o k l a h o m a g r a d e s 3 -5 e n g l i s h l a n g u a

Oklahoma Grades 3-5 English Language Arts InstructionalMaterials Evaluation RubricInstructional materials selection is an important district decision, and conducting a thorough review of instructional materials at the locallevel is essential in ensuring the adoption of high-quality instructional materials that meet the needs of students within a district. Thisevaluation rubric is designed to offer an evaluation structure that districts can utilize to determine how well instructional materials alignto the Oklahoma Academic Standards for English Language Arts (ELA) (OAS) and other criteria for high-quality instructional materialsfor ELA. The evaluation rubric includes key considerations for high-quality instructional materials and outlines four Gateways forconsideration when evaluating materials. Within each Gateway, Criterion and related Indicators are provided along with Guiding/KeyQuestions. Additionally, Priority Indicators are indicated with an asterisk (*) in an effort to draw reviewers’ attention to aspects of thereviewed materials that will likely need to be supplemented if the given instructional materials are adopted. Each Indicator is evaluatedas Not Representing Quality, Approaching Quality, or Exemplifies Quality using a 0-1-2 or 0-2-4 scale score.

The evaluation rubric is designed to allow reviewers to determine a threshold for quality for each gateway. If instructional materials donot meet the thresholds for Exemplifies Quality or Approaching Quality expectations for a Gateway, reviewers are prompted not tomove forward with reviewing the other Gateways.

❏ Gateway 1: Text Quality and Complexity and Alignment to the Standards❏ Advance to Gateway 2 only if it Exemplifies Quality or is Approaching Quality.

❏ Gateway 2: Building Knowledge with Texts, Vocabulary, and Tasks❏ Advance to Gateway 3 only if it Exemplifies Quality or is Approaching Quality.

❏ Gateway 3: Usability

Remember to focus on what is present in the instructional materials and any supplemental resources rather than what might beinferred. All scores should be based on evidence observed from the instructional materials themselves.

Oklahoma State Department of Education 2

Title of Material(s) Grade(s) Evaluated

Publisher Reviewer

Review Summary Criterion Score Rating

Gateway 1: Text Quality and Complexity andAlignment to the Standards

1.1

1.2

1.3

Sub-Total

Gateway 2: Building Knowledge with Texts,Vocabulary, and Tasks

2.1

2.2

Sub-Total

Gateway 3: Usability

3.1

3.2

Sub-Total

Overall RatingMeets: All Gateways are Meets

Partially Meets: All Gateways are Partially Meets or BetterDoes Not Meet: Any Gateway is Does Not Meet

Total Score Final Rating


Gateway 1: Text Quality and Complexity and Alignment to the Standards

High-quality instructional materials for English Language Arts (ELA) that are aligned to the OAS include high-quality texts which are:the central focus of lessons, at the appropriate grade level text complexity, and accompanied by quality tasks aligned to the collegeand career-ready standards of reading, writing, speaking, listening, and language in service to grow literacy skills.

To determine the Gateway rating, educators use evidence gathered from the instructional materials to score indicators related toeach criterion.

Gateway 1 Overview Available PointsCriterion 1.1: Text Quality and ComplexityIndicators 1a - 1f

Texts are worthy of students’ time and attention: texts are of quality and are rigorous,meeting the text complexity criteria for each grade.

Materials support students’ advancing toward independent reading.

18

Criterion 1.2: Alignment to the Standards with Questions and Tasks Grounded inEvidenceIndicators 1g - 1n

Materials provide opportunities for rich and rigorous evidence-based discussions andwriting about texts to build strong literacy skills.

22

Criterion 1.3: Foundational Skills DevelopmentIndicators 1o - 1r

Materials in reading, writing, speaking, listening, and language targeted to supportfoundational reading development are aligned to the standards.

12

Total Available Points in Gateway 1 52


Criterion 1.1Text Quality and Complexity

Texts are worthy of students’ time and attention; texts are of quality and arerigorous, meeting the text complexity criteria for each grade.

Materials support students’ advancing toward independent reading.

Indicators Guiding/Key Questions Score Comments

1a. Anchor texts are of high quality, worthyof careful reading, and consider a range ofstudent interests. This does not includedecodables. These are identified in Criterion1.3.

Are the texts worthy of students' timeand attention? 0 1 2

*1b. Anchor texts provide a balanced andaccurate portrayal of various demographicand personal characteristics, such asgender, race/ethnicity, geographiclocation, cultural norms, socioeconomicstatus, and intellectual and physicalabilities.This does not include decodables. Those areidentified in Criterion 1.3.

Do texts portray various demographicsand personal characteristics in amanner that is respectful, accurate,and reflects the diversity withinclassrooms?

0 2 4

1c. Materials reflect the variety of texttypes and genres required by thestandards at each grade level.This does not include decodables. Those areidentified in Criterion 1.3.

Do the materials reflect a balance ofinformational and literary readingselections?

0 1 2

*1d. Core/Anchor texts have theappropriate level of complexity for thegrade according to documentedquantitative analysis, qualitative analysis,and relationship to their associatedstudent task. Documentation should alsoinclude a rationale for educational purposeand placement in the grade level.

Are the anchor texts at the appropriatelevel of rigor/text complexity for eachgrade level and is a text complexityanalysis provided?

0 2 4


1e. Series of texts should be at a variety ofcomplexity levels appropriate for the gradeband to support students’ literacy growthover the course of the school year.

Are anchor texts and supporting textsets providing grade-level materialthat increases in complexity whensequenced over the course of theschool year?

0 1 2

*1f. Materials provide opportunities forstudents to engage in a volume and varietyof reading to support their reading atgrade level by the end of the school year,including accountability structures forindependent reading.

Are students reading a volume andvariety of texts both throughinteracting with the teacher and/orclassmates or independently in schoolor outside of the classroom?

0 2 4

Criterion 1.1 Summary

Sub-Total Rating Levels Rating

/ 18

Exemplifies Quality:15-18ApproachingQuality: 10-14Not RepresentingQuality: 0-9

-


Criterion 1.2Alignment to the Standardswith Questions and TasksGrounded in Evidence

Materials provide opportunities for rich and rigorous evidence-baseddiscussions and writing about texts to build strong literacy skills.


*1g. Most questions, tasks, and assignmentsare text-specific and/or text-dependent,requiring students to engage with the textdirectly (drawing on textual evidence tosupport both what is explicit as well as validinferences from the text).

Are roughly 80% or more of thequestions, tasks, and assignmentsconnected to texts and require the useof the text to answer?

0 2 4

1h. Materials provide frequent opportunitiesand protocols that align to grade-levelSpeaking and Listening standards.

Are discussions andspeaking/questioning protocolsaccompanied by a year-long approachto developing skills over the course ofthe school year?

0 1 2

1i. Materials support students' listening andspeaking about what they are reading andresearching (including presentationopportunities) with relevant follow-upquestions and evidence.

How much instructional time isdedicated to students practicing andapplying speaking and listening skills?

0 1 2

1j. Materials include a mix of on-demand andvaried process writing (e.g., multiple drafts,revisions over time) incorporating digitalresources where appropriate.

Do materials include on-demand andprocess writing tasks? 0 1 2

*1k. Materials provide opportunities forstudents to address different text types ofwriting that reflect the distribution required bythe standards.

Do the materials include a range ofwriting text types/genres/modesappropriate for the grade level?

0 2 4


1l. Materials include explicit instruction andfrequent opportunities for discussions andwriting to support careful analyses,well-defended claims, and clear information.

How frequently do students engage inwriting requiring them to draw evidencedirectly from a reading?

0 1 2

1m. Materials include explicit instruction ofthe grade-level grammar and usage standards,with multiple opportunities for application incontext.

Do materials provide instruction andapplication opportunities for allgrade-level grammar and usagestandards?

0 1 2

*1n. Materials include a cohesive, year-longplan for students to interact with and build keyacademic vocabulary words in and acrosstexts.

How is vocabulary developmentattended to in everyday instruction? 0 2 4



/ 22



Criterion 1.3Foundational SkillsDevelopment

Materials in reading, writing, speaking, listening, and language targeted tosupport foundation reading development are aligned to the standards.


*1o. Materials, questions, and tasksaddress grade-level foundational skills byproviding explicit instruction in phonicsand word recognition that demonstrate aresearch-based progression.

What is the sequential instruction ofphonics and word recognition? 0 2 4

1p. Materials, questions, and tasksaddress grade-level foundational skills byproviding explicit instruction in wordanalysis that demonstrates aresearch-based progression.

Do materials provide explicit instructionfor students to learn and apply wordanalysis skills?

0 1 2

1q. Materials include sufficientopportunities for students to practice andapply grade-level phonics, word analysis,and word recognition skills.

How do materials support students inapplying foundational skills knowledgein authentic activities?

0 1 2

*1r. Instructional opportunities arefrequently built into the materials forstudents to practice and achieve readingfluency in order to read with purpose andunderstanding.

How do materials support students indeveloping oral and silent readingfluency?

0 2 4



/ 12

Exemplifies Quality:10-12Approaching Quality: 7-9Not RepresentingQuality: 0-6


Gateway 1Points Available Rating Levels Gateway 1

Points AchievedGateway 1

Rating

52Exemplifies Quality: 42 - 52

Approaching Quality: 27 - 41

Not Representing Quality: 0 - 26

Gateway 1 Comments


Gateway 2: Building Knowledge with Texts, Vocabulary, and Tasks

Gateway 2 examines how materials build knowledge through integrated reading, writing, speaking, listening, and language. Todetermine the Gateway rating, educators use evidence gathered from the instructional materials to score indicators related to eachcriterion.❏ Materials must receive a score of Exemplifies Quality or Approaching Quality in Gateway 1 in order to be reviewed in

Gateway 2.

Gateway 2: Overview Available Points

Criterion 2.1:Building KnowledgeIndicators 2a-2f

Materials build knowledge through integrated reading, writing, speaking, listening, andlanguage.

16

Criterion 2.2: CoherenceIndicators 2g-2l

Materials promote mastery of grade-level standards by the end of the year.18



Criterion 2.1Building Knowledge

Materials build knowledge through integrated reading, writing, listening, andlanguage.


*2a. Texts are organized around acohesive topic/theme to build students'ability to read and comprehend complextexts independently and proficiently.

Are texts organized cohesively aroundtopics/themes to build studentknowledge?

0 2 4

2b. Materials require students to analyzethe key ideas, details, craft, and structurewithin individual texts as well as acrossmultiple texts using coherently sequenced,high-quality questions and tasks.

Are questions and tasks associatedwith key ideas and details, and craftand structure logically sequenced andappropriate in their increasingcomplexity?

0 1 2

*2c. Materials require students to analyzethe integration of knowledge and ideaswithin individual texts as well as acrossmultiple texts using coherently sequenced,high-quality text-specific and/ortext-dependent questions and tasks.

Do questions and tasks integrateknowledge and ideas within a singleinformational text?

Do some questions and tasksintegrate knowledge and ideas acrossmultiple texts?

0 2 4

2d. Culminating tasks require students todemonstrate their knowledge of a unit'stopic/theme through integrated literacyskills (e.g., a combination of reading,writing, speaking, listening).

Are culminating tasks multifaceted(integrating reading, writing, speaking,and listening), including comprehensionstandards and content knowledge?

0 1 2

2e.Materials include a cohesive, year-longplan for students to achieve grade-levelwriting proficiency by the end of theschool year.

Do the materials include support forstudents' writing instruction for a wholeyear's worth of instruction, engagingstudents with the grade-level writingstandards?

0 1 2


2f. Materials include a progression offocused research projects to encouragestudents to develop knowledge in a givenarea by confronting and analyzing differentaspects of a topic using multiple texts andsource materials.

Do materials include a progression ofresearch skills and researchopportunities?

0 1 2



/ 16

ExemplifiesQuality:14-16ApproachingQuality: 9-13Not RepresentingQuality: 0-8


Criterion 2.2Coherence Materials promote mastery of grade-level standards by the end of the year.


*2g. Materials spend the majority ofinstructional time on content that fallswithin grade-level aligned instruction,practice, and assessments.

Do materials spend the majority ofinstructional time on grade-levelcontent?

0 2 4

2h. Materials regularly and systematicallybalance time and resources required forfollowing the suggested implementation,as well as information for alternativeimplementations that maintain alignmentand intent of the standards.

Are questions and tasks associated withkey ideas and details, and craft andstructure logically sequenced andappropriate in their increasingcomplexity?

0 1 2

*2i. Materials help English learners accesschallenging content and provide teacherguidance for appropriate use of strategiesand scaffolds.

Do questions and tasks integrateknowledge and ideas within a singleinformational text?

0 2 4

*2j. Materials regularly provide strategiesand supports for students in specialpopulations to work with grade-levelcontent and to meet or exceed grade-levelstandards that will support their regularand active participation in learning EnglishLanguage Arts and literacy.

Do some questions and tasks integrateknowledge and ideas across multipletexts?

0 2 4

2k. Materials provide all students, includingthose who read, write, speak, or listenbelow grade level, with extensiveopportunities to work with grade-levelcontent and texts to meet or exceedgrade-level standards.

Are culminating tasks multifaceted(integrating reading, writing, speaking,and listening), including comprehensionstandards and content knowledge?

0 1 2


2l. Materials regularly provide extensionsto engage with literacy content andconcepts at greater depth for students whoread, write, speak, and/or listen abovegrade level.

Do the materials include support forstudents' writing instruction for a wholeyear's worth of instruction, engagingstudents with the grade-level writingstandards?

0 1 2



/ 18

ExemplifiesQuality:15-18ApproachingQuality: 10-14Not RepresentingQuality: 0-9



Rating

34Exemplifies Quality: 28-34

Approaching Quality: 18-27

Not Representing Quality: 0-17

Gateway 2 Comments


Gateway 3: Usability

Gateway 3: Overview Available PointsCriterion 3.1:Teacher SupportsIndicators 3a-3f

Teacher Supports identifies opportunities for teachers to effectively plan and utilizematerials with integrity and to further develop their own understanding of the content.

17

Criterion 3.2: AssessmentIndicators 3g-3k

Assessment identifies how materials provide tools, guidance, and support for teachers tocollect, interpret, and act on data about student progress towards the standards.

16

Criterion 3.3: Student SupportsIndicators 3l-3p

Student Supports identifies the ways in which materials are designed for each child’sregular and active participation in grade-level/grade-band/series content.

Narrative EvidenceOnly

Criterion 3.4: Intentional DesignIndicators 3q-3u

Intentional Design identifies how materials support students and teachers with a visualdesign that is engaging and references or integrates digital technology (when applicable),with guidance for teachers.

Narrative EvidenceOnly



Criterion 3.1Teacher Supports

Teacher Supports identifies opportunities for teachers to effectively plan andutilize materials with integrity and to further develop their ownunderstanding of the content.


*3a. Materials provide teacher guidancewith useful annotations and suggestionsfor how to enact the student materials andancillary materials to support students'literacy development.

How are the materials structured toprovide information that will assist theteacher in presenting the studentmaterials or ancillary materials?

0 2 4

*3b. Materials provide a teacher's editionthat contains full, adult-level explanations,and examples when necessary, of the moreadvanced concepts so that teachers canimprove their own knowledge of thesubject.

How do the materials support deepeningteachers' understanding of specificcontent and standards?

0 2 4

*3c. Materials provide a teacher's editionthat includes standards correlationinformation that explains the role of theOklahoma Academic Standards in thecontext of the overall series.

How does each lesson and unit align tothe OAS for English Language Arts?

How does the content or course connectto previous and upcoming content orcourses?

0 2 4

3d. Materials provide strategies forinforming all stakeholders, includingstudents, parents, or caregivers about theprogram and suggestions for how they canhelp support student progress andachievement.

Do the materials include strategies forinforming students, parents, or caregiversabout the program?

Do the materials contain suggestions forhow parents or caregivers can helpsupport student progress andachievement?

NarrativeEvidence

Only


*3e. Materials provide explanations of theinstructional approaches of the programand identification of the research-basedstrategies.

Do the materials provide explanations ofthe instructional approaches of theprogram?

Do the materials identify research-basedstrategies that have informed the designof the materials?

0 2 4

3f. Materials provide a comprehensive listof supplies needed to support instructionalactivities.

Do the materials contain acomprehensive list of materials needed tosupport implementation?

0 1



/ 17

ExemplifiesQuality: 14-17ApproachingQuality: 9-13Not RepresentingQuality: 0-8


Criterion 3.2Assessment

Assessment identifies how materials provide tools, guidance, and supportfor teachers to collect, interpret, and act on data about student progresstowards the standards.

Indicators (*denotes priority indicators) Guiding/Key Questions Score Comments

*3g. Assessment information is included inthe materials to indicate which standardsare assessed.

Do the materials identify the standardsbeing assessed for all assessmenttypes?

0 2 4

*3h. Assessments provide aligned rubricsand scoring guidelines that includesufficient guidance to teachers forinterpreting student performance onassessments and suggestions forfollow-up.

Do the materials include tools to scoreassessment items, guidance forteachers to interpret studentperformance, and suggestions forfollow-up based on studentperformance?

0 2 4

*3i. Assessments include item types thatmeasure the depth and rigor of theexpectations of the standards.

Do individual assessments contain avariety of item types that assess thedepth and rigor of the grade-levelstandards?

0 2 4

3j. Assessments offer accommodations thatallow students to demonstrate theirknowledge and skills without changing thecontent of the assessment.

What assessment accommodationsare available?

NarrativeEvidence

Only

*3k. Assessments provide a systemincluding multiple opportunities throughoutthe grade, course, and/or series todetermine what students are learning andwhat they have learned.

How is the system of assessmentsconstructed to identify what studentsare learning or have learned?

How do the assessments connectacross the grade, course, and/orseries to support students in movingtoward and demonstrating intendedlearning?

0 2 4




/ 16



Criterion 3.3Student Supports

Student Supports identifies the ways in which materials are designed foreach child’s regular and active participation in grade-level/gradeband/series content.


3l. Materials provide opportunities forteachers to use a variety of groupingstrategies.

What are the types and frequency ofgrouping strategies for teachers to use?

NarrativeEvidence

Only

3m. Materials provide varied approaches tolearning tasks over time and variety in howstudents are expected to demonstrate theirlearning.

Do the materials include a variety ofapproaches to learning tasks?

NarrativeEvidence

Only

3n. Materials provide opportunities forstudents to monitor their own learning.

Do the materials include routines andguidance that point out opportunities forstudents to monitor their learningprogress?

NarrativeEvidence

Only

3o. Materials provide guidance andstrategies to encourage and supportteachers to draw upon student homelanguage to facilitate learning.

Do the materials include teacherguidance on connecting learningopportunities to students through use ofstudent home language?

NarrativeEvidence

Only

3p. Materials provide guidance andstrategies to encourage and supportteachers to draw upon students' diversecultural, linguistic, and social backgroundsto facilitate learning.

Are the materials designed to elicit andleverage students’ diversebackgrounds?

NarrativeEvidence

Only



----Exemplifies Quality: N/AApproaching Quality:N/ANot RepresentingQuality: N/A


Criterion 3.4Intentional Design

Intentional Design identifies how materials support students and teacherswith a visual design that is engaging and references or integrates digitaltechnology (when applicable), with guidance for teachers.

Indicators (*denotes priority indicators) Guiding/Key Questions Score Comments

3q. Materials integrate technology such asinteractive tools and/or virtualmanipulatives/objects in ways that engagestudents in the grade-level seriesstandards, when applicable.

Do the materials integrate digitaltechnology and interactive tools in waysthat support student engagement inEnglish Language Arts and literacy?

NarrativeEvidence

Only

3r. Materials include or reference digitaltechnology that provides opportunities forteachers and/or students to collaborate witheach other, when applicable.

Do the digital materials provideopportunities for teachers and/orstudents to collaborate with each other?

NarrativeEvidence

Only

3s. The visual design (whether in print ordigital) supports students in engagingthoughtfully with the subject, and is neitherdistracting nor chaotic.

Does the visual design support studentlearning and engagement, without beingvisually distracting?

NarrativeEvidence

Only

3t. Materials provide teacher guidance forthe use of embedded technology to supportand enhance student learning, whenapplicable.

Do the materials provide teacherguidance for the use of embeddedtechnology to support and enhancestudent learning?

NarrativeEvidence

Only

3u. Materials are available in a digitalplatform and support remote learningopportunities.

Do the materials support virtual/remoteor blended learning?

NarrativeEvidence

Only



----Exemplifies Quality: N/AApproaching Quality:N/ANot RepresentingQuality: N/A




Rating

33Exemplifies Quality: 27-33

Approaching Quality: 17-26

Not Representing Quality: 0-16

Gateway 3 Comments


o k l a h o m a g r a d e s 3 -5 e n g l i s h l a n g u a

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