Public Online Review Form for Spring 2016 Learning Resources: K-2 English Language Arts

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* 1. Name of Resource

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* 2. Please select one.

Teacher

Administrator

Parent/Guardian

Community Member

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* 3. Grade level being reviewed.

Kindergarten

First Grade

Second Grade

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* 4. Please provide feedback using the following criteria.

	Not at all	Minimally	Adequately	Highly	Thoroughly	N/A
The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of reading instruction.	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of reading instruction. Not at all	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of reading instruction. Minimally	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of reading instruction. Adequately	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of reading instruction. Highly	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of reading instruction. Thoroughly	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of reading instruction. N/A
The resources provide practical teaching suggestions using a variety of methods and techniques to address the foundations (phonics) of reading instruction.	The resources provide practical teaching suggestions using a variety of methods and techniques to address the foundations (phonics) of reading instruction. Not at all	The resources provide practical teaching suggestions using a variety of methods and techniques to address the foundations (phonics) of reading instruction. Minimally	The resources provide practical teaching suggestions using a variety of methods and techniques to address the foundations (phonics) of reading instruction. Adequately	The resources provide practical teaching suggestions using a variety of methods and techniques to address the foundations (phonics) of reading instruction. Highly	The resources provide practical teaching suggestions using a variety of methods and techniques to address the foundations (phonics) of reading instruction. Thoroughly	The resources provide practical teaching suggestions using a variety of methods and techniques to address the foundations (phonics) of reading instruction. N/A
The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of writing instruction.	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of writing instruction. Not at all	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of writing instruction. Minimally	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of writing instruction. Adequately	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of writing instruction. Highly	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of writing instruction. Thoroughly	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of writing instruction. N/A
The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of listening, speaking, and viewing instruction.	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of listening, speaking, and viewing instruction. Not at all	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of listening, speaking, and viewing instruction. Minimally	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of listening, speaking, and viewing instruction. Adequately	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of listening, speaking, and viewing instruction. Highly	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of listening, speaking, and viewing instruction. Thoroughly	The resources provide practical teaching suggestions using a variety of methods and techniques to address the components of listening, speaking, and viewing instruction. N/A
Support materials such as additional practice activities, assessments and/or technology will enhance, extend, and support instruction.	Support materials such as additional practice activities, assessments and/or technology will enhance, extend, and support instruction. Not at all	Support materials such as additional practice activities, assessments and/or technology will enhance, extend, and support instruction. Minimally	Support materials such as additional practice activities, assessments and/or technology will enhance, extend, and support instruction. Adequately	Support materials such as additional practice activities, assessments and/or technology will enhance, extend, and support instruction. Highly	Support materials such as additional practice activities, assessments and/or technology will enhance, extend, and support instruction. Thoroughly	Support materials such as additional practice activities, assessments and/or technology will enhance, extend, and support instruction. N/A
The degree of complexity or difficulty of content is differentiated for student abilities, levels, and time periods allowed for teaching.	The degree of complexity or difficulty of content is differentiated for student abilities, levels, and time periods allowed for teaching. Not at all	The degree of complexity or difficulty of content is differentiated for student abilities, levels, and time periods allowed for teaching. Minimally	The degree of complexity or difficulty of content is differentiated for student abilities, levels, and time periods allowed for teaching. Adequately	The degree of complexity or difficulty of content is differentiated for student abilities, levels, and time periods allowed for teaching. Highly	The degree of complexity or difficulty of content is differentiated for student abilities, levels, and time periods allowed for teaching. Thoroughly	The degree of complexity or difficulty of content is differentiated for student abilities, levels, and time periods allowed for teaching. N/A
The instructional materials promote active student engagement in knowing, doing, using, and communicating.	The instructional materials promote active student engagement in knowing, doing, using, and communicating. Not at all	The instructional materials promote active student engagement in knowing, doing, using, and communicating. Minimally	The instructional materials promote active student engagement in knowing, doing, using, and communicating. Adequately	The instructional materials promote active student engagement in knowing, doing, using, and communicating. Highly	The instructional materials promote active student engagement in knowing, doing, using, and communicating. Thoroughly	The instructional materials promote active student engagement in knowing, doing, using, and communicating. N/A
Illustrations and examples reflect multicultural sensitivity and are free of gender, ethnicity, age, work situations, and social group stereotyping.	Illustrations and examples reflect multicultural sensitivity and are free of gender, ethnicity, age, work situations, and social group stereotyping. Not at all	Illustrations and examples reflect multicultural sensitivity and are free of gender, ethnicity, age, work situations, and social group stereotyping. Minimally	Illustrations and examples reflect multicultural sensitivity and are free of gender, ethnicity, age, work situations, and social group stereotyping. Adequately	Illustrations and examples reflect multicultural sensitivity and are free of gender, ethnicity, age, work situations, and social group stereotyping. Highly	Illustrations and examples reflect multicultural sensitivity and are free of gender, ethnicity, age, work situations, and social group stereotyping. Thoroughly	Illustrations and examples reflect multicultural sensitivity and are free of gender, ethnicity, age, work situations, and social group stereotyping. N/A
The structure and format of materials have enough order and clarity to allow teachers and students easy access to instructional content and activities.	The structure and format of materials have enough order and clarity to allow teachers and students easy access to instructional content and activities. Not at all	The structure and format of materials have enough order and clarity to allow teachers and students easy access to instructional content and activities. Minimally	The structure and format of materials have enough order and clarity to allow teachers and students easy access to instructional content and activities. Adequately	The structure and format of materials have enough order and clarity to allow teachers and students easy access to instructional content and activities. Highly	The structure and format of materials have enough order and clarity to allow teachers and students easy access to instructional content and activities. Thoroughly	The structure and format of materials have enough order and clarity to allow teachers and students easy access to instructional content and activities. N/A
Instructional materials suggest strategies and provide support to reinforce, strengthen, and enhance concepts.	Instructional materials suggest strategies and provide support to reinforce, strengthen, and enhance concepts. Not at all	Instructional materials suggest strategies and provide support to reinforce, strengthen, and enhance concepts. Minimally	Instructional materials suggest strategies and provide support to reinforce, strengthen, and enhance concepts. Adequately	Instructional materials suggest strategies and provide support to reinforce, strengthen, and enhance concepts. Highly	Instructional materials suggest strategies and provide support to reinforce, strengthen, and enhance concepts. Thoroughly	Instructional materials suggest strategies and provide support to reinforce, strengthen, and enhance concepts. N/A

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* 5. Overall Feedback