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
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
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.
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
.
.
.
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.
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?