3-5 CCSS Textbook Eval 3-2012

 
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  3-5 CCSS Textbook Evaluation
The following criteria were identified by the authors of the Common Core State Standards (CCSS). The criteria identified concentrated on the most critical elements of the CCSS for literacy in the 3rd through 5th grade. According to the authors "by underscoring what matters most in the standards, the criteria illustrates what shifts must take place in the next generation of curriculum."
   
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  Text Selection
   
  The CCSS require students to read increasingly complex texts with increasing independence as they progress toward career and college readiness. SCORING: 0-little or no evidence 1-partially evident 2-mostly evident 3-fully evident
   
  Text Complexity: Texts for each grade align with the complexity requirements outlined in the standards.
   
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  All students, including those who are behind, have extensive opportunities to encounter and comprehend grade-level texts as required by the standards.
   
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  Shorter, challenging texts that elicit reading and re-reading are provided regularly at each grade level.
   
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  Novels, plays, and other extended readings are also provided with opportunities for close reading as well as research.
   
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  Additional materials markedly increase the opportunity for regular independent reading of texts that appeal to students' interests to develop both their knowledge and joy of reading.
   
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  Literacy programs include texts that are 50% literature and 50% informational
   
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  Quality of texts is high-they are worth reading closely and exhibit exceptional craft or thought or provide useful information.
   
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  Specific texts or text types named in the standards are included.
   
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  Specific anchor texts are selected for especially careful reading.
   
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  A significant percentage of questions and tasks are text dependent.

Materials include rigorous text-dependent questions that require students to demonstrate:
   
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  High-Quality sequences of text-dependent questions elicit sustained attention to the specific of the text and their impact.
   
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  Question and tasks require the use of textual evidence, including supporting valid inferences from the text.
   
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  Questions and tasks require careful comprehension of the text before asking for further connections evaluation and interpretation.
   
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  Questions and tasks attend to analyzing the arguments and information at the heart of information text in grades K-5.
   
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  Cultivating Students' Ability to Read Complex Text Independently

Scaffolds enable all students to experience the complexity of the text, rather than avoid it.
   
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  Rather than focusing on general strategies and questions disconnected from texts, strategies should be cultivated in the content of reading specific texts.
   
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  Design for whole-group, small group and individual instruction.
   
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  Instructional Design cultivates student interest and engagement in reading rich text carefully.
   
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  Materials make the text the focus of instruction by avoiding features that distract from text.
   
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  Materials focus on academic vocabulary prevalent in complex texts throughout reading, writing, listening, and speaking instructions.
   
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  Writing to Sources
   
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  Extensive Practice with short, focused research projects
   
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  Reading Complex Text with Fluency
   
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  Increasing Focus on Argument and Informative Writing
   
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  Engaging in Academic Discussions
   
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  Using Multimedia and Technology Skillfully
   
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  Covering the most significant grammar and language conventions
   
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