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Our instructional materials- Journeys- are the first resource for planning for instruction. Professional judgments must be made based on alignment of both the skill and the level of rigor in the standard.
-Instructional Materials Guidance
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Considerations for Selecting Supplemental Text
DAILY LITERACY INSTRUCTION
Reading instruction should occur using complex text, at or above grade level, with appropriate scaffolding and support from the teacher.
COLLECTING EVIDENCE of INDEPENDENT MASTERY
For communicating [SRG] scores on topics that reference R.L. (Reading Literature) and R.I. (Reading Informational Text) Standards:
Students should independently read a grade level text and demonstrate level 3 mastery.
If a student is not able to independently access a grade level text:
Grade level [independent] reading comprehension is reported out separately using the Comprehension + Accuracy scale.
EQUITY DIMENSIONS
Throughout the year, the texts you choose should address a balance on diversity. This will require that you analyze texts for ableism, gender inequity, sexism, racial inequity, socioeconomic inequity.
Here's a tool you can use to support equity analysis: INSERT TOOL HERE.
Reading instruction should occur using complex text, at or above grade level, with appropriate scaffolding and support from the teacher.
COLLECTING EVIDENCE of INDEPENDENT MASTERY
For communicating [SRG] scores on topics that reference R.L. (Reading Literature) and R.I. (Reading Informational Text) Standards:
Students should independently read a grade level text and demonstrate level 3 mastery.
If a student is not able to independently access a grade level text:
- Student can demonstrate level 3 mastery using a below level text. Score student's learning at a 3.
- If a below level text is not complex enough to support demonstrating level 3 skills, read the grade level text aloud. Student can demonstrate level 3 mastery via listening comprehension. Score the student's learning at a 2, with a note that listening comprehension was assessed.
Grade level [independent] reading comprehension is reported out separately using the Comprehension + Accuracy scale.
EQUITY DIMENSIONS
Throughout the year, the texts you choose should address a balance on diversity. This will require that you analyze texts for ableism, gender inequity, sexism, racial inequity, socioeconomic inequity.
Here's a tool you can use to support equity analysis: INSERT TOOL HERE.
Resources for Supplemental Text
Your School's Book Room
www.commonlit.org/
http://tweentribune.com/ |
http://www.readworks.org/
link to NONFICTION
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http://engageny.org
https://newsela.com/
http://www.izzit.org/ |
