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Copyright © 2010 by the Core Knowledge Foundation, Charlottesville, VA. All Rights Reserved. 1

Name of material evaluated   

Type of material being evaluated 

(curriculum,

 

map,

 

product,

 

etc.)

 

 

Part

 

1:

 

Support

 

of

 

CCSS

 

 

ELA

 

Standards

 

Quality Component 

Does  Not  Meet 

Partially 

Meets  Meets 

1.

There is a concise, transparent, high level correlation of the objectives of this 

program/material/set of maps with the CCSS –ELA standards for each grade level?

 

 

 

There

 

is

 

a

 

document

 

or

 

section

 

of

 

the

 

document

 

that

 

presents

 

a

 

side

by

side

 

or

 

item

by

item

 

correlation

 

between

 

the

 

program/material

 

objectives

 

and

 

the

 

CCSS.

 

     

 

Does 

Not  Meet 

Partially 

Meets  Meets 

2.

The CCSS‐ELA standards are addressed comprehensively

 

Reading Standards for Literature 

     

 

Kindergarten

 

First

 

Grade

Second

 

Grade

     

 

RL.K.1

 

RL.K.6

 

RL.1.1

RL.1.6

RL.2.1

RL.2.6

 

     

 

RL.K.2

 

RL.K.7

 

RL.1.2

RL.1.7

RL.2.2

RL.2.7

 

     

 

RL.K.3

 

RL.K.9

 

RL.1.3

RL.1.9

RL.2.3

RL.2.9

 

     

 

RL.K.4

 

RL.K.10

 

RL.1.4

RL.1.10

RL.2.4

RL.2.10

 

     

 

RL.K.5

 

 

RL.1.5

RL.2.5

     

TOTAL: 

 

/

 

9

 

 

/

 

9

/9

     

Reading Standards for Informational Texts 

     

 

Kindergarten

 

First

 

Grade

Second

 

Grade

     

 

RI.K.1

 

RI.K.6

 

RI.1.1

RI.1.6

RI.2.1

RI.2.6

 

     

 

RI.K.2

 

RI.K.7

 

RI.1.2

RI.1.7

RI.2.2

RI.2.7

 

     

 

RI.K.3

 

RI.K.8

 

RI.1.3

RI.1.8

RI.2.3

RI.2.8

 

     

 

RI.K.4

 

RI.K.9

 

RI.1.4

RI.1.9

RI.2.4

RI.2.9

 

     

 

RI.K.5

 

RI.K.10

 

RI.1.5

RI.1.10

RI.2.5

RI.2.10

 

     

TOTAL: 

 

/10

 

 

/

 

10

/

 

10

     

Reading Standards: Foundational Skills 

     

 

Kindergarten

 

First

 

Grade

Second

 

Grade

     

 

RF.K.1.a

 

RF.K.3.a

 

RF.1.1.a

RF.1.3.e

RF.2.3.a

RF.2.4.a

 

     

 

RF.K.1.b

 

RF.K.3.b

 

RF.1.2.a

RF.1.3.f

RF.2.3.b

RF.2.4.b

 

     

 

RF.K.1.c

 

RF.K.3.c

 

RF.1.2.b

RF.1.3.g

RF.2.3.c

RF.2.4.c

 

     

 

RF.K.1.d

 

RF.K.3.d

 

RF.1.2.c

RF.1.4.a

RF.2.3.d

     

 

RF.K.2.a

 

RF.K.4

 

RF.1.2.d

RF.1.4.b

RF.2.3.e

     

 

RF.K.2.b

 

 

RF.1.3.a

RF.1.4.c

RF.2.3.f

     

 

RF.K.2.c

 

 

RF.1.3.b

     

 

RF.K.2.d

 

 

RF.1.3.c

     

 

RF.K.2.e

 

 

RF.1.3.d

     

TOTAL: 

 

/

 

14

 

 

/

 

15

/

 

9

     

Writing Standards 

 

Kindergarten

 

First

 

Grade

Second

 

Grade

     

 

W.K.1

 

W.K.5

 

W.1.1

W.1.5

W.2.1

W.2.5

 

     

 

W.K.2

 

W.K.6

 

W.1.2

W.1.6

W.2.2

W.2.6

 

     

 

W.K.3

 

W.K.7

 

W.1.3

W.1.7

W.2.3

W.2.7

 

     

 

W.K.4

 

W.K.8

 

W.1.4

W.1.8

W.2.4

W.2.8

 

     

TOTAL: 

 

/

 

9

 

 

/

 

9

/

 

9

     

(2)

Quality Component 

Does  Not  Meet 

Partially 

Meets  Meets 

2.

The CCSS‐ELA standards are addressed comprehensively (

continued…)

 

Speaking and Listening 

     

 

Kindergarten

 

First

 

Grade

Second

 

Grade

     

 

SL.K.1.a

 

SL.K.4

 

SL.1.1.a

SL.1.3

SL.2.1.a

SL.2.3

 

     

 

SL.K.1.b

 

SL.K.5

 

SL.1.1.b

SL.1.4

SL.2.1.b

SL.2.4

 

     

 

SL.K.2

 

SL.K.6

 

SL.1.1.c

SL.1.5

SL.2.1.c

SL.2.5

 

     

 

SL.K.3

 

 

SL.1.2

SL.1.6

SL.2.2

SL.2.6

 

     

TOTAL: 

 

/

 

7

 

 

/

 

8

/

 

8

     

Language Standards 

 

Kindergarten

 

First

 

Grade

Second

 

Grade

     

 

L.K.1.a

 

L.K.4.a

 

L.1.1.a

L.1.2.c

L.2.1.a

L.2.4.a

 

     

 

L.K.1.b

 

L.K.4.b

 

L.1.1.b

L.1.2.d

L.2.1.b

L.2.4.b

 

     

 

L.K.1.c

 

L.K.5.a

 

L.1.1.c

L.1.2.e

L.2.1.c

L.2.4.c

 

     

 

L.K.1.d

 

L.K.5.b

 

L.1.1.d

L.1.4.a

L.2.1.d

L.2.4.d

 

     

 

L.K.1.e

 

L.K.5.c

 

L.1.1.e

L.1.4.b

L.2.1.e

L.2.4.e

 

     

 

L.K.1.f

 

L.K.5.d

 

L.1.1.f

L.1.4.c

L.2.1.f

L.2.5.a

 

     

 

L.K.2.a

 

L.K.6

 

L.1.1.g

L.1.5.a

L.2.2.a

L.2.5.b

 

     

 

L.K.2.b

 

 

L.1.1.h

L.1.5.b

L.2.2.b

L.2.6

 

     

 

L.K.2.c

 

 

L.1.1.i

L.1.5.c

L.2.2.c

     

 

L.K.2.d

 

 

L.1.1.j

L.1.5.d

L.2.2.d

     

 

 

 

L.1.2.a

L.1.6

L.2.2.e

     

 

 

 

L.1.2.b

L.2.3.a

     

TOTAL: 

 

/

 

17

 

 

/

 

23

/

 

20

     

(3)

Copyright © 2010 by the Core Knowledge Foundation, Charlottesville, VA. All Rights Reserved. 3

Part

 

2:

 

Qualitative

 

Coverage

 

CCSS 

Reference  Quality Component 

Does  Not  Meet 

Partially 

Meets  Meets 

p. 4;  Append. A  pp. 26‐27 

Are the standards taught through an integrated model of literacy that reflects the 

developmental nature of language and the interrelation of all aspects of literacy—

Reading, Writing, Listening, and Speaking?

 

 

 

What

 

it

 

looks

 

like…

 

There

 

are

 

explicit

 

standards

 

for

 

the

 

development

 

of

 

oral

 

language,

 

both

 

listening

 

and

 

speaking

 

skills.

 

There

 

is

 

a

 

progression

 

of

 

content

 

and

 

skill

 

development

 

that

 

builds

 

initially

 

at

 

the

 

oral

 

language

 

level

 

and

 

then

 

extends

 

to

 

written

 

language:

 

Students

 

develop

 

competency

 

in

 

oral

 

expression

 

in

 

the

 

early

 

grades

 

before

 

being

 

expected

 

to

 

demonstrate

 

these

 

competencies

 

in

 

independent

 

reading

 

and

 

writing,

 

i.e.,

 

students

 

are

 

exposed

 

to

 

content

‐ 

and

 

language

rich

 

text

 

by

 

listening

 

to

 

and

 

discussing

 

daily

 

read

alouds

 

before

 

they

 

are

 

expected

 

to

 

read

 

complex

 

text;

 

students

 

learn

 

to

 

speak

 

in

 

complete,

 

complex

 

sentences

 

before

 

attempting

 

the

 

same

 

in

 

writing;

 

etc.

 

Language

 

arts

 

skills

 

are

 

taught

 

as

 

a

 

means

 

to

 

acquiring

 

content

 

knowledge,

 

not

 

taught

 

in

 

isolation

 

as

 

an

 

end

 

in

 

themselves.

 

     

 

CCSS 

Reference  Quality Component 

Does  Not  Meet 

Partially 

Meets  Meets 

p. 5 

Is there focus and coherence in instruction and assessment?

   

What

 

it

 

looks

 

like…

 

There

 

is

 

an

 

underlying

 

framework

 

that

 

connects

 

all

 

lessons

 

within

 

a

 

unit,

 

units

 

within

 

a

 

grade

 

level,

 

and

 

previous

 

and

 

subsequent

 

units

 

in

 

other

 

grade

 

levels.

 

This

 

is

 

evidenced

 

by

 

the

 

inclusion

 

of

 

prerequisite

 

objectives,

 

as

 

well

 

as

 

subsequent

 

objectives,

 

a

 

grade

by

grade

 

sequence

 

for

 

both

 

skills

 

and

 

content

 

knowledge,

 

etc.

 

Lessons

 

within

 

a

 

given

 

unit

 

are

 

related

 

to

 

one

 

another

 

by

 

more

 

than

 

a

 

single,

 

superficial

 

characteristic.

 

In

 

the

 

development

 

of

 

skills

 

and

 

content

 

knowledge,

 

there

 

is

 

a

 

readily

 

discernible

 

progression

 

from

 

lesson

 

to

 

lesson,

 

whereby

 

the

 

previous

 

lesson

 

serves

 

as

 

a

 

foundation

 

for

 

the

 

next

 

lesson.

 

Lessons

 

and

 

units

 

within

 

and

 

across

 

grade

 

levels

 

include

 

carefully

 

planned

 

repetition

 

and

 

practice

 

to

 

ensure

 

mastery

 

of

 

both

 

skills

 

and

 

content

 

knowledge,

 

as

 

evidenced

 

by

 

topics

 

and

 

skills

 

that

 

spiral

 

and

 

build

 

from

 

early

 

grades

 

and

 

are

 

expanded

 

upon

 

in

 

later

 

grades.

 

A

 

single

 

instructional

 

activity

 

or

 

exercise

 

addresses

 

multiple

 

literacy

 

standards,

 

as

 

well

 

as

 

the

 

acquisition

 

of

 

a

 

coherent

 

knowledge

 

base.

 

Any

 

cross

curricular

 

exercises

 

or

 

activities

 

are

 

deeply

 

and

 

meaningfully

 

related

 

to

 

the

 

specific

 

acquisition

 

of

 

the

 

content

 

knowledge

 

and

 

skills

 

objectives

 

identified

 

for

 

a

 

lesson

 

and/or

 

unit.

 

There

 

are

 

regular,

 

periodic

 

assessments

 

of

 

both

 

skills

 

and

 

content

 

knowledge

 

that

 

are

 

directly

 

tied

 

to

 

specific

 

objectives.

 

     

 

(4)

 

CCSS 

Reference  Quality Component 

Does  Not  Meet 

Partially 

Meets  Meets 

p. 7  Append. A  pp. 17‐22  

Are instruction and materials designed to have significant scaffolding in the early grades 

and when students are first acquiring certain skills and competencies? Does the 

scaffolding progressively decrease in order to increase literacy independence in each 

subsequent grade? 

 

 

What

 

it

 

looks

 

like…

 

There

 

is

 

a

 

comprehensive

 

and

 

systematic

 

approach

 

at

 

the

 

oral

 

level

 

to

 

teaching

 

explicit

 

phonemic

 

awareness

 

and

 

phonics,

 

starting

 

with

 

phoneme

 

identification,

 

isolation,

 

blending,

 

segmenting,

 

etc.,

 

which

 

leads

 

to

 

comprehensive

 

knowledge

 

of

 

English

 

phoneme

grapheme

 

correspondences.

 

Readers

 

in

 

the

 

early

 

grades

 

read

 

only

 

written

 

text

 

that

 

includes

 

the

 

specific

 

phoneme

grapheme

 

correspondences

 

that

 

have

 

been

 

explicitly

 

taught,

 

thereby

 

making

 

the

 

text

 

truly

 

decodable.

 

There

 

is

 

an

 

easily

 

discernible

 

increase

 

in

 

the

 

length

 

and

 

complexity

 

of

 

texts,

 

in

 

terms

 

of

 

both

 

content

 

knowledge

 

and

 

the

 

skills

 

required

 

that

 

students

 

are

 

listening

 

to

 

and

 

reading

 

independently

 

from

 

the

 

beginning

 

of

 

one

 

school

 

year

 

to

 

the

 

end

 

of

 

that

 

year

 

and

 

from

 

one

 

year

 

to

 

the

 

next

 

.

 

     

 

CCSS 

Reference  Quality Component 

Does  Not  Meet 

Partially 

Meets  Meets 

pp. 4‐5 

Are students exposed to both fiction and nonfiction texts over the course of the year 

in the early grades, so that by Grade 4, 50 percent of the texts they will read are 

informational/explanatory texts, and 50 percent are fiction? 

 

 

What

 

it

 

looks

 

like…

 

In

 

the

 

early

 

grades,

 

before

 

their

 

independent

 

reading

 

skills

 

are

 

firmly

 

established,

 

students

 

listen

 

to

 

challenging,

 

language

rich,

 

nonfiction

 

selections

 

that

 

are

 

chosen

 

and

 

presented

 

in

 

a

 

way

 

designed

 

to

 

build

 

specific

 

knowledge

 

of

 

a

 

topic.

 

Nonfiction

 

selections

 

from

 

one

 

unit

 

in

 

a

 

grade

 

level

 

build

 

upon

 

content

 

knowledge

 

acquired

 

through

 

other

 

nonfiction

 

selections

 

in

 

the

 

same

 

or

 

previous

 

grade

 

levels

 

and

 

then

 

serve

 

as

 

the

 

foundation

 

for

 

subsequent

 

nonfiction

 

selections

 

in

 

the

 

future.

 

When

 

nonfiction

 

and

 

fiction

 

selections

 

are

 

included

 

in

 

a

 

single

 

unit,

 

they

 

are

 

related

 

in

 

a

 

deep

 

and

 

meaningful

 

way

 

so

 

that

 

both

 

genres

 

are

 

interrelated

 

and

 

contribute

 

to

 

building

 

the

 

same

 

content

 

knowledge.

 

Fiction

 

selections

 

over

 

the

 

grades

 

include

 

a

 

wide

 

variety

 

of

 

different

 

types

 

of

 

literature:

 

fairy

 

tales,

 

fables,

 

tall

 

tales,

 

trickster

 

tales,

 

pourquoi

 

stories,

 

legends,

 

myths,

 

poetry,

 

and

 

drama.

 

Nonfiction

 

selections

 

over

 

the

 

grades

 

include

 

a

 

wide

 

variety

 

of

 

informational

 

and

 

explanatory

 

texts

 

and

 

tools:

 

historical

 

fiction,

 

biographies,

 

historical

 

documents

 

and

 

speeches,

 

maps,

 

timelines,

 

etc.

 

Suggestions

 

of

 

specific

 

titles

 

beyond

 

the

 

programmatic

 

instructional

 

materials

 

include

 

high

quality

 

fiction

 

and

 

nonfiction

 

texts

 

that

 

align

 

with

 

the

 

content

 

knowledge

 

taught.

 

What

 

It

 

Doesn’t

 

Look

 

Like

 

.

 

.

 

.

 

(5)

Copyright © 2010 by the Core Knowledge Foundation, Charlottesville, VA. All Rights Reserved. 5  

CCSS 

Reference  Quality Component 

Does  Not  Meet 

Partially 

Meets  Meets 

pp. 6‐7  p. 33 

Are the standards part of a coherent, “well‐developed, content‐rich curriculum” 

designed to build strong content knowledge?” 

   

What

 

it

 

looks

 

like…

 

There

 

are

 

specific

 

objectives

 

that

 

indicate

 

exactly

 

what

 

content

 

knowledge

 

is

 

to

 

be

 

learned.

 

Domain

 

(Tier

 

3)

 

vocabulary

 

is

 

identified.

 

Content

 

knowledge

 

is

 

presented

 

in

 

an

 

age

appropriate,

 

engaging

 

way

 

that

 

challenges

 

students.

 

Hands

on

 

activities

 

are

 

enjoyable

 

and

 

purposeful

 

exercises

 

designed

 

to

 

further

 

the

 

acquisition

 

of

 

specific

 

knowledge,

 

language,

 

and

 

vocabulary.

 

Language

 

arts

 

skills

 

are

 

anchored

 

to

 

and

 

taught

 

through

 

content

 

knowledge.

 

Over

 

the

 

course

 

of

 

the

 

year,

 

all

 

language

 

arts

 

skills

 

are

 

taught,

 

but

 

the

 

“driver”

 

in

 

terms

 

of

 

when

 

and

 

how

 

specific

 

language

 

arts

 

skills

 

are

 

taught

 

is

 

the

 

content

 

knowledge.

 

Writing

 

instruction

 

is

 

tied

 

to

 

the

 

specific

 

content

 

knowledge

 

to

 

be

 

learned.

 

Writing

 

genres

 

and

 

activities

 

are

 

selected

 

to

 

demonstrate

 

and

 

reinforce

 

students’

 

understanding

 

of

 

a

 

specific

 

topic.

 

Instructional

 

time

 

is

 

used

 

efficiently

 

and

 

effectively

 

because

 

language

 

arts

 

skills

 

and

 

content

 

knowledge

 

are

 

taught

 

simultaneously.

 

Adequate

 

time

 

is

 

devoted

 

to

 

a

 

specific

 

topic

 

within

 

the

 

grade

 

level,

 

i.e.,

 

at

 

least

 

two

 

weeks

 

are

 

devoted

 

to

 

reading

 

and/or

 

listening

 

to

 

texts

 

on

 

a

 

specific

 

topic.

 

Content

area

 

topics

 

and

 

texts

 

at

 

one

 

grade

 

level

 

serve

 

as

 

the

 

foundation

 

for

 

related

 

topics

 

and

 

texts

 

at

 

subsequent

 

grade

 

levels.

 

There

 

is

 

repeated

 

exposure

 

to

 

domain

 

(Tier

 

3)

 

vocabulary

 

over

 

the

 

course

 

of

 

a

 

unit

 

to

 

enhance

 

implicit

 

learning

 

of

 

vocabulary.

 

What

 

It

 

Doesn’t

 

Look

 

Like

 

.

 

.

 

.

 

Students

 

spend

 

considerable

 

instructional

 

time

 

doing

 

hands

on

 

projects

 

that

 

may

 

result

 

in

 

interesting

 

crafts

 

and/or

 

displays,

 

but

 

do

 

little

 

to

 

advance

 

the

 

students’

 

content

 

knowledge

 

or

 

language

 

related

 

to

 

a

 

topic.

 

     

 

CCSS 

Reference  Quality Component 

Does  Not  Meet 

Partially 

Meets  Meets 

p. 7 

Do students gain knowledge about different cultures and perspectives?

   

What

 

it

 

looks

 

like…

 

Students

 

listen

 

to

 

and

 

read

 

literature

 

representative

 

of

 

different

 

cultures

 

and

 

traditions.

 

Students

 

listen

 

to

 

and

 

read

 

about

 

the

 

history

 

of

 

different

 

countries

 

to

 

build

 

substantive

 

knowledge

 

about

 

those

 

histories

 

and

 

how

 

they

 

are

 

interrelated

 

with

 

different

 

cultures.

 

     

 

(6)

 

CCSS 

Reference  Quality Component 

Does  Not  Meet 

Partially 

Meets  Meets 

p. 7 

Are instruction and materials designed to teach students to be discerning readers who 

use higher‐level thinking skills? 

   

What

 

it

 

looks

 

like…

 

There

 

are

 

specific

 

objectives,

 

exercises,

 

and

 

activities

 

that

 

provide

 

ample

 

opportunity

 

for

 

students

 

to

 

infer,

 

imply,

 

and

 

or

 

reason

 

about

 

literary

 

and

 

informational

 

texts.

 

There

 

are

 

specific

 

objectives,

 

exercises,

 

and

 

activities

 

that

 

provide

 

ample

 

opportunity

 

for

 

students

 

to

 

evaluate

 

literary

 

and

 

informational

 

texts.

  

There

 

are

 

specific

 

objectives,

 

exercises,

 

and

 

activities

 

that

 

provide

 

ample

 

opportunity

 

for

 

students

 

to

 

synthesize

 

information

 

from

 

literary

 

and

 

informational

 

texts.

 

     

 

CCSS 

Reference  Quality Component 

Does  Not  Meet 

Partially 

Meets  Meets 

p. 7 

Are instruction and materials designed to teach students how to adapt their 

communication skills in relation to audience, task, purpose, and discipline? 

   

What

 

it

 

looks

 

like…

 

Writing

 

activities

 

(e.g.,

 

persuasive

 

writing,

 

narratives,

 

friendly

 

letters,

 

etc.)

 

are

 

structured

 

to

 

consider

 

purpose

 

and

 

audience.

 

Oral

 

language

 

activities

 

(e.g.,

 

oral

 

presentations,

 

story

 

retelling,

 

etc.)

 

are

 

structured

 

to

 

consider

 

purpose

 

and

 

audience.

 

     

 

CCSS 

Reference  Quality Component 

Does  Not  Meet 

Partially 

Meets  Meets 

p. 6 

Can instruction and materials be used to meet the needs of ELL and special‐needs 

students? 

   

What

 

it

 

looks

 

like…

 

Instruction

 

and

 

materials

 

teach

 

the

 

structure

 

of

 

the

 

English

 

language,

 

including

 

phonology.

 

Instruction

 

and

 

materials

 

teach

 

the

 

structure

 

of

 

the

 

English

 

language,

 

including,

 

syntax.

  

Instruction

 

and

 

materials

 

teach

 

the

 

structure

 

of

 

the

 

English

 

language,

 

including

 

semantics.

 

     

References

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