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
Program 4: Intensive Intervention Program in
Reading/Language Arts
Publisher: Sopris West Educational Services
Title of Program: Language! The Comprehensive Literacy Curriculum, 4th Edition
Grade Level: 4-8
Program Summary:
Language! The Comprehensive Literacy Curriculum, 4th Edition (Program 4) includes:
There are 6 books in the program (Bk A-F), Student Text Book (ST), Sortegories Interactive
CD (SI CD), Teachers Edition (TE) Volume 1 (V1) and Volume 2 (V2), Interactive Text
Book (IT), Words for Teachers CD (WT CD), Teacher Resource Guide (TRG), Interactive
Planning Tools CD (IPT), eReader CD (eR CD), Student Assessment: Content Mastery
(CM), Student Summative Assessment (SA), Homework (Hw), Assessment – Teacher
Edition (TEA), eReader using Kurzwiel 3000 CD (eRK CD), Placement Teacher Edition
(TEP).
Recommendation:
The program is recommended for adoption because it aligns with the required English-
Language Arts Content Standards as identified in Appendix 9-A, Matrix 1, and meets 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
The program meets all of the criteria in the program description specific to Program 4:
Intensive Intervention Program in Reading/Language Arts, Grades Four Through Eight.
Citations:
Criterion #42: Bk A-F TE pp. F1-F38.
Criterion #43: TRG pp. 125, 148-149, 267-292; Bk A-F TE pp. F27, F36.
Criterion #44: Bk A-F TEA p. 8.
Criterion # 45: Bk A-F TE pp. F8-F9; Bk A TE pp. 2-9; TRG pp. 6-45.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content Standards
The program supports comprehensive teaching of the required English-Language Arts
Content Standards identified in Appendix 9-A, Matrix 1, and is designed to accelerate the
progress of students in reading/language arts.
Created by the CA Department of Education on 9/2/2009 1
Citations:
Criterion #1: Some Exemplars of Standards: Grade 1 (Word Analysis,
Fluency, and Systematic Vocabulary Development 1.3), Bk B TE V1 pp. 166,
184, 258, 391; (Literary Response and Analysis 3.1), Bk D TE V1 pp. 82-85;
(Writing Strategies 1.2), Bk B TE V1 p. 82; (Written and Oral English
Language Conventions 1.1), Bk A TE V1 pp. 21-22, 90; Bk F TE V2 pp. 715-
716.; (Reading Comprehension 2.2), Bk F ST p. H108. Grade 2 (Writing
Applications 2.2), Bk C TE V2 pp. 488-490; Bk C ST p. H104. Grade 3
(Reading Comprehension 2.1), Bk B TE V1 pp. 50-51; Bk B TE V2 pp. 494,
714; Bk B ST p. H69; Bk C TE V1 p. 278. Grade 4 (Written and Oral English
Language Conventions 1.1), Bk A TE V1 pp. 210-211; Bk A ST pp. H40-H45;
Bk A IT p. 61; Bk E TE V1 p. 56; Bk E ST pp. H73-H81. Grade 5 (Writing
Applications 2.4), Bk E TE V2 pp. 689-690; (Listening and Speaking 1.3), Bk
D TE V2 pp. 754-756; (Writing Strategies 1.2), Bk E TE V1 pp. 207-209; Bk E
TE V2 pp. 622-623; Bk B ST pp. H88-H89. Grade 6 (Literary Response and
Analysis 3.1), Bk E IT p. 40; Bk E ST p. H90; Bk F TE V1 pp. 215-217.
Criterion #4: TRG pp. 47-84.
Criterion #40: Bk E TE V2 pp. 649-650.
Criteria Category 2: Program Organization
The program sequence and instructional design provide structure for what students should
learn and allow teachers to instruct reading/language arts efficiently and effectively.
Citations:
Criterion #2: Bk A-F all components; TRG pp. 118, 138, 162, 183, 215, 250.
Criterion #5: Bk B TE V1 pp. 51-52; Bk B IT p. 20.
Criterion #7: Bk A TE V1 pp. 37, 278, 544; Bk B TE V1 pp. 26, 327, 352; Bk
C TE V1 pp. 116, 162, 320, 466.
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring, and interpretation
of assessment using progress monitoring, summative, and diagnostic screening
assessments.
Citations:
Criterion #1: Bk A-F TEA pp. 5-25.
Criterion #2a: TRG pp. 153, 176, 197, 229, 268, 286; Bk A-F TEA pp. 28-36.
Criterion #2b: Bk A-F TEA pp. 37-56.
Criterion #2c: Bk A-F TEA pp. 19-21.
Criterion #3: Bk A-F TEA pp. 8, 25; Placement TE.
Created by the CA Department of Education on 9/2/2009 2
Criteria Category 4: Universal Access
The program ensures 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: Bk D IT pp.182-183, 208-210, C24-C29; Bk F ST pp. 3-236.
Criterion #1a: Bk D IT pp. C4-C16, C17-C23.
Criterion #1b: Bk A-F Differentiated Instruction Icons.
Criterion #1d: TRG pp. 125, 148, 170, 201, 239, 260.
Criterion #1h: Bk D IT pp. 275, 278.
Criterion #2: Bk E ST pp. 68-75; Bk F ST pp. 32-34.
Criterion #3: TRG pp. 279-292.
Criteria Category 5: Instructional Planning and Support
The program provides support for teachers when planning instruction and implementing the
program.
Citations:
Criterion #1: TRG pp. 47-84.
Criterion #3: Bk A-F TE V1, V2 pp. F1-F50; TRG pp. 87-88.
Criterion #18: Bk A-F TEA pp. 33, 113-115.
Criterion #19: Bk A-F TE V1 pp. F36-F37.
Criterion #32: TRG pp. 437-453.
Edits and Corrections:
The following edits and corrections must be made as a condition for adoption:
1. 440: Bk B ST p. H28: “We aren‟t supposed to say or write it.” (In the reference to
“ain‟t”) Should say: “In academic English, we don‟t say or write „ain‟t.‟”
2. 1500: TRG p. 76: Table for Signal Words and How to Answer. “When” says “A
reason or explanation.” Should say “A specific time, date, or event.”
3. 1500: TRG p. 76: Table for Signal Words and How to Answer. “Why” says “A
specific time, date, or event.” Should say: “A reason or explanation.”
4. Include a listing of the Non-fiction Book Bag titles using the format of the book list for
Independent Reading, TRG p. 437.
7/30/08
Created by the CA Department of Education on 9/2/2009 3