Kindergarten - Gateway 2
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Usability
Gateway 2 - | |
|---|---|
Criterion 2.1: Guidance for Implementation | 0 / 14 |
Criterion 2.2: Student Supports | 0 / 4 |
Criterion 2.3: Intentional Design |
Criterion 2.1: Guidance for Implementation
Materials are accompanied by information that provides the teacher with guidance for implementation of daily lessons and information to enhance teacher knowledge of foundational skills.
Indicator 2a
Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students' literacy development.
Indicator 2b
Materials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.
Indicator 2c
Foundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.
Indicator 2d
Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessments and assessment materials clearly denote which standards are being emphasized.
Indicator 2e
Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the foundational skills program and suggestions for how they can help support student progress and achievement.
Criterion 2.2: Student Supports
The program includes materials designed for each child’s regular and active participation in grade-level/grade-band/series content.
Indicator 2f
Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards to regularly participate in learning English language arts and literacy.
Indicator 2g
Materials provide strategies and supports for students in special populations to work with grade-level content and to meet or exceed grade-level standards that will support their regular and active participation in learning English language arts and literacy.
Indicator 2h
Materials provide a balance of images or information about people, representing various demographic and physical characteristics.
Indicator 2i
Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.
Criterion 2.3: Intentional Design
The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.
Indicator 2j
Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic software in ways that engage students in the grade-level/series standards, when applicable.
Indicator 2k
The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
Indicator 2l
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.