2008 Reading/Language Arts Primary AdoptionProgram: Longman Cornerstone © 2010

Optional Evaluation Criteria Map Publisher: Pearson Longman

Program 5: Intensive Intervention Program for English Learners, Grades 4-8 Grade Level(s): 4-8

Key:

SEStudent edition

TETeacher edition

TRBTeacher Resources Book

PBPractice Book

ASSMTAssessment

TRPTransparencies

POSPosters

AudioAudio Program CD

VideoVideo Program DVD

CD-ROMStudent eBook and CD-ROM

TCD-ROMTeacher eBook and test generator

PLETPlacement and Exit Test

LongmanCornerstone.com Online resources

PWAWBPhonics and Word Analysis Workbook

PWATGPhonics and Word Analysis Teacher Guide

PWAFPhonics and Word Analysis Flashcards

PWADRPhonics and Word Analysis Decodable Readers

SECTION 1: PROGRAM DESCRIPTION

All instructional material submissions must meet the requirements of this program description section, and Criteria Categories 1 through 5 that follow.

Program Description / Publisher Citations / Criterion Met? / CRP/IMAP Comments, Citations, and Questions
Primary / Supporting / Y / N
NOTE: Criteria statements 1-46 apply to other programs.
47.The Intensive Intervention Program for English Learners is designed to be a stand-alone, intensive reading/language arts program. This program provides two and one-half hours to three hours of daily instruction developed specifically for English learners in grades four through eight whose academic achievement is two or more years below grade level. This stand-alone reading/language arts intervention program addresses literacy and language development. The materials incorporate the elements of English-language development described below and are designed to provide intensive, accelerated, and extensive English-language development that complements and supports reading/language arts instruction. / This program is designed to be a stand-alone, intensive language arts program to teach English Learners in grades 4-8 whose academic achievement is two or more years below grade level. The program provides instruction and practice in literacy and language development.
Scope and Sequence
Lv. A TE: pp. 16-19
Lv. B TE: pp. 16-19
Lv. C TE: pp.16-19
The program is designed to provide intensive, accelerated language development that supports reading/language arts instruction.
How to Use Cornerstone
Lv. A TE: pp. 42-45
Lv. B TE: pp. 42-45
Lv. C TE: pp. 42-45
Additional resources are available to the student and teacher on the Student eBook and CD-ROM, the Teacher eBook and CD-ROM, and at LongmanCornerstone.com.
Lvs. A-C CD-ROM
Lvs. A-C TCD-ROM

LongmanCornerstone.com

/ The Teacher’s Edition for each level of the program includes the standards taught in each lesson.
Lv. B TE: pp. 22, 64, 170
In addition to the Unit Planner that precedes each unit in the Program, the Teacher’s Resources Book provides daily lesson plans.
Unit Planner
Lv. A TE: pp. T2A-T2B
Lv. B TE: pp. T2A-T2B
Lv. C TE: pp. T2A-T2B
Lesson Plans
Lv. A TRB: pp. 2-73
Lv. B TRB: pp. 2-73
Lv. C TRB: pp. 2-73
  1. This program may not be submitted as part of the basic program. This program is designed to accelerate student reentry into the basic program within two years or less. Publishers choosing to submit an Intensive Intervention Program for English Learners must submit it as a stand-alone program that will be evaluated separately.
/ Longman Cornerstone © 2010 is designed to accelerate student reentry into the basic program. The Placement and Exit Test helps teachers determine into which level a student is placed and offers an indicator of when the student is ready to exit into the basic program.
PLET: pp. iv, 23
To accelerate language development and improve academic achievement, the Teacher’s Edition includes Linguistic Notes that point out to the teacher potential problem areas for English learners; and Accelerate Language Development notes that provides teachers with point-of-use suggestions.
Lv. A TE:T29, T185, T269
Lv. B TE: T73, T99, T175
Lv. C TE:T121, T147, T229
49. By incorporating a curriculum-embedded diagnostic assessment, this program positions students to progress rapidly toward reentry into the basic program at their appropriate grade level. The instructional design of the program should assume that students can gain two grade levels for each year of instruction. / Each level of the program incorporates a curriculum-embedded diagnostic assessment. Each level also includes a post-test so that teachers can measure student progress.
Lv. A ASSMT: pp. 3-10, 19-26
Lv. B ASSMT: pp. 3-10, 19-26
Lv. C ASSMT: pp. 3-10, 19-26
The Standards Map for this program shows that students can gain two grade levels for each year of instruction.
50. The Intensive Intervention Program for English Learners shall be evaluated for alignment with the following materials:
a.Educational content review based on this program description
b.Criteria (all categories) in Section II
c.Appendix 9-A, Matrix 2, “Intensive Intervention for English Learners, Grades Four Through Eight”
d.Appendix 9-C, Table 3, “Curriculum Content, Intensive Intervention, Grades Four Through Eight.”
e.English–Language Arts Content Standards for California Public Schools
f.Reading/Language Arts Framework for California Public Schools / Content was developed specifically to align with the California framework, standards, and criteria. Alignment to the standards and framework are infused throughout.
In addition Professional Development articles are provided in the Teacher’s Edition.
Lvs. A-C. TE: pp. 22-25
Please see also the Standards Map Correlation. / As specified in the framework, this program is built on best practices identified in research. The research that informed the development of the program is found in the Teacher’s Edition.
Research Bibliography
Lv. A TE: pp. 20-21
Lv. B TE: pp. 20-21
Lv. C TE: pp. 20-21
In addition, we sought and implemented feedback on issues and topics identified in the framework and criteria, and on the thoroughness and logic of our standards coverage
Reviewers
Lvs. A-C TE: p. 21
  1. This curriculum must incorporate the principles of universal access, be based on research as defined in Education Code Section 44757.5(j), and provide instructional content for 180 days of instruction for minimal daily time periods of 2.5 to 3 hours.
/ The principles of universal access are infused throughout, and are evident in the structure and philosophy of the program.
Universal access suggestions are included with each lesson.
Universal Access
Lv. A TE: pp. T13, T75, T175
Lv. B TE: pp. T3, T5, T31
Lv. C TE: pp. T35, T41, T131
Instructional frontloading for concepts and vocabulary is provided in print and digital formats.
Preview the Unit
Lv. A TE: pp. T2-T7
Lv. B TE: pp. T2-T7
Lv. C TE: pp. T2-T7
Lv. A-C CD-ROM: pp. 2-7
Lv. A-C DVD: Unit 1 Video
Pacing is provided for 180 days of 2.5-3 hour lessons. The pacing is specified for teachers at LongmanCornerstone.com, in the Teacher’s Edition and the Teacher’s Resource Book.
LongmanCornerstone.com
Unit Planner
Lvs. A-C TE: pp. T2-T7

Daily Lesson Plans

Lvs. A-C TRB: pp. 2-73
52. The program must have multiple levels and points of entry to appropriately address the skill levels of students in grades four through eight. / This program has three levels and a phonics kit for extra support. The Placement Test provides guidance on placing students in a level of the program based on the student’s skill level.
PLET: p. 23
53. This program must emphasize academic language, vocabulary and concept development, sentence structure, grammar, organization and delivery of oral communication, and speaking applications. / Academic language and vocabulary are explicitly taught in each unit preview and with each reading selection throughout the program.
Vocabulary: Key Words/Academic Words
Lv. A SE: pp. 74-75, 262-263
Lv. B SE: pp. 8-9, 164-165
Lv. C SE: pp. 62-63, 194-195
Concept development is emphasized starting at the beginning of each unit (see Unit Opener and The Big Question) and expanded with each reading.
Lv. A SE: pp. 152-153, 264, 290, 114
Lv. B SE: pp. 108-109, 116, 128, 142, 156, 160
Lv. C SE: pp. 160-161, 114, 222, 196
Lv. A TE: pp. T152-T153, T264, T290, T114
Lv. B TE: T108-T109, T116, T128, T142, T156, T160
Lv. C TE:pp. T160-T161,
T114, T222, T196
Sentence structure and grammar are explicitly taught with each reading.
Lv. A SE: p. 84, 172, 198
Lv. B SE: p. 50, 76, 230
Lv. C SE: p. 74, 124, 180
Listening and speaking opportunities are included throughout the program. Students learn and apply language orally with each lesson and in a variety of contexts, including retell activities, skits, whole-class discussions, and small-group discussions. The Unit Wrap Up provides a variety of speaking applications.
Group Discussions and Extension
Lv. A SE: p. 82-83, 196-197
Lv. B SE: p. 74-75, 136-137
Lv. C SE: p. 72-73, 240-241

Unit Wrap Up

Lv. A SE: p. 52, 150, 202, 254
Lv. B SE: p. 56, 160, 210, 262
Lv. C SE: p. 54, 104, 158, 212
In addition to the SE, the TE, Practice Book, and CD-ROM provide additional support for academic language, vocabulary and concept development, sentence structure, grammar, organization and delivery of oral communication, and speaking applications.
Lvs. A-C CD-ROM
Lvs. A-C TCD-ROM
Lvs. A-C PBpp. 3-10
54. Materials guide the teacher on how to instruct English learners to master the English–language arts content standards so learners can read, write, comprehend, and speak English for personal use and at the proficient level for academic schoolwork. / Teacher guidance is provided sequentially within each unit and with each selection.
Unit Planner
Lv. B TE: pp. T58A-T58B
Notes in the Teacher’s Edition wrap provide step-by-step guidance for teachers throughout each lesson. Notes provide support for comprehension checks, links across the curriculum, scaffolding, building discussion, study skills, oral reading fluency, grammar, speaking and listening.
Wrap Notes
Lv. B TE: pp. T68, T67, T83, T82, T78, T87, T102, T101. / Explicit step-by-step routines for each lesson are included in the Teacher Edition wrap. The Teacher’s Resource Book includes daily lesson plans to guide teachers for implementing the program.
Guidance for implementing the philosophy and pedagogy are included in articles that appear in each Teacher’s Edition.
Professional Articles
Lv. A-C TE: 22-25
  1. The program must include teacher and student editions and focus on instruction to assist English learners in developing proficiency in the English language and the concepts and skills contained in the English–Language Arts Content Standards. Emphasis is placed on:
a. Instruction in the skills that are transferable from students’ primary language to English and nontransferable skills
b. Acquisition of academic vocabulary
c. Phonological, morphological, syntactical, and semantic structures of English / Each Teacher’s Edition includes a Contrastive Analysis with a discussion of transference and a chart listing the phonemes of English and potential problematic areas for speakers of other languages.
Contrastive Analysis
Lv. A-C TE: pp.26-41
Throughout the TE for each level, there are Accelerate Language Development notes and Linguistic Notes to guide teachers in assisting English learner in developing proficiency.
Accelerate Language Development and Linguistic Notes
Lv. A TE:pp. T121, T219
Lv. B TE: pp. T119, T121
Lv. C TE:T135, T175
English Learners develop academic vocabulary with each reading. Also with each reading these students learn the phonological, morphological, syntactical, and semantic structures of English.
Academic Vocabulary
Lv. B SE: pp. 127, 141
Lv. B TE: pp. T127, T141
Phonics and Word Analysis
Lv. A SE: pp. 234, 246
Lv. B SE: pp. 120, 134
Lv. C SE: pp. 226, 238
Lv. A TE: pp. T234, T246
Lv. B TE: pp. T120, T134
Lv. C TE: pp. T226, T238
The Phonics and Word Analysis Workbook gives students practice with the basic sound/symbol correlations.
PWAWB
  1. These materials must provide explicit, sequential, linguistically logical, and systematic instruction, practice, application, and diagnostic support in areas in which students are likely to have difficulty–primarily the following strands and substrands of the English–language arts content standards, grades one through six:
  2. Phonemic awareness and phonics
  3. Word recognition and spelling
  4. Oral reading fluency
  5. Vocabulary and morphology
  6. Grammar and usage
  7. Listening and reading comprehension
  8. Sentence structure (consistent with narratives, reading passages, and writing assignments)
  9. Writing
/ Teacher guidance is provided sequentially within each unit and with each selection. The step-by-step lesson support in the Teacher’s Edition provides explicit instruction to help English Learners master the English-language arts content standards with which they are having difficulty.
Lv. A TE: pp. T106-T151
Lv. B TE: pp. T108-T161
Lv. C TE: pp.T106-T159
a & b The program includes phonics awareness, word recognition, and spelling instruction throughout. In addition, the Phonics and Word Analysis Workbook gives students practice with the basic sound/symbol correlations.
Phonics and Word Analysis
Lv. A SE: pp. 234, 246
Lv. B SE: pp. 120, 134
Lv. C SE: pp. 226, 238
Lv. A TE: pp. T234, T246
Lv. B TE: pp. T120, T134
Lv. C TE: pp. T226, T238
PWAWB
c. Oral reading fluency is included with each reading selection.
Lv. A SE: pp. 97, 143, 195
Lv. B SE: pp. 73, 151, 241
Lv. C SE: pp. 17, 81, 203
d. Vocabulary is frontloaded before the unit and before each reading. Additional vocabulary is included in the Teacher’s Edition.
Lv. A SE: pp. 154-157
Lv. B SE: pp. 180-181
Lv. C SE: pp. 166-167
Lv. A TE: pp. T154-T157
Lv. B TE: pp. T180-T181
Lv. C TE: pp. T166-T167
e, g & h. Grammar and Usage, Sentence Structure and Writing are consistent with the reading passages and student models.
Lv. A SE: pp. 32-33, 84-85
Lv. B SE: pp. 50-51, 192-193
Lv. C SE: pp. 34-35, 180-181
Lv. A TE: pp. T32-T33, T84-T85
Lv. B TE: pp. T50-T51, T192-T193
Lv. C TE: pp. T34-T35, T180-T181
f. Listening and reading comprehension practice is included in each unit and each reading in both print and digital format. All readings have been recorded and are available on the Audio CD and on the CD-ROM.
Lv. A-C Audio
Lv. A-C CD-ROM
Each unit begins with a listening/speaking task and with a listening and reading comprehension story. With each reading the Check Up and Think It Over activities provide on-going progress monitoring. After each reading, the students are taught learning strategies and comprehension strategies that they can apply to their future reading.
Lv. A SE: pp. 3, 6-7, 16, 107, 177, 179, 181, 205
Lv. B SE: pp. 3, 6-7, 16, 213, 235, 237, 239, 265
Lv. C SE: pp. 3, 6-7, 16, 107, 197, 199, 201, 204, 265
Lv. A TE: pp. T3, T6-7, T16, T107, T177, T179, T181, T205
Lv. B TE: pp. T3, T6-T7, T16, T213, T235, T237, T239, T265
Lv. C TE: pp. T3, T6-T7, T16, T107, T197, T199, T201, T204, T265

SECTION II: CRITERIA

Category 1: Alignment with English–Language Arts Content Standards

Reading/language arts materials should support teaching to the California English–language arts content standards in accord with the guidance provided in the Reading/Language Arts Framework for California Public Schools. All programs must include the following features:

Reading/Language Arts
Alignment with Standards / Publisher Citations / Criterion Met? / CRP/IMAP Comments, Citations, and Questions
Primary / Supporting / Y / N
  1. Instructional materials as defined in Education Code Section 60010(h) are designed to ensure that all students master each of the English–language arts content standards.
/

Table of Contents

Lv. A TE: pp. 4-15
Lv. B TE: pp. 4-15
Lv. C TE: pp. 4-15
Standards coverage and skills alignment are highlighted for each lesson on the Teacher’s Edition page.
Lv. A TE: pp. T2, T4, T6
Lv. B TE: pp. T2, T4, T6
Lv. C TE: pp. T2, T4, T6
Standards are also included on the Lesson Plans for each lesson.
Lv. A-C TRB: pp.2-73
In the Assessment in the program, each question is correlated to the standard tested.
Lv. A-C ASSMT: pp. xxiii-lix / In addition, please see Standards Map Correlation and references for Optional Criteria standards below.
  1. Instructional materials reflect and incorporate the content of the Reading/Language Arts Frameworkfor California Public Schools.
/ Please see Standards Map Correlation and references for Optional Criteria standards below.
  1. Instructional materials incorporate the content described in Appendix 9-A, Matrix 1, and Appendix 9-C, Table 3.
/ All instruction materials incorporate the content described in Appendix 9-B and Appendix 9-C, Tables 1 and 2.
  1. Instruction reflects current and confirmed research in reading/language arts instruction as defined in Education Code Section 44757.5(j).
/ Longman Cornerstone, © 2010 was developed specifically for California by contributing authors, advisors, and editors. The instruction reflects current and confirmed research in reading/language arts instruction as defined in Education Code Section 44757.5(j).
Research Bibliography
Lvs. A-C TE: pp. 20-21
  1. Sufficient instructional time is allotted to content standards that require extensive teaching and are clear prerequisites for later content standards.
/ The program was developed in a systematic, logical sequence that includes sufficient instructional time for contents standards that require extensive teaching. The Unit Planner suggests pacing and the Teacher’s Resource Book helps teachers plan the daily lessons.
Lv. A TE: pp. T2A-T2B, T54A-T54B
Lv. B TE: pp. T2A-T2B, T58A-T58B
Lv. C TE: pp. T2A-T2B, T56A-T56B
Lv. A-C TRB: pp.2-73
The program includes suggestions for reteaching and scaffolding throughout.
Lv. A TE:pp.T48, T142
Lv. B TE: pp. T146, T154
Lv. C TE:pp. T276,T255
  1. The program demonstrates an explicit relationship between academic language development, reading selections, and written and oral expression (see number 45 below, under “Writing”).
/ Every reading serves as the foundation for instruction. The vocabulary used in the reading and the academic language that students use to discuss and write about the reading is frontloaded. Selection vocabulary (Key Words) is developed to facilitate correct use in speaking and writing. Each vocabulary word is presented with a context sentence to demonstrate its correct use. Academic Vocabulary words are taken from the Academic Word List and enable the student to use those words in their speaking and writing.
Lv. A TE: pp. T60-T61
Lv. B TE: pp. T194-T195
Lv. C TE: pp. T270-T271
Lv. A PB: pp. 29-30
Lv. B PB: pp. 97-98
Lv. C PB: pp. 133-134
Routines for introducing and incorporating new vocabulary into speaking and writing are provided on the Student eBook and CD-ROM.
Lv. A CD-ROM: pp. 60-61
Lv. B CD-ROM: pp. 194-195
Lv. C CD-ROM: pp. 270-271
  1. The English–Language Arts Content Standards and Reading/Language Arts Framework form the basis of the instructional materials. Extraneous materials not aligned to these content standards must be minimal and not detract from instruction.
/ Please see Standards Map Correlation.
Also see the Scope and Sequence for each level.
Lvs. A-C TE: pp. 16-19
  1. Instructional materials include activities that relate directly to the learning objectives. Extraneous material is kept to a minimum.
/ Each unit is built around a Big Question and includes four readings and instruction that focuses a discrete set of standards. Selection activities are standards-driven and are designed for practice and application of the designed skill.
Skills introduced, developed, and assessed in Student Edition:
Lv. A SE: pp. 54-59, 70-73, 104-105
Lv. B SE: pp. 212-217, 228-229, 262-263
Lv. C SE: pp. 2-7, 46-49, 54-55
Skills supported/extended/ assessed in:
Lv. A TE: pp. T54-T59, T70-T73, T104-T105
Lv. B TE: pp. T212-T217, T228-T229, T262-T263
Lv. C TE: pp. T2-T7, T46-T49, T54-T55
  1. Instructional materials use proper grammar and spelling (Education Code Section 60045).
/ The authors and editors of Longman Cornerstone © 2010 have incorporated literary works and informational texts with instructional materials, using proper grammar and spelling.
  1. Any gross inaccuracies or deliberate falsification revealed during the review process will result in disqualification, and any found during the adoption cycle will subject the program to removal from the list of state-adopted textbooks. Gross inaccuracies and deliberate falsifications are defined as those requiring changes in content.
/ The editors of Longman Cornerstone © 2010 have worked to create student materials and teacher materials free from gross inaccuracies and false statements. Each level has been fact-checked.
  1. All authors listed in the instructional program are held responsible for the content. If requested, the authors must be willing to supply proof of authorship. Beyond the title and publishing company’s name, the only name to appear on a cover and title page shall be the actual author or authors.
/ The authors of Longman Cornerstone © 2010 are experts in their fields, and they relied heavily on the latest research in developing this program.
  1. Publishers must indicate in teacher materials all program components necessary to address all English–language arts content standards for each grade level.
/ Program components are listed in the Teacher’s Edition at each level.
Lvs. A-C TE: pp. T2A-T2B
Curriculum must provide explicit, sequential, linguistically logical, and systematic instruction, practice, application, and diagnostic support in the following program areas:
Phonemic Awareness
13. Instructional materials for kindergarten through grade two must be taught comprehensively and as a sequence of skills in the grade levels as described in the English–language arts content standards. / The program includes a Phonics and Word Analysis kit in which the material is presented in an explicit, sequential, linguistically logical way.
PWAWB
PWATG
PWAF
and PWADR
Phonics and Decoding
14. Phonics instruction includes all sound-spelling correspondences and is taught in a sequential and logical design. / PWAWB
PWATG
PWAF
and PWADR
15. Publishers will include, for those students who need them, learning tools for phonemic awareness (such as phoneme phones and letter tiles). / Letter Tiles
PWATG: pp: 251-252
Game Masters
PWATG: pp: 232-235

Flashcards

PWAF

Audio CD
PWATG
16. Publishers will include, for those students who need them, learning tools for phonics (such as Elkonin boxes). /

Elkonin boxes