Specifications include, but are not limited to: A. Include Lexile® Framework measures for Reading/English with Lexile measures a. reportable at the student and classroom levels; and b. available to parents/guardians, current grade-level teacher, and next grade-level teacher (Respondents should submit Lexile instructional resource (text) measures regarding the reading comprehension levels of Instructional Materials as part of the response). B. Be grounded in complex texts, both informational and literary, that are diverse in terms of perspective, topic, genre, and time period. C. Include close reading passages and integrate challenging text-specific questions that support students’ deep analysis through evidence-based writing and discussion. D. Include reading strategies to support comprehension and provide opportunities for students to build knowledge, insight, and central ideas through close reading of specific texts. E. Provide opportunities for regular independent reading of texts that appeal to students’ interests while developing both knowledge base and joy for reading. F. Include qualitative and quantitative measures for all texts. G. Provide a systematic approach to academic language acquisition and vocabulary prevalent in complex texts through reading, writing, speaking, and listening. H. Emphasize writing instruction for the three types of writing: argument, informative/explanatory, and narrative, as specified in the State Standards. a. Provide frequent opportunities for students to write in response to text. b. Support both process-writing and on-demand writing. c. Support critical and creative thinking, including opportunities for inductive reasoning. I. Include assessments, available digitally, that regularly and systematically offer assessment opportunities that are interactive and engaging and measure progress on reading comprehension and analysis as well as writing skills using materials and experiences outlined above.
