FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
Publisher / Imprint
Title of Student Edition:
Title of Teacher Edition:
Imprint:
ISBN:
ISBN:
Reviewer
Name:
Reviewer
Number:
Date:
Facilitator:
TOTAL SCORE – to be completed after all criteria are scored
SECTION
REVIEWER
TOTAL
FACILITATOR
VERIFICATION
FACILITATOR NOTES:
Section 1
Section 2A
Section 2B
TOTAL
Facilitator Signature:
FACILITATOR USE ONLY
FINAL SCORE VERIFICATION (TO BE COMPLETED BY THE FACILITATOR)

Verified:
90% or Higher
Facilitator
Signature:

Verified:
89% or Lower
Facilitator
Signature:
FORM F.10: CORE Reading Intervention; Kindergarten–Fifth Grade
2015 Adoption Institute Scoring Rubric
REVIEWER #: __________
PAGE 1
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
Publisher:
 Section 1 criteria are scored as to whether the evidence demonstrates application of Bloom’s Taxonomy at the higher levels.
 Citations for Section 1 will usually refer to the Student Edition, but may refer to the Teacher Edition.
Reviewer: Use the Student Edition and the Teacher Edition to conduct this portion of the review.
 Ten (10) points: The citation demonstrates Bloom’s Level 3.
 Six (6) points: The citation demonstrates Bloom’s Level 2.
 Zero (0) points: The citation does not meet either Level 2 or Level 3.
 For highlighted rows only – Five (5) points if the citation meets the standard and Zero (0) points if the citation does not meet.
#
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2
3
4
SECTION 1: Common Core State Standards – CORE Reading Intervention
Foundational Skills
Materials aligned to standards should provide explicit and
systematic instruction and diagnostic support in concepts of
print, phonological awareness, phonics, vocabulary
development, syntax, and fluency. These foundational skills
are necessary and central components of an effective,
comprehensive reading program designed to develop
proficient readers with the capacity to comprehend texts
across a range of types and disciplinary experiences.
Phonemic Awareness
Citation Level 2
Citation Level 3
Instruction follows a progression to develop phonological
awareness (e.g., syllables, rhyming, alliteration, onset and
rime.)
Phonemic awareness instruction follows a developmental
progression (e.g., phoneme isolation (first, final and medial
sounds), blending, segmentation, phoneme deletion; use with
tiles then with letters.)
Graphemes (letters) are gradually integrated into phonemic
awareness instruction as students become more skilled.
Foundational materials meet the needs of a wide range of
SE Title:
ISBN:
REVIEWER #: __________
PAGE 2 Score Subtotal
Score
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
#
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SECTION 1: Common Core State Standards – CORE Reading Intervention
students reinforcing key lessons in concepts of print (e.g.,
words move left to rights, words are separated by spaces,
features of a sentence,) the alphabetic principle, and other
basic conventions of English.
Phonics
Citation Level 2
Citation Level 3
Materials support instruction that progresses from simple to
more complex phonics and word analysis skills (e.g., VC,
CVC, VCC, CVCC, CCVC, CVCC, single syllable words
before multi-syllabic words) using manipulatives.
Materials present letter sound correspondences in an explicit
and sequential fashion (e.g., potentially confusing letters like
b and d are not introduced together; a few short vowels are
introduced early.)
Materials support instruction that teaches students how to
encode (write/spell) and decode common letters and
sound−spelling patterns of English in an explicit, sequential
fashion (e.g., CV, CVC words containing digraphs, vowel
teams.)
Materials support instruction that teaches students how to
decode multi-syllabic words by looking for pronounceable
word parts within them. (e.g., compound words, syllables.)
Materials provide sufficient amount of practice in decoding
words in isolation and in decodable text to allow practice of
phonic skills.
Materials include instruction to teach students to read both
regular and irregular high frequency words.
The materials introduce students to non-decodable words
essential to the meaning of a passage as whole words.
Materials support instruction that teaches students how to
identify and know the meaning of common prefixes, suffixes,
SE Title:
ISBN:
REVIEWER #: __________
PAGE 3 Score Subtotal
Score
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
SECTION 1: Common Core State Standards – CORE Reading Intervention
and root words.
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Materials support development of phonics skills (e.g., lettersound correspondences and syllabication patterns.)
Fluency
Materials provide structure and opportunities for oral reading
practice with feedback to develop fluent and accurate reading
with expression.
Materials include a sufficient number of texts that allow
students to read a variety of texts daily with feedback to
support accuracy, fluency and comprehension.
Materials provide teachers an opportunity to model fluent
reading, and to scaffold and give feedback, as students read
orally in order to foster accurate and efficient word
identification.
Reading & Text Selection
Citation Level 2
Citation Level 3
Score
Citation Level 2
Citation Level 3
Score
The content is aligned with reading standards for “Literature
and Informational Texts” for the grade level. For intervention,
it is critical to have sufficient student materials and teacher
resources for adapting instruction to address students’
instructional needs. Adaptations that should be supported by
these types of materials include: (a) increases in length and
frequency of instructional sessions; (b) acceleration of
student learning based on rate and level of response to
intervention; (c) the use of data to monitor changes in student
performance; (d) gradual release of teacher support as
students’ reading becomes increasingly self-regulated.
Materials support instruction that teaches students to use text
to find information and make inferences moving from simple
to complex application in narrative text (e.g., ask and answer
SE Title:
ISBN:
REVIEWER #: __________
PAGE 4 Score Subtotal
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
19
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SECTION 1: Common Core State Standards – CORE Reading Intervention
questions about details in a text, provide details and
examples in a text when making inferences from the text)
and informational text (e.g., ask and answer questions to
demonstrate understanding of key details in text, explain the
relationships between two events in a historical text based on
specific information in the text.)
Additional materials provide for regular independent reading
of texts that allow students to develop knowledge and
explore individual interests.
Materials support instruction that develops student
movement from simple to complex understanding of the
relationships between illustrations and texts in Narrative
(e.g., describe the part of a story the illustration depicts,
compare a text and a visual presentation of the text) and
informational text (e.g., explain how a diagram clarifies a text,
use information from digital and print sources to solve a
problem.)
Materials support instruction that allows students to develop
skills to identify reasons and evidence in informational text to
support specific points (e.g., identify reasons author gives to
support points, identify specific reasons and evidence that
support a point made in text) with increasingly complex
application. Note: Not applicable to literature.
Materials support instruction that teaches students to
compare and contrast or analyze information within and
across narrative text (e.g., compare and contrast two
versions of the same story, compare and contrast stories in
the same genre) and informational text (e.g., identify
similarities and differences between two texts on the same
topic, integrate information from several texts on the same
SE Title:
ISBN:
REVIEWER #: __________
PAGE 5 Score Subtotal
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
SECTION 1: Common Core State Standards – CORE Reading Intervention
topic to write about the subject) with increasing complexity.
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Writing
The content is aligned with the writing standards for the
grade; the material design supports differentiated instruction
(adjustments based on skill level) and provides sufficient
resources for re-teaching and extended practice to support
student achievement of skills.
Materials include activities that require students to analyze
and synthesize text sources and present the analysis in
writing using well-defended claims and clear information.
Materials include extensive practice with short, focused
research projects. This will allow students to have multiple
experiences with the research process throughout the year,
thus facilitating development of the ability to conduct
research independently, and present results in writing.
Materials support use of grammar and language conventions
to develop reading and listening comprehension.
Materials include explicit instruction and scaffolding in the
writing process (i.e., drafting, revising, editing, and
publishing.)
Materials are designed with activities for students to write
about what they read in both literary and informational text
(e.g., summaries, reactions, analysis or interpretation of text,
notes, ask/answer questions) utilizing appropriate text
structures (e.g., sequence, comparison, contrast, and
SE Title:
ISBN:
Citation Level 2
REVIEWER #: __________
Citation Level 3
PAGE 6 Score Subtotal
Score
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
SECTION 1: Common Core State Standards – CORE Reading Intervention
cause/effect.)
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Materials include opportunities and prompts for students to
write arguments, information/explanations or narratives in
response to texts read.
Speaking and Listening
Citation Level 2
The content is aligned with the speaking and listening
standards for the grade; the material design supports
differentiated instruction (adjustment based on student skill
level) and provides sufficient resources for re-teaching and
extended practice to support student achievement of skills.
Materials include opportunities to continue to build oral
language and listening skills as students determine main
ideas and supporting details, paraphrase, and summarize
texts read.
Citation Level 2
Vocabulary
Materials include instruction for students to understand
figurative language, word relationships, and nuances in word
meanings.
Materials include instruction for students to choose from a
range of strategies to determine or clarify the meaning of
unknown words and phrases based on grade appropriate text
and content.
The materials provide frequent opportunities for students to
encounter, utilize, and review newly acquired words in
reading, writing, listening and speaking.
Materials teach academic vocabulary prevalent in complex
texts in the context of listening and reading activities.
Citation Level 2
Academic Language Skills
The materials include activities for students to acquire and
SE Title:
ISBN:
REVIEWER #: __________
Citation Level 3
Score
Citation Level 3
Score
Citation Level 3
Score
PAGE 7 Score Subtotal
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
SECTION 1: Common Core State Standards – CORE Reading Intervention
use grade-appropriate general academic and domain-specific
words and phrases, including those that signal precise
actions, emotions, or states of being (e.g., quizzed, whined,
stammered) and that are basic to a particular topic (e.g.,
wildlife, conservation, and endangered when discussing
animal preservation.)
#
37
Additional New Mexico Content Standards for English Language Arts
The following are additional New Mexico standards that shall be utilized for grades K–5 in conjunction
with the CCSS incorporated by reference in 6.29.13 NMAC. If Grade levels are provided, enter citations for those that apply.
Reading Literature
Citation Level 2
Citation Level 3
Score
Grade K
 Kindergarten students will identify the main topic, retell Grade K
Grade
1
Grade 1
key details of a text, and make predictions.
Grade 2
Grade 2
 Grade 1 students will:
Grade
3
Grade 3
(a) identify the main topic, retell key details of a text,
Grade 4
Grade 4
and make predictions;
Grade
5
Grade 5
(b) identify characters and simple story lines from
selected myths and stories from around the world;
(c) recognize repetition and predict repeated phrases;
and
(d) relate prior knowledge to textual information.
 Grade 2 students will:(a) identify the main topic, retell
key details of a text, and make predictions;(b) use
literature and media to develop an understanding of
people, cultures, and societies to explore self- identity.
 Grade 3 students will:
(a) ask and answer questions and make predictions to
demonstrate understanding of a text;
(b) develop an understanding of people, cultures, and
societies and explore self- identity through literature,
SE Title:
ISBN:
REVIEWER #: __________
PAGE 8 Score Subtotal
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
#
38
#
SECTION 1: Common Core State Standards – CORE Reading Intervention
media, and oral tradition;
(c) understand that oral tribal history is not a myth,
fable, or folktale, but a historical perspective.
 Grade 4 students will:
(a) develop an understanding of people, cultures, and
societies and explore self -identity through literature,
media, and oral tradition;
(b) understand that oral tribal history is not a myth,
fable, or folktale, but a historical perspective.
 Grade 5 students will:
(a) develop an understanding of people, cultures, and
societies and explore self- identity through literature,
media, and oral tradition;
(b) understand that oral tribal history is not a myth,
fable, or folktale, but a historical perspective.
Writing: Production and Distribution of Writing
Citation Level 2
Citation Level 3
 Kindergarten students will apply digital tools to gather,
evaluate, and use information.
 Grade 1 students will apply digital tools to gather,
evaluate, and use information.
 Kindergarten, Grade 1 and Grade 2 students will use
letter formation, lines, and spaces to create a
readable document.
 Grade 2 students will:
(a) use digital media and environments to
communicate and work collaboratively.
(b) apply digital tools to gather, evaluate, and use
information
Writing: Text Type and Purposes
SE Title:
ISBN:
Citation Level 2
REVIEWER #: __________
Citation Level 3
PAGE 9 Score Subtotal
Score
Score
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
39
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SECTION 1: Common Core State Standards – CORE Reading Intervention
In grades 3, 4, and 5, students will use digital media
environments to communicate and work collaboratively,
including at a distance, to support individual learning and to
contribute to the learning of others.
Writing: Research to Build and Present Knowledge
Citation Level 2
Citation Level 3
Grade 3
Grade 3
 Grade 3 students will:
Grade
4
Grade 4
(a) gather relevant information from multiple sources,
Grade 5
Grade 5
including oral knowledge;
(b) apply digital tools to gather, evaluate, and use
information.
 Grade 4 students will:
(a) gather relevant information from multiple sources,
including oral knowledge;
(b) apply digital tools to gather, evaluate, and use
information;
(c) demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
 Grade 5 students will:
(a) gather relevant information from multiple sources,
including oral knowledge;
(b) apply digital tools to gather, evaluate, and use
information;
(c) demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
Speaking and Listening
Citation Level 2
Citation Level 3
Grade K
Grade K
 Kindergarten students will:
Grade 1
Grade 1
(a) demonstrate familiarity with stories and activities
Grade 2
Grade 2
SE Title:
ISBN:
REVIEWER #: __________
PAGE 10 Score
Subtotal
Score
Score
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
SECTION 1: Common Core State Standards – CORE Reading Intervention
related to various ethnic groups and countries;
Grade 3
Grade 3
(b) with prompting and support: students will role play; Grade 4
Grade 4
make predictions; and follow oral and graphic
Grade 5
Grade 5
instructions.
 Grade 1 students will:
(a) describe events related to the students’
experiences, nations, and cultures;
(b) follow simple written and oral instructions.
 Grade 2 students will describe events related to the
students’ experiences, nations, and cultures.
 Grade 3, 4, and 5 students will:
(a) understand the influence of heritage language in
English speech patterns;
(b) orally compare and contrast accounts of the same
event and text;
(c) demonstrate appropriate listening skills for
understanding and cooperation within a variety of
cultural settings.
SECTION I:
TOTAL
SECTION
SCORE
SECTION II: OTHER RELEVANT CRITERIA
Publisher:
 Section 2 criteria are scored as to whether the evidence occurs in the instructional material; they are not scored using Bloom’s.
 Citations for Section 2 “Other Relevant Criteria” will usually refer to the Teacher Edition, but may refer to the Student Edition.
 All three citations must be found satisfactory by the Review Team to meet the requirements of the standard.
SE Title:
ISBN:
REVIEWER #: __________
PAGE 11 Score
Subtotal
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
Reviewer: Use the Teacher’s Edition and the Student Edition to conduct this portion of the review.
 Zero (0): All 3 citations did not meet the requirements of the standard.
 Five (5): All 3 citations met the requirements of the standard.
SECTION 2.A: Other Relevant Criteria – Publisher’s Criteria
Key Criteria for Reading Foundations
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Materials aligned with CCSS provide sequential,
cumulative instruction and practice opportunities for a
full range of foundational skills.
(Specify or cite how the following instructional
recommendations occur within this curriculum.)
Occurrence 1
Occurrence 2
Occurrence 3
Materials allow for flexibility in meeting the needs of a wide
range of students, and provide cognitively demanding
activities that demand critical thinking and reasoning.
Materials provide explicit and systematic instruction and
diagnostic support in concepts of print, phonological
awareness, phonics, vocabulary development, syntax, and
fluency.
The amount of pre-reading is brief in proportion to the
amount and duration of the text. Targeted pre-reading and
teacher scaffolding activities are highly focused and oriented
to the text.
Written and oral tasks at all grade levels require students to
confront the text directly, to draw on textual evidence, and to
support valid inferences from the text. By grades 4 and 5,
the proportion of writing tasks should be 30 percent
SE Title:
ISBN:
REVIEWER #: __________
PAGE 12 Score
Subtotal
Score
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
SECTION 2.A: Other Relevant Criteria – Publisher’s Criteria
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argumentative, 35 percent explanatory, and 35 percent to
convey real or imaginary experiences.
Materials focus on academic vocabulary prevalent in
complex texts throughout reading, writing, listening, and
speaking instruction.
Materials offer assessment opportunities that measure
progress in foundations in reading.
Fluency
Content Reading selections (read-aloud) facilitate accurate,
confident and independent reading.
Reading selections represent a balance of literature and
informational texts, are high quality, authentic texts worth
reading and re-reading across multiple days and lessons
and can be used for addressing multiple content standards
at grade level.
Content should include sufficient practice to achieve
accuracy, and a variety of specific fluency building
techniques supported by research.
Content should include sufficient practice to achieve
accuracy, and a variety of specific fluency building
techniques supported by research.
Key Criteria for Text Selection
Occurrence 1
Occurrence 2
Occurrence 3
Score
Occurrence 1
Occurrence 2
Occurrence 3
Score
The submission exhibits concrete evidence that quantitative
and qualitative indexes have been used to select complex
52 texts aligned to the Common Core State Standards. Further,
submissions include a demonstrable staircase of text
complexity. As materials progress within and across grades,
SE Title:
ISBN:
REVIEWER #: __________
PAGE 13 Score
Subtotal
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
SECTION 2.A: Other Relevant Criteria – Publisher’s Criteria
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topics or themes are included that systematically develop the
knowledge base of students.
Reflect genres and text characteristics that are specifically
required by the standards at each grade level. (e.g.,
informational text, narratives, poetry, plays speeches,
scientific and historical documents.)
Provide a sequence or collection of texts, with specific
anchor texts of grade level complexity that are selected for
close reading.
Provide a sequence or collection of texts that build
knowledge systematically through reading, writing, listening
and speaking about topics.
Materials support instruction that teaches students to
understand and analyze various points of view for narrative
text (e.g., author, narrator, characters) and informational text
(e.g., what the author wants to explain, multiple accounts of
the same event) with increasing complexity.)
Materials include specific narrative and informational text for
teaching various text structures (e.g., story grammar,
sequence, comparison, contrast, cause/effect) to support
comprehension knowledge development.
Materials provide students extensive opportunities to read a
variety of grade-level text (e.g., novels, plays and short and
extended information texts.)
Provide text dependent questions and tasks that require the
use of textual evidence, including supporting valid inferences
from the text.
SE Title:
ISBN:
REVIEWER #: __________
PAGE 14 Score
Subtotal
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
SECTION 2.A: Other Relevant Criteria – Publisher’s Criteria
Provide questions and tasks that assess the depth and
complexity of analytical thinking required by the standards.
# Scaffolding and Supports
Materials provide all students, including those who read
below grade level, with extensive opportunities to encounter
61
and comprehend grade-level complex texts as required by
the standards.
Specific scaffolding instruction is a prominent part of each
lesson.
Examples:
 Begin a lesson with a short review of previous
learning.
 Begin a lesson with a short statement of goals.
62
 Present new material in small steps, providing for
student practice after each step.
 Give clear and detailed instructions and explanations.
 Provide a high level of active practice for all students.
 Guide students during initial practice.
 Provide systematic feedback and corrections.
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Occurrence 1
Occurrence 2
Occurrence 3
Score
Occurrence 1
Occurrence 2
Occurrence 3
Score
Provide opportunities to enable all students to experience,
rather than avoid complexity of text through scaffolding.
#
Academic Vocabulary
Provide focused resources to support students’ acquisition
64 for both general academic vocabulary and domain specific
vocabulary.
SE Title:
ISBN:
REVIEWER #: __________
PAGE 15 Score
Subtotal
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
SECTION 2.A: Other Relevant Criteria – Publisher’s Criteria
66
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Provide ample opportunities for students to practice the use
of academic vocabulary in speaking and writing.
Content
Reflect integration of the CCSS across the various strands in
English language arts.
Provide clearly stated learning goals and objectives for
lessons and tasks aligned with CCSS.
Provide guidelines for differentiated instruction, including
materials for flexible grouping.
Provide a scope and sequence that enables students to
demonstrate their independent capacity to read and write at
the appropriate level of complexity and sophistication
defined by the CCSS.
Key Criteria for Questions and Tasks
Questions and tasks cultivate students’ abilities to ask and
answer questions based on the text.
Materials provide opportunities for students to build
knowledge through close reading of specific texts (including
read-aloud.)
Scaffolds enable all students to experience, rather than
avoid complexity of the text.
Reading strategies support comprehension of specific texts
and focus on building knowledge.
Reading passages are by design centrally located within
materials.
Occurrence 1
Occurrence 2
Occurrence 3
Score
Occurrence 1
Occurrence 2
Occurrence 3
Score
74 Writing opportunities for students are prominent and varied.
SE Title:
ISBN:
REVIEWER #: __________
PAGE 16 Score
Subtotal
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
SECTION 2.A: Other Relevant Criteria – Publisher’s Criteria
75
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#
#
Provide questions and tasks that support students in
unpacking the academic language (vocabulary and syntax)
prevalent in complex texts.
Assessment
Content elicits direct, observable evidence of degree to
which students can independently demonstrate foundational
skills addressing reading, writing speaking and listening as
well as language.
Materials Assess student proficiency using methods that are
unbiased and accessible to all students.
Content includes assessment guidelines that provide
sufficient guidance for interpreting student performance and
responding to areas where students are struggling.
Materials assess students at a variety of knowledge levels
(Bloom’s depth of knowledge, etc.) centered on grade level
texts aligned with CCSS expectations.
Materials include assessments that align with instructional
materials, and offer formative and summative assessment
tools, clearly defining which standards are being assessed,
and whether students are developing standards-based skills.
Materials offer rubrics and scoring guidelines for
accompanying assessments that provide teachers sufficient
guidance in interpreting student performance.
Technology and Digital Resources
Construction and Design of Materials
Reviewers: Items 82-85 are to be scored based upon
reviewer assessment as follows: High 8 – 10; Medium 5 – 7;
Low or none 0-4.
SE Title:
ISBN:
Occurrence 1
Occurrence 2
Occurrence 3
Publishers: do not enter citations in this section
Publishers: do not enter citations in this section
REVIEWER #: __________
PAGE 17 Score
Subtotal
Score
Score
Score
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
SECTION 2.A: Other Relevant Criteria – Publisher’s Criteria
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83
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85
Materials include technology-based reference tools that
provide teacher guidance for use of embedded technology to
support and enhance student engagement and learning.
Materials provide opportunities for students’ presentations,
reading, and projects using technology.
Materials have a highly functional yet inviting appearance,
with appropriate font and print size.
Materials include teacher supports, strategies and resources
in the Teacher Edition that are user-friendly and supportive
of student learning.
# SECTION 2.B – Other Relevant Criteria – Student Edition
86 The textbook provides pictorials, graphics and illustrations
that represent diversity of cultures, race, color, creed, national
origin, age, gender, language or disability.
87 The textbook provides a variety of cultural perspectives used
within the lesson content to account for various
cultural/background experiences.
88 The textbook provides assignments with activities requiring
student responses that promote respect for all people
regardless of race, color, creed, national origin, age, gender,
language or disability.
89 The textbook provides an introduction to the lesson including
the comprehension questions (i.e., focus questions or guiding
questions) the student will be expected to answer at the
conclusion of the classroom instruction, along with on-going
review and practice.
SE Title:
ISBN:
Occurrence 1
REVIEWER #: __________
Occurrence 2
Occurrence 3
PAGE 18 Score
Subtotal
Score
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
#
90
91
#
92
93
SECTION 2.B – Other Relevant Criteria – Student Edition
The textbook provides activities for students to make
interdisciplinary connections to social studies, science,
language arts, music, art and sports plus connections with
their personal experiences.
The textbook provides references to support student learning
such as a glossary and word lists, along with visual
presentations to assist comprehension.
SECTION 2.B – Other Relevant Criteria – Teacher Edition
Teacher’s Edition is well organized, and presents learning
progressions to provide an overview of the scope and
sequence of skills and concepts.
Teacher’s Edition supports variety of activities and
approaches to learning, including sheltered, advanced and
below proficiency, along with measureable learning objectives
for differentiated instruction.
Occurrence 1
Occurrence 2
Occurrence 3
Score
Occurrence 1
Occurrence 2
Occurrence 3
Score
Teacher’s Edition includes writing activities where students
explain their thinking, cooperative learning and instructional
94
strategies, and daily or weekly lessons that use CCSS
standards.
Teacher’s Edition embeds various assessments (e.g., preand post-tests, self-assessments, written reflections, mid-unit
95
quizzes, quick checks for understanding of the key concepts,
etc.) that address lesson and/or chapter objectives.
Teacher’s Edition embeds student assessments that are
accompanied by student work exemplars and score
96
identification of concepts and skills to support further
instruction, differentiation, remediation or acceleration.
SE Title:
ISBN:
REVIEWER #: __________
PAGE 19 Score
Subtotal
FORM F.10 Citation Alignment and Scoring Rubric – CORE Reading
Intervention; Kindergarten – Fifth Grade
2015 Adoption Institute Grade K – 8 ELA; CORE Reading Intervention; Modern, Classical and Native Languages
TOTAL
SECTION II: SECTION
SCORE
SE Title:
ISBN:
REVIEWER #: __________
PAGE 20 Score
Subtotal