This Report of Findings has not been recommended by the Curriculum Commission
or adopted by the State Board of Education.
CRP/IMAP REPORT OF FINDINGS
2008 READING/LANGUAGE ARTS–ENGLISH-LANGUAGE DEVELOPMENT
PRIMARY ADOPTION
Programs 1 & 2: Reading/Language Arts–
English-Language Development Basic
Publisher: SRA/McGraw-Hill
Title of Programs: Imagine It! and Imagine It! English Language Development
Grade Level: K-6
Program Summary:
Imagine It! (Program 1), Imagine It! English Language Development (Program 2) includes Teacher Edition (TE), Student Reader (SR), Student Reader Book 1 (SR1), Student Reader Book 2 (SR2), Big Book (BB), Curriculum Connections (CC), Science Lap Book (SCLB), Social Studies Lap Book (SSLB), English Language Development Newcomers Blackline Masters (ELD NBLM), English Language Development Stories and Activities (ELD SA), English Language Development Teacher’s Edition (ELD TE), English Language Development Teacher’s Resource Book (ELD TRB), Language Arts Handbook (LAH), Skills Practice 1 (SP1), Skills Practice 2 (SP2) English Language Development Teacher’s Edition (ELD Units 1–3 TE ELD Units 4–6 TE), Leveled Reader (LR), Leveled Science Reader (LR-SC), Leveled Social Studies Reader (LR-SS), Strategic Support Guide (SSG), Reading Intervention Kit Teacher’s Guide (RIKTG), Professional Development Guides (PDG), English Learner Support Guide (ELSG), Intensive Vocabulary Teacher’s Resource Book (IVTRB), Intensive Vocabulary Read Aloud Anthology (IVRAA), Reading Intervention Kit Decodable Takehome Books (RIKDTB), Reteach Workbook (RW).
Recommendation:
Both programs 1 and 2 are recommended for adoption because they align with the English-Language Arts Content Standards and meet the evaluation criteria in Section I and Section II. Edits and corrections required as a condition for adoption are listed under the “Edits and Corrections” section of the report below.
Section I:
Program Description Criteria
SRA/McGraw-Hill Imagine It! (K-6) meets the evaluation criteria for a Reading/Language Arts Basic Program 1 in Section I and SRA/McGraw-Hill Imagine It! English-Language Development (K-6) meets the evaluation criteria for a Reading/Language Arts English-Language Development Basic Program 2, including the additional one hour of English-language development instructional materials that demonstrate alignment to the ELA and ELD standards through the ELA/ELD Standards Correlation Matrices.
Citations:
· Criterion #4: Grades K-6, all TEs, Program Appendix pp. 1-69. Grades K-6, all TEs Program Appendix pp. 70-79. Grade 1, Unit 8 TE pp. T250, T251, T253, T255, T257, T259, T260, T262, T265.
· Criterion #6: Grade K, SSG pp. 104-106. Grade 3, SSG pp. vii-x, 15 (Decodable Stories, Book 2, Story 11) and 267 (Decodable Stories, Book 4, Story 25). Grade 5, Unit 2 TE pp. 150O–150R, SSG pp. 144-145.
· Criterion #7: Grades K-6, ELSG Introduction. Grade 2, ELSG pp. 52-53. Grade 4, ELSG Appendix 1. Grade 6, ELSG pp. 364-366.
· Criterion #11: Grade 1, IVTRB pp. v-vii, 2-3, 201-202. Grade 2, IVTRB pp. 24-28. Grade 2, IVRAA pp. 18-21. Levels K-3 Intensive Vocabulary Picture Cards.
· Criterion #20: Grades 1-3, RIKTG pp. 1-24. Grades 1-3, Comprehension Lessons 1-90. Grades 1-3, RIKDTB BLM pp. 8-9. Grades 1-3, Sound/Spelling Cards.
· Criterion #27: Grades K-6, all ELD TEs Appendix pp. 18-25. Grade 1, ELD Units 1-6 TE Introduction. Grade 3, ELD Units 4-6 TE pp. T7, T18-19, T45. Grade 5, ELD Units 4-6 TE pp. T4-T5, T250-T251, T356-T357.
· Criterion #32: Grades K-6, all ELD TEs Appendix pp. 2-17. Grade K, ELD Units 1-5 TE pp. T14-16. Grade 2, ELD Units 4-6 TE pp. T179, T234-T236. Grade 4, ELD Units 1-3 TE p. T6, Routine Card #8. Grade 6, ELD Units 4-6 TE Routine Card #9.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content Standards
Both programs 1 and 2 are aligned to and support comprehensive teaching of the English-Language Arts Content Standards. Programs also contain sufficient pre-decodable and decodable texts, materials for grade 3 and beyond that promote language development, high quality literature and informational texts, and explicit instruction and practice in writing applications.
Citations:
· Criterion #1: Some Exemplars of Standards: Grade 1 (Reading Comprehension 2.7), TE Unit 6 p. T172; (Listening and Speaking 1.2), TE Unit 10 p. T71; (Word Analysis, Fluency, and Systematic Vocabulary Development 1.4), TE Unit 4 p. T145; SR 1-1 p. 14. Grade 2 (Word Analysis, Fluency, and Systematic Vocabulary Development 1.3), TE Unit 1 p. GS66; (Reading Comprehension 2. 3), TE Unit 2 p. T88; SR 2-1 pp. 461-462. Grade 3 (Writing Strategies 1.3), TE Unit 1 pp. T170, T188; SR 3-1 pp. 171, 191; (Literary Response and Analysis 3.3), TE Unit 1 pp. T85, T101. Grade 4, (Reading: Comprehension and Analysis of Grade Level-Appropriate Text 2.2) SR 4-1 p. 246. Grade 5 (Reading Comprehension and Analysis 2.3), TE Unit 4 p. 401S; (Writing Applications 2.1), TE Unit 4 p. 429I; (Reading: Vocabulary and Concept Development 1.2) SR 5 p. 384. Grade 6, (Comprehension and Analysis 1.4) SR 6 p. 212.
· Criterion #20: Grade K, Level Appendix, Unit 2 pp. 28-33. Grade 1, TE Unit 2 pp. T194-T195. Grade 3, Level Appendix, Unit 1 p. 13.
· Criterion #31: Grade 3, TE Unit 2 pp. T44-T45; Unit 1 pp. T58-T59. Grade 4, TE Unit 3 pp. 228-229; SR 4-1 pp. 228-229. Grade 5, TE Unit 3 pp. 226-227. Grade 6, TE Unit 1 pp. 50P-76Q.
· Criterion #36: Grade 2, TE Unit 5 p. T257. Grade 4, TE Unit 1 p. 33. Grade 6, TE Unit 1 p. 33.
· Criterion #44: Grade K, TE Unit 6 p. T180. Grade 1, TE Unit 8 pp. T294-T295. Grades 1-6, Level Appendix, pp. 27-32. Grade 2, TE Unit 2 pp. T448-T449. Grade 4, TE Unit 3 pp. T301G-T301H. Grade 5, TE Unit 2 pp. T149G-T149J. Grade 6, TE Unit 2 pp. T255G-T255J.
Criteria Category 2: Program Organization
The organization of both programs 1 and 2 feature a coherent and consistent lesson design, directions for effective instruction, separation of similar and confusing strategies, and a list of grade level standards in both teacher as well as student editions.
Citations:
· Criterion #2: Grade 1, TE Unit 8 pp. T114, T115, T134 (Routine 13), T160 (Routine 18). Grade 3, TE Unit 3 pp. T12, T13, T44 (Routine 11), T215 (Routine 13). Grade 5, TE Unit 3 pp. 254A, 254B, 254 (Routine 3), 256D (Routine 4).
· Criterion #8: Grade 1, SR 1-2 p. 36. Grade 3, TE Unit 1 pp. T346-T348; Unit 2 pp. T256-T257. Grade 5, TE Unit 2 pp. 218-219; Unit 6 p. 615.
· Criterion #10: Grade 1, TE Unit 1 pp. T10-T11; Unit 10 pp. T250-T251; SSG pp. 3-5. Grade 3, TE Unit 5 pp. T38-T39, T54, T343. Grade 5, TE Unit 3 pp. 226A-226B; Unit 6 p. 641N.
· Criterion #12: Grade 1, SR1-2 pp. 148, 296-297; TE Unit 10 p. T51. Grade 3, SR3-2 pp. 380, 381; TE Unit 5 pp. CA 42-47. Grade 5, SR pp. 511, 734-735; TE Unit 6 p. 511.
Criteria Category 3: Assessment
Both programs 1 and 2 contain guidance on the purpose, administration, scoring, and interpretation of the assessments, using progress monitoring, summative, and diagnostic screening assessments.
Citations:
· Criterion #1: Grade K, Lesson and Unit Assessment Book ATE pp. iv-xv. Grade 2, CA Benchmark Assessment ATE pp. vi-vii. Grade 3, LAH pp. 304-305. Grade 5, LAH pp. 364-365. Grade 6, CA Standards Practice ATE pp. xi-xiii.
· Criterion #5: Grade K, Lesson and Unit Assessment Book ATE pp. 117-120. Grade 1, SR 1-1 pp. 134-135. Grade 2, Lesson and Unit Assessment Book 2 BLM pp. 32-44; SR 2-1 pp. 428-429. Grade 4, Lesson and Unit Assessment Book 2 BLM pp. 32-44.
· Criterion #9: RIKTG, Placement Assessment pp. 32-48. RIKTG, Individual Assessment Records pp. 49-59. RIKTG, Using Assessment Results p. 31.
· Criterion #15: Grade K, TE Unit 1-5 p. T11. Grade 2, ELD TRB p. 8. Grade 4, ELD TRB p. 107.
Criteria Category 4: Universal Access
Both programs 1 and 2 ensure universal access to high-quality curriculum and instruction for all students so they can meet or exceed the state’s English-Language Arts Content Standards.
Citations:
· Criterion #1: Grade 1, TE Unit 2 p. T203. Grade 3, SSG, Unit 1 pp. 11-13; RW, Unit 1 p. 2. Grade 5, TE Unit 1 pp. 20A-20B.
· Criterion #3: Grade 1, TE Unit 9 pp. T454-T455. Grade 3, TE Unit 2 pp. T206-T207. Grade 5, TE Unit 6 pp. 626Q-626R.
· Criterion #4: Grade 1, TE Unit 7 pp. T253-T257. Grade 3, TE Unit 1 pp. T205-T209. Grade 5, TE Unit 4 p. 350F.
Criteria Category 5: Instructional Planning and Support
Both programs 1 and 2 provide support for the teacher when planning instruction and implementing the program.
Citations:
· Criterion #1: All Grades K-6, PDG, Administrators Guide pp. 1-5, Comprehension Guide pp. 2-9, Inquiry Guide p. 3, Phonics Guide pp. 1-2, Vocabulary Guide pp. 1-2, Writing Guide pp. 2-3.
· Criterion #10: Grade K, TE Unit 4 p. T28. Grade 2, TE Unit 2 p. T67. Grade 4, TE Unit 5 pp. 142D, 227I-227J. Grade 6, Home Connections p. 27; SR1 pp. 266-267.
· Criterion #14: Grade K, TE Unit 1 pp. T76-T77; Unit 3 pp. T82-T83. Grade 2, TE Unit 4 pp. T30-T31, T188. Grade 4, TE Unit 2 pp. 137B, 193B. Grade 6, TE Unit 5 pp. 507B, 533B.
· Criterion #19: Grade K, TE Unit 3 pp. T45, T185. Grade 2, TE Unit 2 pp. T16-T23, T226-T227. Grade 4, TE Unit 2 pp. 124E-124G, 142E-142G. Grade 6, TE Unit 4 pp. 421N, 455I, 455J.
· Criterion #33: Grade K, TE Unit 4 pp. T13, T115. Grade 2, TE Unit 2 pp. T168, T223, T225, T337; SR 2-2 p. 77. Grade 4, TE Unit 2 pp. 126F, 197. Grade 6, TE Unit 5 pp. 507B, 553H.
Edits and Corrections:
The following edits and corrections must be made as a condition for adoption.
Sequence Code: Program 1, Program 2 (Note: “-,“ in sequence code denotes edit does not apply to Program 1):
1. 1380, 28860: Grade K, Strategic Support Guide, TE p. 4: Does not complete sentence at end of page. “Allow” is only part of a sentence. Please complete it.
2. - , 29760: Grade K, ELD TE Unit 10 p. T451 (7th bullet): Spelling error “becuase” should be “because”.
3. - , 34120: Grade 1, ELD TE Units 7-10 p. T37: Reads “Make copies from page 453”, should read “Make copies from page 463”.
4. 6300, 34380: Grade 1, SR 1-2 p.114: Vocabulary page is all about mice, replace picture of a “mole” with a picture of a “mouse”.
5. 2880, 30700: Grade 1, TE Unit 9 p. T425. Vocabulary page is all about mice, replace picture of a “mole” with a picture of a “mouse”.
6. - , 34100: Grade 1, ELD TE Units 1-6 p. T4: Lesson Planner is the wrong one for the unit, lesson planner on T4 should match the week of instruction.
7. - , 34120: Grade 1, ELD 7-10 p. T559: Differentiating Instruction Early Intermediate states “What do remember about what you read?”, should state “What do you remember about what you read?”
8. 6400, 34520: Grade 1, Unit 1 p. T139 on Day 3: The “2nd” read icon should be a “1st” read icon.
9. - , 34100, 34120: Grade 1, ELD TE Units 1-6 and 7-10 Appendix pp. 18-19: Incorrectly includes Grade 3 standards, replace with Grade 1 standards.
10. - , 34120: Grade 1, ELD TE Units 7-10 p. T93: The final bullet refers to p. 454, replace to say p. 464.
11. - , 38340: Grade 1, ELD TE Unit 1-6 p. T24: Teacher Tip reads, “name same”, should read “same name”.
12. 7460, 35540: Grade 2, ELD TE Units 1-3 p. T238: The first bullet should read “Have students look…” it currently says “Have students loot…”.
13. 7460, 35540: Grade 2, Leveled Reader, Fine Feathered Nests, p. 10: The bird and nest is not that of a woodpecker as listed in the text. Change photo to woodpecker to match text.
14. 10400, 38600: Grade 3, ELD TE Unit 4-6, p. T54 and T90: Author’s Purpose and Compare and Contrast are called strategies and should be a comprehension skill.
15. 10800, 39000: Grade 3, TE Unit 1 p. T39: “determe” should be “determine”.
16. - , 34100: Grade 3, Transparency 45: “Ontline” should be “Outline”.
17. 10400, 38600: Grade 3, TE Unit 1 p. T262 and T280: Replace “ABC order” in the lesson heading and in the body of the lesson with the academic language “alphabetical order”.
18. 19400, 47840: Grade 5, LR, Potluck Surprise, throughout the book: “Karin” should be “Karen”.
19. 18440, 46880: Grade 5, TE Unit 5 p. 513; SR p. 512: Change “Northern California” to “northern California”.
20. 18440, 46880: Grade 5, TE Unit 5 p. 513J: Change “ernacular” to “vernacular”.
21. - , 55080: Grade 6, ELD TE Units 1-3 p. T69 (standards box at top of page): The 2nd “ELA” in blue print, should be “ELD”.
22. - , 55080: Grade 6, ELD TE Units 1-3 p. T478 (orange subheading box): “Describing a Process” should be “Persuasive Essay”.
23. Grades K-6, all ELD TEs: Include the explanation of the Contrastive Analysis Chart that is included on page CA1 in the Teacher’s Editions in the ELD Guides in the Appendix before the Contrastive Analysis Charts.
24. Grades K-6, all Core and ELD TEs: Further clarify the use of the Contrastive Analysis Chart by adding a key to explain the use of the chart.
25. Grades K-6, all TEs: Move the tab for the daily lesson planners in front or after the daily lesson plans, to avoid interrupting the flow of the view of the weekly plan, or any other planner.
26. Grades K-6, all TEs p. 1: Program Appendix Table of Contents reads that Workshop begins on “65,” it should read “66”.
This Report of Findings has not been recommended by the Curriculum Commission
or adopted by the State Board of Education.
Created by the California Department of Education July 17, 2008
Created by: CA Department of Education on July 17, 2008 6