidance for student engagement in evidence-based
discussions of the texts they are reading?
Evidence Collection
In the instructional materials being reviewed:
● Look for clear protocols that facilitate various types of discussions, such as whole-class, small-group, or
paired conversations.
● Ensure that the protocols encourage students to bring in their background knowledge as well as textual
evidence to enhance collective understanding.
● Check if the materials promote critical thinking and encourage students to build on each ot

that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2j Materials provide opportunities for students to engage in listening and
speaking about texts they are reading (or read-aloud).
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials provide opportunities for students to engage in collaborative conversations about the text being
read/read aloud, which require them to utilize, apply, and incorporate evidence from texts and/or sources.
● Materials provide opportunities for students to consider others’ perspectives and engage in intellectual
discourse about texts and topics they are reading.
About this indicator:
What is the purpose of this Indicator?
While the previous indicator considered the type of speaking and listening protocols and teacher guidance
provided for these protocols in a program, this indicator examines the specific opportunities provided for
students to engage in evidence

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ademic discourse that encourages students to clarify, question, provide evidence, disagree, and
develop solutions.
Resources:
● CCSS ELA Speaking and Listening Anchor Standards (p. 23)
● CCSS Appendix A
Indicator 2j Guiding Question:
Do materials include frequent opportunities for students to engage in evidence-based discussions about the
texts they are reading?
Evidence Collection
In the instructional materials being reviewed:
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● Look for specific opportunities that promote interaction among students, such as group discussions,
partner dialogues, or peer reviews (these should be specific tasks, not overall protocols).
● Ensure that these activities require students to cite evidence from the text or sources, reinforcing the
practice of supporting their ideas with clear references.
● Check for prompts and questions that guide students to effectively utilize and apply textual evidence in
their conversations.
● Review whether the materials encourage students to actively listen to and thoughtfully consider the
perspectives and arguments presented by their peers.
● Assess if there are activities designed to foster respectful debate and discourse, where students can
analyze differing viewpoints and deepen t

ion Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2k Materials include explicit instruction on independent word-learning strategies
and key vocabulary words to build knowledge within and across texts.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include structured and explicit practices for introducing key vocabulary words and independent
word-learning strategies within the context of the texts (student-friendly definitions, analyzing morphemes,
etymology, word maps, and discussion of word relationships/shades of meaning, dictionary skills, context
clues).
● Attention is paid to vocabulary essential to understanding the text and high-utility academic words.
● Materials provide multiple exposures to key vocabulary within (i.e., before, during, after reading) and
across texts.

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ch. By understanding
the meanings of Latin and Greek roots, prefixes, and suffixes, learners can decipher the meanings of numerous
English words and remember them more effectively. The paper explores the origins and historical development
of the English language, categorizing words into different categories based on their source language
(Indo-European, Germanic, etc.). The authors illustrate the practical application of etymology by providing
examples of how understanding word parts can unlock the meanings of unknown words. They also emphasize
the significance of etymology in enhancing reading comprehension and word recognition skills. The article
concludes by advocating for the integration of etymology into vocabulary instruction as a powerful tool for
learners to expand their word power, improve comprehension, and enhance their overall language proficiency.
Resources:
● Appendix A of the CCSS
Indicator 2k Guiding Question:
Do the materials include explicit instruction on independent word-learning strategies and key vocabulary
words to build knowledge within and across texts?
Evidence Collection
In the instructional materials being reviewed:
● Ensure the materials focus on vocabulary critical to understanding the texts being studied and include
high-utility academic words that

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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2l Materials include opportunities for students to practice independent
word-learning strategies, as well as newly taught vocabulary words.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include opportunities for students to use independent word-learning strategies to understand
the meaning of challenging words (inferring from context, using morphological or etymological
awareness).
● Materials include opportunities for students to use academic and content-specific vocabulary in various
contexts.
● Practice opportunities incorporate the review of previously learned words based on their connection to
the topic of study.
About this indicator:
What is the purpose of thi

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understanding word parts can unlock the meanings of unknown words. They also emphasize
the significance of etymology in enhancing reading comprehension and word recognition skills. The article
concludes by advocating for the integration of etymology into vocabulary instruction as a powerful tool for
learners to expand their word power, improve comprehension, and enhance their overall language proficiency.
Resources:
● Appendix A of the CCSS
Indicator 2l Guiding Question:
Do the materials include opportunities for students to practice independent word-learning strategies, as well
as newly taught vocabulary words?
Evidence Collection
In the Instructional Materials being reviewed:
● Check if materials provide clear instructions and support for strategies like inferring meaning from
context and using morphological or etymological awareness.
● Assess whether these strategies are integrated into activities that encourage students to practice and
apply them independently.
● Determine whether materials offer varied contexts for students to use academic and content-specific
vocabulary, such as discussions, writing assignments, and projects, ensuring meaningful engagement
with the vocabulary.
● Look for activities that require students to demonstrate understanding and correct use of this v

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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2m Materials include explicit instruction on sentence composition appropriate to
grade-level standards, embedded in what students are studying throughout
the unit.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include explicit instruction and modeling guidance in sentence-composition skills (use of
punctuation, sentence elaboration, sentence combining using cohesive ties, sentence fluency), embedded
in what students are studying throughout the unit.
● Materials utilize exemplar sentences from core and mentor texts that contain clear, varied, and rich
examples of sentence structure.
About this indicator:
What is the purpose of this Indicat

---

ruction, including sentence
structure, punctuation, and usage, and presents research that supports learning grammar through context.
Resources:
● CCSS Anchor Language Standards (p. 25)
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Indicator 2m Guiding Question:
Do the materials include explicit instruction in sentence-composition skills that align with grade-level
standards, embedded in what students are studying throughout the unit?
Evidence Collection
In the Instructional Materials being reviewed
● Look for lessons or activities that focus specifically on teaching sentence-composition skills, including
proper use of punctuation, techniques for sentence elaboration, and strategies for sentence combining
using cohesive ties.
● Ensure that materials address sentence fluency, helping students understand how to create varied
sentences that flow naturally.
● Check for exercises that explicitly teach sentence composition skills and provide opportunities for
students to practice and apply them in their writing.
● Verify that the materials include exemplar sentences drawn from core/anchor texts that demonstrate
clear, varied, and rich sentence structures.
● Ensure that

chor texts that
demonstrate clear, varied, and rich sentence structures.
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● Discuss if the examples used instruction to model effective sentence construction for students, and
illustrate how different elements of grammar and composition work together.
● Discuss whether there are opportunities for students to analyze and discuss these exemplar sentences to
gain a deeper understanding of effective writing techniques and styles.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2n Materials include evidence-based opportunities for students to practice
sentence composition and editing of their own writing, appropriate for thei

---

ll
literacy skills.
Indicator 2n Materials include evidence-based opportunities for students to practice
sentence composition and editing of their own writing, appropriate for their
grade level.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include opportunities for students to write sentences about the texts under study while
practicing and applying sentence composition skills.
● Materials include opportunities for students to practice and apply sentence composition skills by
examining their own writing.
● Materials include opportunities for students to adapt their language based on the intended audience and
purpose.
About this indicator:
What is the purpose of this Indicator?
While the previous indicator focuses on explicit instruction for sentence composition, this indicator focuses on
student practice opportunities with sentence composition included in materials. The purpose of this indicator is
to ensure that materials provide students with practical, evidence-based activities for practicing sentence
composition and editing within authentic writing contexts.

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ruction, including sentence
structure, punctuation, and usage, and presents research that supports learning grammar through context.
Resources:
● CCSS Anchor Language Standards (p. 25)
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Indicator 2n Guiding Question:
Do the materials include evidence-based opportunities for students to practice sentence composition and
editing of their own writing, appropriate for their grade level?
Evidence Collection
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In the Instructional Materials being reviewed:
● Look for structured activities that prompt students to write sentences directly related to the texts they are
studying, ensuring that writing practice is meaningful and contextually relevant.
● Determine whether the materials provide opportunities for students to reflect on and analyze their own
writing, allowing them to practice sentence composition skills and identify areas for improvement.
● Verify that materials include opportunities for students to practice adapting language and tone according
to different audiences and purposes, helping students develop awareness of context in their writing.
● Ensure that the materials have opportunities for students to practice sen

in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2o Materials include a mix of both on-demand and process writing opportunities
that are appropriately-aligned in purpose. genre and/or topic to the reading of
that unit.
Narrative Only Criteria (this information will be included in the narrative report but will not affect scoring):
● Materials reflect the distribution indicated by the standards for process writing (K–5 30/35/35
persuade/explain/convey experience).
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include a mix of grade-appropriate on-demand and process writing.
● Writing opportunities are appropriately aligned

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g of the
complex relationship between these skills.
Resources:
● CCSS Anchor Writing Standards (p. 18)
● CCSS Anchor Reading Standards (p. 10)
● CCSS Anchor Writing Standard 10 (p. 18)
● NAEP Writing Framework (2017)
● Introduction to the Writing Standards (pg. 19)
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Indicator 2o Guiding Question:
Do the materials include a mix of both on-demand and process writing opportunities that are
appropriately-aligned in purpose. genre and/or topic to the reading of that unit?
Evidence Collection
Note:
● Writing with the purpose to persuade refers to argumentative writing.
● Writing with the purpose to explain refers to informative writing.
● Writing with the purpose to convey experience refers to narrative writing.
In the Instructional Materials being reviewed:
● Ensure that materials provide a balanced range of grade-appropriate on-demand and process writing
opportunities.

n enhance reading
comprehension, such as writing reflections, responses, or analyses related to the texts being studied.
● Discuss whether the materials encourage students to draw connections between their reading and
writing, fostering a deeper understanding of both.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2p Materials include explicit instruction in varied writing processes, embedded in
what students are studying throughout the unit.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include explicit instructi

---

ch that
recognizes the evolving landscape of technology and communication in society.
Resources:
● CCSS Anchor Writing Standards (p. 18)
● Introduction to the Writing Standards (p. 19)
Indicator 2p Guiding Question:
Do the materials include explicit instruction in varied writing processes, embedded in what students are
studying throughout the unit?
Evidence Collection
Note: This indicator uses the term “processes” instead of process to emphasize that depending on the genre
and intended audience of a piece of writing, the writing process differs.
In the Instructional Materials being reviewed:
● Look for clear, structured lessons that provide explicit instruction on each stage of the writing process,
including prewriting, drafting, revising, editing, and publishing.
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● Ensure that the materials include teacher modeling of writing strategies and processes, demonstrating
how to approach writing tasks effectively.
● Verify that the materials provide mentor texts and student exemplars that illustrate how different genres
work and highlight effective writing techniques.
● Look to see that the materials include clear, step-by-step guidance on writing processes for constructing
paragraphs and multi-paragraph

ide timely
and constructive feedback on student writing, including criteria for evaluating writing and suggestions for
improvement.
● Discuss whether the materials encourage a supportive feedback approach that focuses on
developmental growth and specific areas for revision, rather than solely on errors.
● Discuss whether the instruction on writing processes is integrated with activities that allow students to
practice these processes, reinforcing learned strategies in authentic writing tasks.
● Discuss whether there is guidance included to help teachers support students in improving their writing
skills through targeted and actionable feedback.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2q Materi

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as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2q Materials include frequent opportunities for students to practice the writing
processes using evidence-based strategies, embedded in what students are
studying throughout the unit.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator
1 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include multiple opportunities for students to plan writing (e.g., with graphic organizers).
● Materials include multiple opportunities for students to draft their writing.
● Materials include multiple opportunities for students to revise and edit their writing with grade-appropriate
strategies and tools.
● Materials include multiple opportunities for students to use technology to produce and publish writing.
About this indicator:
What is the purpose of this Indicator?
While the previous indicator considered whether materials include opportunities for students to practice both
on-demand and process writing, this indicator solely looks at process writing (at the paragraph and
multi-paragraph level).

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ch that
recognizes the evolving landscape of technology and communication in society.
Resources:
● CCSS Anchor Writing Standards (p. 18)
● Introduction to the Writing Standards (p. 19)
Indicator 2q Guiding Question:
Do materials include frequent opportunities for students to practice the writing processes using
evidence-based strategies, embedded in what students are studying throughout the unit?
Evidence Collection
Note: This indicator uses the term “processes” instead of process to emphasize that depending on the genre
and intended audience of a piece of writing, the writing process differs.
Note: If materials do not include writing opportunities for all types of writing processes (to inform, to persuade,
to convey experience), they can not fully meet expectations for this indicator.
In the Instructional Materials being reviewed:
● Check to see that the materials provide graphic organizers (e.g., mind maps, outlines, storyboards) to
help students organize their thoughts/writing effectively.
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● Identify if there are dedicated timeframes in the curriculum for planning writing across different types of
writing.
● Assess the presence of activities where students create initial drafts, possibly with pr

bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2r Materials include frequent opportunities for students to practice
evidence-based writing (by drawing from the texts and knowledge built
throughout the unit) to explain what the text says explicitly and implicitly.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials provide frequent writing opportunities that require students to refer to details and examples in a
text when explaining what the text says explicitly and when drawing inferences from the text.
● Materials provide frequent writing opportunities focused on students’ recall or analysis of information to
develop

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hey write, teaching
foundational writing skills, incorporating twenty-first century tools, and encouraging students to write across the
curriculum, connecting writing with reading. The authors also highlight the crucial role of creating a motivating
writing environment where students are encouraged to try hard and believe in their abilities. They conclude by
emphasizing the importance of teaching writing effectively, advocating for a more holistic approach that
recognizes the evolving landscape of technology and communication in society.
Resources:
● Introduction to the Common Core State Standards (p. 3-8)
Indicator 2r Guiding Question:
Do the materials provide frequent opportunities for students to practice evidence-based writing by drawing
from the texts and the knowledge built throughout the unit to explain what the text says explicitly and
implicitly?
Evidence Collection
In the instructional materials being reviewed:
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● Consider how frequently students are required to use textual evidence in their writing.
● Assess whether students are prompted to develop claims supported by their analyses.
● Look for specific writing assignments that prompt students to cite textual evidence from the material th

ed on the texts.
● Discuss whether students are expected to work with multiple texts or sources, allowing them to compare
perspectives or viewpoints in their analyses.
● Discuss whether there are examples or models provided to help students structure their analyses and
claims effectively.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2s Materials include explicit instruction of research skills that guide research and
writing projects to develop students’ knowledge using multiple texts and
source materials.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requ

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icle argues that critical media literacy is crucial for empowering students and
transforming education and society.
Resources:
● Introduction to the Common Core State Standards (p. 3-8)
Indicator 2s Guiding Question:
Do the materials include explicit instruction of research skills that guide research and writing projects to
encourage students to develop knowledge of a topic by confronting and analyzing different aspects of a topic
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using multiple texts and source materials?
Evidence Collection
In the instructional materials being reviewed:
● Look for materials that build research skills, from identifying reliable sources to synthesizing information
and presenting findings, ensuring mastery of grade-level standards.
● Ensure materials provide clear, step-by-step guidance on research skills such as formulating research
questions, conducting searches, evaluating source credibility, and citing sources correctly.
● Verify that students are instructed and encouraged to use a variety of texts and resources, including
books, articles, and digital media, to gain a comprehensive understanding of a topic.
● See if the materials support integrating research findings into written work, teaching students how to
c

aningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2t Materials include multiple opportunities for students to apply research skills
to develop their knowledge of topics.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include multiple opportunities for students to apply research skills to short research projects
using multiple texts and sources.
● Materials provide opportunities for students to recall relevant information from experiences or gather
relevant information from print and digital sources, summarize or paraphrase information in notes and
finished work, and (beginning in grade 4) provide a list of sources.
● Materials provide opportunities for students to draw evidence from literary or informational texts to
support analysis, reflection, and research (beginning in grade 4).
About this indicator:
What is the purpose of this Indicator?
The purpose of this indicator is to ensure that

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ltiperspectival analysis, alternative media production, and a connection to social justice. These
elements aim to prepare students to be active citizens in a media-saturated world. The article also advocates for
transformative pedagogy that encourages dialogue and critical reflection, empowering students to contribute to
a democratic and equitable society. Educators are called to embrace new methods that challenge traditional
literacy instruction, promote critical analysis and social change, and ensure access to quality media literacy
education. Overall, the article argues that critical media literacy is crucial for empowering students and
transforming education and society.
Resources:
● Introduction to the Common Core State Standards (p. 3-8)
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Indicator 2t Guiding Question:
Do the materials include multiple opportunities for students to apply research skills to develop knowledge of a
topic by confronting and analyzing different aspects of topics?
Evidence Collection
In the instructional materials being reviewed:
● Check for a variety of short research projects that allow students to explore different questions and
topics, encouraging curiosity and engagement.
● Look for materials that prompt studen

formation from a
range of print and digital sources, enhancing their research skills.
● Discuss whether the materials provide students with a list of sources and summarize or paraphrase
information in notes.
● Discuss whether students are provided with opportunities to assess the credibility and accuracy of
sources, helping them discern reliable information from unreliable.
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● Discuss whether there are opportunities where students are required to draw evidence from literary or
informational texts to support their analyses, reflections, and research.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2u Materials include for

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ss toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2u Materials include formative assessments and guidance that provide the
teacher with information for instructional next steps.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include formative assessments and support for the teacher in determining students’ current
skills/level of understanding.
● Materials include guidance that supports the teacher in making instructional adjustments to increase
student progress.
About this indicator:
What is the purpose of this Indicator?
This indicator examines the formative assessments included throughout a program. Formative assessments are
informal assessments that provide ongoing feedback to both students and teachers, allowing them to identify
learning needs and adjust teaching strategies accordingly.

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eedback"; it's about helping
students develop the skills they need to become independent learners who can monitor their own progress and
take responsibility for their own learning. The paper explores the theoretical underpinnings of formative
assessment, drawing on research in cognitive psychology and sociocultural theory, and then examines a number
of definitions of formative assessment that have been adopted by various policy groups.
Resources:
● N/A
Indicator 2u Guiding Question:
Do the materials include formative assessments and guidance that provide the teacher with information for
instructional next steps?
Evidence Collection
In the instructional materials being reviewed:
● Check if the materials offer a range of formative assessment types, such as quizzes, observations,
student reflections, peer assessments, or informal checks for understanding.
● Look for specific instructions or resources that help teachers interpret assessment results. This might
include scoring rubrics, exemplars of student work, or analysis tools that make it easier to understand
student performance and areas of need.
● Ensure that the materials provide actionable guidance for teachers on how to adjust instruction based on
assessment results.

enrichment activities for students who need more challenge.
● Discuss whether there are resources available that help teachers use assessment data to plan future
lessons, including planning tools or templates that assist in identifying focus areas for subsequent
instruction.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2v Materials include culminating tasks/summative assessments that require
students to demonstrate the knowledge and skills acquired throughout the
unit/module while integrating multiple literacy skills (e.g., a combination of
reading, writing, speaking, and listening).
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of t

---

earning experience. She suggests
including a variety of materials and resources to tap the full potential of the topic and encourage student
identification with the subject matter. Dolan concludes by advocating for a process-oriented approach to writing,
which involves students in the entire process from brainstorming to revising and publishing.
Resources:
● CCSS Anchor Writing Standard 10 (pg. 41)
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Indicator 2v Guiding Question:
Do materials include culminating tasks/summative assessments that require students to demonstrate the
knowledge and skills acquired throughout the unit/module while integrating multiple literacy skills?
Evidence Collection
In the instructional materials being reviewed:
● Check if there are culminating tasks or summative assessments present in each unit or module, and if
these tasks/assessments clearly align with the unit’s or module’s topic or theme. The assessments
should feel relevant and connected to the material covered.
● Consider if the tasks require students to integrate multiple literacy skills, such as reading, writing,
speaking, and listening.

elopment, understanding the instructional
approaches of the program and the research-based strategies employed, and comprehending the range of
supplies used throughout the program. Additionally, it supports teachers in improving their own knowledge of
the subject beyond the grade level and in understanding the role and coverage of standards throughout the
program. It also aids in planning effective instruction by detailing appropriate materials and offering guidance
on how caregivers can support student progress and achievement. Lastly, the materials provide support for
interpreting and evaluating student performance throughout the assessment system, ensuring teachers have
the tools they need to assess and respond to student learning needs effectively.
Scoring:
Meets Expectations
● 8-10 points
Partially Meets Expectations
● 5-7 points
Does Not Meet Expectations
● <5 points
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Gateway 3: Teacher and Student Supports
Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3a Materials provide teacher guidance with useful annotations and suggestions
for how to enact the stu

---

rity and to further develop their own understanding of the
content.
Indicator 3a Materials provide teacher guidance with useful annotations and suggestions
for how to enact the student materials and ancillary materials to support
students’ literacy development.
Scoring:
2 points
● Materials provide
comprehensive guidance that
will assist teachers in
presenting the student and
ancillary materials.
AND
● Materials include sufficient and
useful annotations and
suggestions that are presented
within the context of the
specific learning objectives.
1 point
● Materials provide
comprehensive guidance that
will assist teachers in
presenting the student and
ancillary materials.
OR
● Materials include sufficient and
useful annotations and
suggestions that are presented
within the context of the
specific learning objectives.
0 points
● Materials do not provide
comprehensive guidance that
will assist them in presenting
the student and ancillary
materials.
AND
● Materials do not include
sufficient and useful
annotations and suggestions
that are presented within the
context of the specific learning
objectives.
About this indicator:
What is the purpose of this Indicator?
This indicator examines whether materials offer comprehensive guidance for teachers, including annotations
and practical sugge

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his indicator:
What is the purpose of this Indicator?
This indicator examines whether materials offer comprehensive guidance for teachers, including annotations
and practical suggestions, to effectively implement both the core student materials and any supplementary
resources. This support aims to enhance teachers' ability to facilitate student literacy development by providing
strategies and insights on how to engage with the materials. Such guidance can include tips for differentiating
instruction, addressing diverse learning needs, and integrating ancillary materials to reinforce learning.
Ultimately, it helps teachers optimize the use of the provided resources to improve student literacy outcomes.
Indicator 3a Guiding Question:
Do the materials provide teacher guidance with useful annotations and suggestions for how to enact the
student and ancillary materials to support students' literacy development?
Evidence Collection
In the instructional materials being reviewed:
● Check that the guidance for teachers is clear and detailed, providing explicit instructions on how to
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use both the student and ancillary materials effectively.
● Ensure that annotations and suggestions are directly linked to the

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Gateway 3: Teacher and Student Supports
Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3b Materials contain explanations and examples of grade-level/course-level
concepts and/or standards and how the concepts and/or standards align to
other grade/course levels so that teachers can improve their own knowledge
of the subject.
Scoring:
2 points
● Materials contain explanations
and examples of
grade/course-level concepts
and/or standards so that
teachers can improve their own
knowledge of the subject.
AND
● Materials contain explanations
and examples of how the
concepts and/or standards
align to other grade/course
levels so that teachers can
improve their own knowledge
of the subject.
1 point
● Materials contain explanations
and examples of
grade/course-level concepts
and/or standards so that
teachers can improve their own
knowledge of the subject.
AND
● Materials contain explanations
and examples of how the
concepts and/or standards
align to other grade/course
levels so that teachers can
improve their own knowledge
of the subject.
0 points
● Materials do not cont

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struction. This alignment
helps educators see the progression of learning objectives and how current content builds on prior knowledge
while preparing students for future learning. Ultimately, it aids teachers in delivering more cohesive and
informed instruction, benefiting student learning outcomes.
Indicator 3b Guiding Question:
Do the materials contain explanations and examples of the more complex grade/course-level concepts and
concepts beyond the current course so that teachers can improve their own knowledge of the subject?
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Evidence Collection
In the instructional materials being reviewed:
● Ensure that explanations of grade- or course-level concepts and standards are thorough, clear, and
accessible. This helps teachers deepen their understanding of the subject matter and facilitates better
teaching.
● Look for relevant, concrete examples that illustrate the concepts and standards. Examples should be
practical and applicable to classroom instruction, helping teachers visualize how to teach the material
effectively.
● Check for explanations of how concepts and standards align with those taught in previous and
subsequent grade or course levels.

● Discuss whether the materials include visual aids, such as charts, diagrams, or flowcharts, to help
illustrate how concepts and standards are connected across grade levels.
● Discuss whether there are insights or annotations aimed explicitly at teachers that explain the rationale
behind the concepts and standards and how they fit into the broader curriculum.
● Discuss whether there are suggestions or links to professional development resources that can further
enhance teachers' understanding of subject matter progression.
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Gateway 3: Teacher and Student Supports
Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3c Materials include a standards correlation information document.
Scoring:
1 point
● Correlation information is present for the ELA
standards addressed throughout the grade
level/series.
● Materials identify the standards assessed for
formative assessments.
● Materials identify the standards assessed for
culminating tasks/summative assessments.
0 points
● Standards correlations are inaccurate or missing.
About this indicator:
What is the purpose of thi

---

fy the standards assessed for
culminating tasks/summative assessments.
0 points
● Standards correlations are inaccurate or missing.
About this indicator:
What is the purpose of this Indicator?
This indicator examines whether materials contain a standards correlation information document, which maps or
aligns the content and activities within the materials to specific ELA Common Core State Standards. This
document serves as a resource for teachers to quickly identify how and where the material addresses particular
standards, enabling better planning and instruction. It helps ensure that teaching is aligned with required
educational benchmarks and offers transparency on how the materials support meeting those standards. Lastly,
this indicator looks at whether materials clearly identify the CCSS assessed in each formative and summative
assessment to further maximize teacher clarity.
Resources:
● Common Core English Language Arts Standards
Indicator 3c Guiding Question:
Do the materials include a standards correlation information document?
Evidence Collection
In the instructional materials being reviewed:
● Consider how teacher materials provide documentation that addresses how individual units, lessons,
or activities throughout the series are aligned to reading, writing, speaking, a

encouraging writing
activities.
● Discuss whether the materials for parents have been translated into languages commonly spoken in
the community to ensure inclusivity and accessibility for non-English speaking families.
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Gateway 3: Teacher and Student Supports
Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3e Materials provide explanations of the instructional approaches of the
program, identify the research-based strategies, and explain the role of the
standards.
Scoring:
2 points
● Materials explain the
instructional approaches of the
program.
AND
● Materials include and
reference research-based
strategies.
AND
● Materials include and
reference the role of the
standards in the program.
1 point
● Materials explain the
instructional approaches of the
program.
OR
● Materials include and
reference research-based
strategies.
OR
● Materials include and
reference the role of the
standards in the program.
0 points
● Materials do not explain the
instructional approaches of the
program.
AND
● Materials do not include and
reference research-based
strategies.
AND
● Mate

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ole of the
standards, explaining how the program aligns with and supports these benchmarks to meet educational goals
and ensure consistency across different instructional settings. This transparency helps educators understand the
rationale behind the teaching methods and how they contribute to achieving desired learning outcomes,
thereby enhancing instructional fidelity and effectiveness.
Indicator 3e Guiding Question:
Do the materials provide explanations of the instructional approaches of the program, identification of the
research-based strategies, and reference the role of the standards in the program?
Evidence Collection
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In the instructional materials being reviewed:
● Ensure that the materials clearly outline the instructional approaches used within the program, providing
a comprehensive overview of how these methods guide teaching and learning activities.
● Check for detailed descriptions of how these approaches are implemented in various lessons and
activities, helping educators visualize their practical application.
● Look for explicit references to research-based strategies, including citations of studies or educational
research that support the effectiveness of the strategies employed.
●

g behind choosing specific strategies, illustrating how
they are designed to enhance learning outcomes and support evidence-based teaching practices.
● Discuss whether the materials clearly explain how the program aligns with educational standards, such
as state, national, or Common Core standards, highlighting their role in shaping the curriculum.
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Gateway 3: Teacher and Student Supports
Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3f Materials provide a comprehensive list of supplies needed to support
instructional activities.
Scoring:
1 point
● Materials include a comprehensive list of supplies
needed to support the instructional activities.
0 points
● Materials do not include a comprehensive list of
supplies needed to support instructional activities.
About this indicator:
What is the purpose of this Indicator?
This indicator examines whether the materials include a thorough and detailed list of all supplies and resources
required to support the instructional activities in a program.

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tor?
This indicator examines whether the materials include a thorough and detailed list of all supplies and resources
required to support the instructional activities in a program. This comprehensive list allows teachers to
effectively plan and prepare for lessons by ensuring they have all necessary materials available for successful
implementation. By clearly identifying what is needed, educators can minimize disruptions, manage their time
efficiently, and create a conducive learning environment. Ultimately, this clarity supports smoother lesson
delivery and enhances the overall effectiveness of the instructional activities.
Indicator 3f Guiding Question:
Do the materials provide a comprehensive list of supplies needed to support instructional activities?
Evidence Collection
In the instructional materials being reviewed:
● Look for an organized and easy-to-navigate list, possibly categorized by lesson, unit, or type of
activity, so teachers can quickly find and gather materials.
● Ensure that both digital resources (software, online tools) and physical supplies are included, with
clear indications of what is required for digital learning environments, if applicable.
● Look for suggested alternatives or substitutions for the materials listed to accommodate different
teaching envi

her both digital resources (software, online tools) and physical supplies are included,
with clear indications of what is required for digital learning environments, if applicable.
● Discuss whether there are suggested alternatives or substitutions for the materials listed to
accommodate different teaching environments or available resources, adding flexibility for teachers.
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Gateway 3: Teacher and Student Supports
Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3g The assessment system provides consistent opportunities to determine
student learning throughout the school year.

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rther develop their own understanding of the
content.
Indicator 3g The assessment system provides consistent opportunities to determine
student learning throughout the school year. The assessment system
provides sufficient teacher guidance for evaluating student performance and
determining instructional next steps.
Scoring:
2 points
● The assessment system
provides opportunities to
determine student learning
throughout the school year.
AND
● The assessment system
provides sufficient teacher
guidance for evaluating
student performance.
AND
● The assessment system
provides sufficient teacher
guidance for interpreting
student performance and
determining next instructional
steps.
1 point
● The assessment system
provides opportunities to
determine student learning
throughout the school year, but
not consistently.
OR
● The assessment system
provides sufficient teacher
guidance for evaluating
student performance, but not
consistently.
OR
● The assessment system
provides sufficient teacher
guidance for interpreting
student performance and
determining next instructional
steps, but not consistently.
0 points
● The assessment system does
not provide opportunities to
determine student learning
throughout the school year.
AND
● The assessment system does
not provide sufficient teacher
guidanc

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ely
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interventions and personalized learning pathways that enhance student growth and achievement. For programs
that include foundational skills, coherence in assessment systems across the program is even more important.
Indicator 3g Guiding Question:
Does the assessment system provide consistent opportunities to determine student learning throughout the
school year, sufficient teacher guidance for evaluating student performance, and sufficient teacher guidance
for determining instructional next steps?
Evidence Collection
Note: This indicator looks at the assessment system as a whole and how all of the types of assessments in a
program work together to show student progress toward mastery and provide guidance to teachers about
how to adjust instruction. Information specific to formative and summative assessments is looked at in
Gateway 2.
In the instructional materials being reviewed:
● Ensure the assessment system provides regular and structured opportunities throughout the school
year to measure student learning.

ish language arts and
literacy. It also examines whether materials should offer extensions for advanced students, allowing them
to engage with literacy concepts at a greater depth. Additionally, this criterion looks at whether materials
provide opportunities for teachers to employ a variety of grouping strategies and include varied
opportunities for students to share their thinking. Furthermore, this criterion considers whether materials
ensure a range of representation of people, leveraging the diverse cultural and social backgrounds of
students to enrich the educational experience and foster an inclusive learning environment.
Scoring:
Meets Expectations
● 4 points
Partially Meets Expectations
● 2-3 points
Does Not Meet Expectations
● <2 points
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Gateway 3: Teacher and Student Supports
Criterion 3.2 Materials are designed for each student’s regular and active participation in
grade-level/grade-band/series content.
Indicator 3j Materials provide strategies and support for students in special populations to
work with grade-level content and meet or exceed grade-level standards,
which support their regular and active participation in learning.
Scoring:
2 points
● Materials provide strategies,
supports,

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upport, to access
and engage with grade-level content. This indicator aims to promote equity by ensuring that materials enable all
students to meet or exceed grade-level standards. By providing targeted support and resources, the materials
facilitate regular and active participation in learning for all students, helping them to overcome barriers and
achieve success alongside their peers. This approach fosters an inclusive learning environment that recognizes
and accommodates diverse learning needs and styles.
Resources:
● Supporting Special Populations, Office of Elementary and Secondary Education
Indicator 3j Guiding Question:
Do materials provide strategies, supports, and resources for students in special populations to support their
active participation in grade-level literacy work?
Evidence Collection
● Ensure the materials include specific strategies for differentiating instruction to meet the diverse
needs of students in special populations.

ls include comprehensive guidance for teachers on how to implement
these strategies effectively, including professional development resources if applicable.
● Discuss whether there are tools and resources for monitoring the progress of students in special
populations, allowing teachers to assess effectiveness and adjust strategies as needed.
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Gateway 3: Teacher and Student Supports
Criterion 3.2 Materials are designed for each student’s regular and active participation in
grade-level/grade-band/series content.
Indicator 3k Materials regularly provide extensions and/or opportunities for advanced
students to engage with grade-level/course-level literary content at greater
depth.
Scoring:
2 points
● Materials regularly provide
multiple extensions and/or
opportunities for advanced
students to engage with
grade-level/course-level
literary concepts at greater
depth.
AND
● There are no instances of
advanced students doing more
assignments than their
classmates.
1 points
● Materials regularly provide
multiple extensions and/or
opportunities for advanced
students to engage with
grade-level/course-level
literary concepts at greater
depth.
OR
● There are some instances of
advanced students doing more
assignmen

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ndicator, there must be
no instances of advanced students doing more assignments than their classmates; rather, assignments should
be differentiated in a way that extends learning. By catering to the needs of advanced learners, the indicator
promotes a more personalized learning experience and fosters a classroom environment where all students
have the opportunity to reach their full potential.
Indicator 3k Guiding Question:
Do the materials regularly provide extensions for students who are above grade level to engage with literacy
content and concepts at greater depth?
Evidence Collection
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In the instructional materials being reviewed:
● Ensure there are activities that allow advanced students to explore grade-level content at a deeper
level, encouraging higher-order thinking skills such as analysis, synthesis, and evaluation.
● Look for tasks that are more complex rather than just more of the same work.
● Check for enrichment activities that extend the content in meaningful ways without simply adding to
the workload.