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Only supports for students with foundational skill gaps are to listen to text 

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Only supports for students with foundational skill gaps are to listen to text 

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Flexibility in implementation (e.g. how many development units) could allow for different pacing to support more foundational work

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Flexibility in implementation (e.g. how many development units) could allow for different pacing to support more foundational work

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6 activities in one lesson could be daunting and overwhelming for students who struggle with producing work.

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Foundation unit is marketed as a way to gauge student reading/writing levels but there does not seem to be any concrete way to assess that.

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Units broken up into foundation, development, application.

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There are a lot of moving parts to this curriculum. I am curious on what the time frame for each unit is start to finish.

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Students will need time to practice using provided tools.

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Many types of different graphic organizers (tools) i.e. evaluating ideas tool, culminating task tracker, research note taking tool.

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reference guides for students to review previously learned concepts and vocab

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a lot of information on supports feels vague rather than concrete

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a lot of information on supports feels vague rather than concrete

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For example:  "In addition to or instead of using the John 3 or Matthew 1 examples, you might have students share a similar story from their culture or religion."

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similar scaffolds & supports in all units (and across grade levels); build understanding of how to use 

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similar scaffolds & supports in all units (and across grade levels); build understanding of how to use 

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oraganized around text sets, which helps with comprehension & knowledge buidling

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oraganized around text sets, which helps with comprehension & knowledge buidling

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Teaching notes provide options and strategies around support & differentiation

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Teaching notes provide options and strategies around support & differentiation