This score represents an average across grade levels reviewed for: integrated reading, writing, speaking, listening, and language, and promotion of mastery of grade-level standards by the end of the year.
The myView Literacy materials for Grades K-2 meet expectations for alignment and usability. The materials include a broad variety and range of high-quality texts, strong daily opportunities for reading, writing, speaking, and listening aligned to the standards.
Myview Literacy 4th Grade Pdf Free Download
Download Zip 🔥 https://bltlly.com/2yGAx4 🔥
Questions and tasks support students as they engage with texts and build literacy skills. Information for implementation supports teachers as materials are used in the classroom, including assessments, standards alignments, and supports for all learners.
The myView Literacy materials for Grades 3-5 meet expectations for alignment and usability. The materials include a broad variety and range of high-quality texts, strong daily opportunities for reading, writing, speaking, and listening aligned to the standards.
The quality review is the result of extensive evidence gathering and analysis by Texas educators of how well instructional materials satisfy the criteria for quality in the subject-specific rubric. Follow the links below to view the scores and read the evidence used to determine quality.
The materials include well-crafted texts that are of publishable quality. Many texts are written by published authors, while some are written for the program. Materials include texts that are appealing and engaging for Grade 1 students, including illustrations and graphics. Materials include increasingly complex traditional, contemporary, classical, and diverse texts.
The Life Of A Frog by Rene Saldana is a cross-curricular informational text in the discipline of science that discusses the life cycle of a frog. The pictures and graphics help students deepen their understanding of the topic.
Signs of Winter by Colleen Dolphin is a cross-curricular informational text in the discipline of science that explores winter. Teachers and students discuss holidays and festivals that occur during this season, including what different cultures do in the winter.
Eleanor Roosevelt by Mathangi Subramanian is a biography that describes the life of Eleanor Roosevelt. The pictures and graphics in the text help to explain her contributions to American history, and the text includes a map to describe how and where she traveled.
The Clever Monkey told by Rob Cleveland is a classic folktale from West Africa. One day, two greedy cats discover a large piece of cheese. They want to share their piece of cheese but cannot decide how they can divide it fairly.
The materials include a variety of text types and genres across content areas that meet the demands of the Grade 1 English Language Arts and Reading TEKS. The materials provide opportunities for students to analyze the use of print and graphic features within a variety of texts.
In Unit 2, while reading The Cycle of a Sunflower by Linda Tagliaferro, students analyze print and graphic features while recognizing the structure of the text (chronological order). Students underline the words that tell them what happens after the sunflower seeds get what they need. This text is accompanied by a picture on the page that illustrates what happens in the text.
In Unit 1, Henry On Wheels by B.B. Bourne has a Lexile level of 300. Qualitative features include level of meaning: simple, with an easy-to-follow plot; text structure: simple, with a chronological, third-person point of view and illustrations that directly support the text; language conventionality and clarity: median range, with easy-to-understand vocabulary in context and simple sentences.
The materials contain quality questions and tasks that support students in synthesizing knowledge and ideas to deepen understanding and identify and explain themes. Conceptual knowledge and literacy skills are built through text-dependent questions and tasks that support the synthesis of knowledge and ideas. Questions and activities are included throughout to support students as they identify and explain themes. Most tasks and assignments are text-dependent, requiring close attention to meaning and inference making. Students evaluate and discuss information from multiple places within a text to demonstrate their comprehension.
In Unit 4, students compare texts. Students engage in listening to two stories: The First Thanksgiving and The Big Feast. After listening, students engage in a compare-and-contrast activity utilizing a Venn diagram. During shared reading, students again compare and contrast two informational texts by engaging with What Is the Story of Our Flag? and The First American Flag; close-reading tasks ask students to think about commonalities. This is concluded with a student interactive activity where students identify the shared topic and also respond with the differences.
The materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary in and across texts. Each unit begins with a vocabulary overview, and instruction follows a regular and predictable routine for students and teachers. Lesson plans offer teachers opportunities to differentiate vocabulary development for students who are either struggling or ready to work on vocabulary independently.
In Unit 5, the materials introduce cross-content vocabulary related to seasons and animal life, and the teacher guides students to use context clues and pictures to identify the words. Materials direct that students who need additional support should complete an activity in the Student Interactive, while students who have mastered these words should look for and list unfamiliar words in their own independent reading books. Materials note that teachers may provide additional differentiation in small groups as needed.
The materials provide a clearly defined plan to support and hold students accountable as they engage in self-sustained reading on a daily basis. Materials provide support for teachers on implementing procedures and protocols to foster self-sustained reading in their classrooms. Each unit provides a plan for students to self-select text, read independently, and complete a reading response log to demonstrate accountability.
In Unit 1, students are guided through self-selecting a book to read during independent reading. The materials include a chart that helps students decide if the book is appropriate for their reading level. Teachers ensure students record the time they spend reading independently in a reading log.
The materials provide sufficient support for students to compose across text types for a variety of purposes and audiences. Students have multiple opportunities to write personal narratives, poetry, correspondence, and different types of informational texts. Students display comprehension of personal narrative through both speaking and writing, and tasks prompt students to convey their thoughts and feelings about an experience.
During Unit 4, the Writing Workshop is dedicated to personal narrative. Instructional lessons focus on characters, setting, plot, narration, problem, and solution. Students plan their personal narrative in Week 1, focusing on a narrative telling of a real event in their own lives. The assessment prompt for this unit asks students to write a personal narrative about a really great day. During the Unit 4 Project-Based Inquiry week, students complete an interview with the intention of writing an informational text about their life. Students then return to correspondence writing when they write a thank-you note to the person they interviewed. Before writing independently, they learn how to interview a person, and they revisit the characteristics of an informational text. Students receive direct instruction in writing a thank-you note and are guided through dictating or writing their notes.
The materials facilitate student use of the writing process, including planning, drafting, revising, editing, and sharing. During the drafting stage, students utilize drawing and brainstorming. During the writing stage, students plan and organize by a combination of speaking, drawing, and writing. In Grade 1, the program follows a sequential pattern of writing instruction and application.
The materials provide opportunities for students to practice and apply grade-level standard conventions in their writing. The materials provide opportunities for the practice and application of the conventions of academic language when speaking and writing, including punctuation and grammar, both in and out of context.
In the Unit 5 Writing Workshop, students explore punctuation marks: The teacher models punctuation found in declarative, interrogative, and exclamatory sentences. Students review their own writing to edit for punctuation marks and then edit sentences for punctuation in the Student Interactive workbook.
In Unit 2, the weekly Reading-Writing Bridge is about forming the letters Oo and Cc. The practice, as in all units, features two lessons on handwriting and two student practice pages from the Resource Download page.
In Unit 3, the Reading-Writing Bridge includes instruction on forming the letter Ss. Students practice writing the letter in the air and then practice writing the letter s on a handwriting page found in the Resource Download Center.
Each unit contains several Turn and Talk as well as Turn and Talk and Share opportunities. During the Reading Workshop, students discuss texts they are reading; during reading conferences held during small-group instruction, students explain their understanding of various texts read either independently or during guided reading. 152ee80cbc
starcraft free download for laptop