INSTRUCTIONAL MATERIALS ADOPTION PUBLISHER: Harcourt School Publishers .

Houghton KindergartenGROUP VI – 2007 TO 2013Reading/Literature, K-12(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%A Adequate80%M Minimal60%N NonexistentLess than 60%IAMNIn addition to alignment of Content Standards and Objectives (CSOs) materials must also clearly connect toLearning for the 21st Century which includes opportunities for students to developA. Learning Skills Thinking and Problem-Solving Skills. Information and Communication Skills. Interpersonal and Self-Direction Skills and use these 21 Century ToolsB. 21st Century Tools Problem-solving tools (such as spreadsheets,decision support, design tools) Communication, information processing andresearch tools (such as word processing,e-mail, groupware, presentation, Web development,Internet search tools) Personal development and productivity tools (such ae-learning, time management/calendar, collaborationtools)

Houghton KindergartenINSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIAThe general evaluation criteria apply to each grade level and are to be evaluated for each grade level unlessotherwise specified. These criteria consist of information critical to the development of reading/literature at allgrade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combinedgeneral and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.GROUP VI – 2007 TO 2013Reading/Literature, K-12(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%A Adequate80%M Minimal60%N NonexistentLess than 60%IAMFor student mastery of content standards and objectives the instructional materials willA. MULTIMEDIA1.offer appropriate multimedia (e.g., software, audio,visual, internet access) materials.2.provide a website which provides links to relevantsites as well as lesson plans, student activities andparent resources.3.integrate technology into the curriculum. B. SCIENTIFICALLY-BASED READING RESEARCH STRATEGIESC.1.provide explicit instructional strategies to presentvaried teaching models including but not limited to:webbing, mapping, Venn diagrams and invertedpyramids.2.promote independent reading skills and studytechniques (e.g., DRTA, SQ3R, ReQuest, FeatureAnalysis, QAR).3.present varied teaching models. CRITICAL THINKING1.emphasize questioning models to promote higherorder thinking skills in all levels of comprehension(literal, interpretive, critical/evaluative). 2.emphasize questioning models to promote higherorder thinking skills based on Bloom’s Taxonomy. N

Houghton Kindergarten(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%A Adequate80%M Minimal60%N NonexistentLess than 60%IAD. LIFE SKILLS1.address life skills (e.g., reading road maps, usingreference tools, researching, reading a newspaper,using want ads, completing an application, applyingthe interview process and goal setting). 2.address habits of mind activities (e.g., literacy skills,interpersonal communications, problem solving andself-directional skills). E. CLASSROOM MANAGEMENT1.include opportunities for large group, small groupand independent learning.2.provide classroom management suggestions. F. INSTRUCTIONAL MATERIALS1.address varied learning styles and multipleintelligences of students including models forinsightful decision-making by the instructor.2.provide extensive and varied opportunities topractice skills.provide intervention, practice and enrichmentmaterials.3.4.provide exemplars of narrative, descriptive andexpository writing types.5.provide exemplars of editing/revision for writing.6.provide leveled texts to allow students to readindependently (grades K-4) or include a Handbookof English Language Arts, which will include anextensive glossary of literary and grammaticalterminology as well as background on authors(grades 5-12).7.include teacher and student study guides for literaryworks.8.continue skill or strategy instruction across severalinstructional sessions to expand the applicability andutility of the skill or strategy. MN

Houghton Kindergarten(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%9.A Adequate80%M Minimal60%N NonexistentLess than 60%connect previously taught skills and strategies withnew content and text.10. cumulatively build a repertoire of multiple strategiesthat are introduced, applied and integratedthroughout the course of study.IA H. ASSESSMENT1.provide assessment formats commensurate with WVassessment programs (WESTEST, NAEP, StateWriting Assessment, informal assessments, PLAN,EXPLORE, ACT and SAT).2.provide preparation for standardized tests.3.provide opportunities for assessment based onperformance-based measures, open-endedquestioning, portfolio evaluation, rubrics andmultimedia simulations.4.provide benchmark and ongoing progressmonitoring. MN

Houghton KindergartenREADING/LITERATURESPECIFIC CRITERIA FOR CONTENT AND SKILLSKINDERGARTENKindergarten instructional materials will provide a comprehensive program targeting scientifically-basedreading research strategies to teach the five components of reading with an emphasis on phonemic awareness andphonics and also inclusive of vocabulary, fluency, comprehension and written application. Students will learn,practice and apply strategies focusing on preparing literate, independent and self-motivated readers. Students willbe engaged in activities to master essential reading components. The core reading program will provide ampleopportunities for spiraling and differentiating instruction. The core program will provide opportunities for reading,writing, listening, speaking and viewing. West Virginia teachers are responsible for analyzing the benefits oftechnology for learning and for integrating technology appropriately in the students’ learning environment.(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%A Adequate80%M Minimal60%N NonexistentLess than 60%IAMNFor student mastery of content standards and objectives the instructional materials willA.B.PHONEMIC AWARENESS: presenting and explicitly teaching the soundstructure of language following a phonemic awareness hierarchy (easy todifficult) 1.provide activities and word lists to segmentphonemes - /c/ /a/ /t/.2.include activities to identify syllables in words.3.incorporate rhymes and opportunities to identify andreproduce rhymes.4.provide opportunities to manipulate onset and rime. 5.apply phoneme knowledge to blend a word. 6.use a strategy to isolate and identify sounds(beginning, middle, end).7.include familiar stories, poems, nursery rhymes,songs and stories with repeated patterns. PHONICS: understanding the relationship between sounds and letters1.introduce letters (capital and lowercase) and soundsin a developmentally appropriate, logical sequence.

Houghton Kindergarten(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%A Adequate80%M Minimal60%N NonexistentLess than 60%2.model and explicitly teach beginning consonantsounds.3.provide guided practice in the use of short and longvowels with one or more short vowels introducedearly in the sequence.4.incorporate and review letters and sounds to formword patterns (CVC).5.provide explicit strategies and multiple opportunitiesfor blending words.6.introduce high frequency words, regular andirregular (e.g. color words, number words, positionalwords, high frequency words).IAM N

Houghton KindergartenC.D.VOCABULARY: using words to communicate effectivelyprovide direct instruction of specific concepts andvocabulary.2.provide repeated and multiple exposures to criticaland diverse vocabulary. 3.provide activities to explore story vocabulary (e.g.webbing, graphic organizers). 4.integrate words into sentences and ask students totell the meaning of the word in the sentence and touse it in a variety of contexts.5.review previously introduced words cumulatively. COMPREHENSION: listening to stories, answering questions, sequencingevents, learning new vocabulary and retelling information heard1.model and provide extensive guided practice throughcontinual review of critical comprehension strategiesi.e., (Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT 1. characterssettingsequencepredictingretellingmain ideapicture details(IMR Committee) ResponsesI In-depth80%2.A Adequate80%M Minimal60%N NonexistentLess than 60%Iprovide experiences to master concepts about printi.e., letterswordsleft to righttop to bottomone-to-one matchfront and back of the booktitletitle pageauthor/illustratoruse of capital letters AMN

Houghton Kindergarten3.guide students to establish a purpose for reading andto identify the author’s purpose i.e., to persuade for pleasureE.4.include a wide variety of genres.5.insert questions at strategic levels to guidecomprehension. FLUENCY: identifying letters, sounds and words quickly and accurately1.provide numerous activities to create automaticity ofletters and sounds. 2.include additional library and reference materials forindependent reading and viewing. 3.introduce oral activities to develop prosody.

Houghton Kindergarten(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%F.A Adequate80%M Minimal60%N NonexistentLess than 60%IAMNWRITTEN APPLICATION: responding in written form to information heardor read1.provide activities for letter and sound dictation.2.provide activities for labeling.3.identify punctuation marks as an aide tounderstanding a story.4.provide suggestions for student response to storiesthrough drawing, pictures, graphic organizers, andjournal entries.5.provide lessons for modeled writing (e.g., word lists,story dictation, vocabulary, and retelling).

Macmillan McGraw Hill KindergartenINSTRUCTIONAL MATERIALS ADOPTIONPUBLISHER:SUBJECT:SPECIFIC GRADE:COURSE:TITLE:COPYRIGHT DATE:SE ISBN:TE ISBN:Macmillan McGraw HillEnglish Language Arts K-12 Reading and Literature0English Language Arts 92113-X 188-1/002-192189-XGENERIC EVALUATION CRITERIAGROUP VI – 2007 TO 2013Reading/Literature K-12Yes R-E-S-P-O-N-S-ENoN/ACRITERIAI. INTER-ETHNICThe instructional material meets the requirements ofinter-ethnic: concepts, content and illustrations, asset by West Virginia Board of Education Policy(Adopted December 1970).II. EQUAL OPPORTUNITYThe instructional material meets the requirements ofequal opportunity: concept, content, illustration,heritage, roles contributions, experiences andachievements of males and females in American andother cultures, as set by West Virginia Board ofEducation Policy (Adopted May 1975).NOTES

Macmillan McGraw Hill KindergartenGROUP VI – 2007 TO 2013Reading/Literature, K-12(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%A Adequate80%M Minimal60%N NonexistentLess than 60%IAMNIn addition to alignment of Content Standards and Objectives (CSOs) materials must also clearly connect toLearning for the 21st Century which includes opportunities for students to developA. Learning Skills Thinking and Problem-Solving Skills. Information and Communication Skills. Interpersonal and Self-Direction Skills and use these 21 Century ToolsB. 21st Century Tools Problem-solving tools (such as spreadsheets,decision support, design tools) Communication, information processing andresearch tools (such as word processing,e-mail, groupware, presentation, Web development,Internet search tools) Personal development and productivity tools (such ae-learning, time management/calendar, collaborationtools)

Macmillan McGraw Hill KindergartenINSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIAThe general evaluation criteria apply to each grade level and are to be evaluated for each grade level unlessotherwise specified. These criteria consist of information critical to the development of reading/literature at allgrade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combinedgeneral and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.GROUP VI – 2007 TO 2013Reading/Literature, K-12(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%A Adequate80%M Minimal60%N NonexistentLess than 60%IAMFor student mastery of content standards and objectives the instructional materials willA. MULTIMEDIA 1.offer appropriate multimedia (e.g., software, audio,visual, internet access) materials.2.provide a website which provides links to relevantsites as well as lesson plans, student activities andparent resources. 3.integrate technology into the curriculum. B. SCIENTIFICALLY-BASED READING RESEARCH STRATEGIESC.1.provide explicit instructional strategies to presentvaried teaching models including but not limited to:webbing, mapping, Venn diagrams and invertedpyramids.2.promote independent reading skills and studytechniques (e.g., DRTA, SQ3R, ReQuest, FeatureAnalysis, QAR).3.present varied teaching models. CRITICAL THINKING1.emphasize questioning models to promote higherorder thinking skills in all levels of comprehension(literal, interpretive, critical/evaluative).2.emphasize questioning models to promote higherorder thinking skills based on Bloom’s Taxonomy. N

Macmillan McGraw Hill Kindergarten(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%A Adequate80%M Minimal60%N NonexistentLess than 60%IAD. LIFE SKILLS1.address life skills (e.g., reading road maps, usingreference tools, researching, reading a newspaper,using want ads, completing an application, applyingthe interview process and goal setting). 2.address habits of mind activities (e.g., literacy skills,interpersonal communications, problem solving andself-directional skills). E. CLASSROOM MANAGEMENT1.include opportunities for large group, small groupand independent learning.2.provide classroom management suggestions. F. INSTRUCTIONAL MATERIALS1.address varied learning styles and multipleintelligences of students including models forinsightful decision-making by the instructor.2.provide extensive and varied opportunities topractice skills.provide intervention, practice and enrichmentmaterials.3.4.provide exemplars of narrative, descriptive andexpository writing types.5.provide exemplars of editing/revision for writing.6.provide leveled texts to allow students to readindependently (grades K-4) or include a Handbookof English Language Arts, which will include anextensive glossary of literary and grammaticalterminology as well as background on authors(grades 5-12). 7.include teacher and student study guides for literaryworks. 8.continue skill or strategy instruction across severalinstructional sessions to expand the applicability andutility of the skill or strategy. MN

Macmillan McGraw Hill Kindergarten(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%9.A Adequate80%M Minimal60%N NonexistentLess than 60%connect previously taught skills and strategies withnew content and text.10. cumulatively build a repertoire of multiple strategiesthat are introduced, applied and integratedthroughout the course of study.I H. ASSESSMENT1.provide assessment formats commensurate with WVassessment programs (WESTEST, NAEP, StateWriting Assessment, informal assessments, PLAN,EXPLORE, ACT and SAT).2.provide preparation for standardized tests.3.provide opportunities for assessment based onperformance-based measures, open-endedquestioning, portfolio evaluation, rubrics andmultimedia simulations.4.provide benchmark and ongoing progressmonitoring. AMN

Macmillan McGraw Hill KindergartenREADING/LITERATURESPECIFIC CRITERIA FOR CONTENT AND SKILLSKINDERGARTENKindergarten instructional materials will provide a comprehensive program targeting scientifically-basedreading research strategies to teach the five components of reading with an emphasis on phonemic awareness andphonics and also inclusive of vocabulary, fluency, comprehension and written application. Students will learn,practice and apply strategies focusing on preparing literate, independent and self-motivated readers. Students willbe engaged in activities to master essential reading components. The core reading program will provide ampleopportunities for spiraling and differentiating instruction. The core program will provide opportunities for reading,writing, listening, speaking and viewing. West Virginia teachers are responsible for analyzing the benefits oftechnology for learning and for integrating technology appropriately in the students’ learning environment.(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%A Adequate80%M Minimal60%N NonexistentLess than 60%IAMNFor student mastery of content standards and objectives the instructional materials willA.B.PHONEMIC AWARENESS: presenting and explicitly teaching the soundstructure of language following a phonemic awareness hierarchy (easy todifficult)1.provide activities and word lists to segmentphonemes - /c/ /a/ /t/.2.include activities to identify syllables in words.3.incorporate rhymes and opportunities to identify andreproduce rhymes

4. incorporate and review letters and sounds to form word patterns (CVC). 5. provide explicit strategies and multiple opportunities for blending words. 6. introduce high frequency words, regular and irregular (e.g. color words, number words, positional words, high frequency words). Harcourt Kindergarten