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Benchmark Education Company

Building literacy and language for life.

Benchmark Education Company (BEC) is a leading publisher of high quality core, supplemental, and intervention literacy and language resources in English and Spanish, aligned to the Science of Reading and Structured Literacy. EdReports has rated Benchmark Advance ©2022 K–5 “green” in all three Gateways: Text Quality, Building Knowledge, and Usability. BEC is also a provider of exceptional professional development to educators that ensures fidelity of implementation. BEC offers rigorous and engaging digital, print, and hybrid learning materials in effective and research-validated programs that support and empower each unique learner to grow and achieve.

  • Kindergarten
  • Grade 1
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5

BENCHMARK ADVANCE 2022  -“All-Green” in All Gateways for Grades K–5 Using EdReports’ Newest v1.5 Review Tools

Curriculum Design

Overall design and approach to our curriculum

Benchmark Advance ©2022 is a K-5 comprehensive, content-based literacy program that is rooted in and responsive to the Science of Reading and Structured Literacy.

* For more information on Benchmark Advance 2022 Science of Reading and Structured Literacy see links below:

SoR-BenchmarkAdvance2022.pdf

BA2.5_StructuredLiteracy_B8541.pdf

The program has a K-5 vertical alignment of 10 knowledge-building units per grade level. Each unit provides three weeks of explicit literacy instruction with an integration of science, social studies, and literary knowledge strands with a 50/50 balance of informational and literary texts.

Instruction is explicit, systematic, multimodal, and cumulative as well as diagnostic and responsive and follows a sequential and systematic research-based scope and sequence developed under the leadership of phonics expert and author Wiley Blevins. This scope and sequence and the instruction provided moves students through a systematic progression of skills from simple to complex with spiral and cumulative review-built in. All lessons in grades K-5 follow a consistent gradual release of responsibility instructional routine which includes modeling of new skills, guided practice, and independent practice.

To view the virtual sampler click here.

Evidence-based practices or research that guided the development of our curriculum

Benchmark Advance ©2022 is a comprehensive, content-based literacy program aligned with the teaching and learning of essential early literacy skills (phonological and phonemic awareness, oral language, phonics, fluency, comprehension, and vocabulary). Research-based best practices are incorporated throughout the program to support high literacy expectations and achievement for all students.

Benchmark Advance ©2022 provides a cohesive instructional framework that reflects the two sets of competencies from the Science of Reading research: Foundational Reading-Skill Competencies and Knowledge-Based Competencies. The Foundational Reading-Skill Competencies (phonological and phonemic awareness, phonics and word study, fluency, and high-frequency words) are taught through Phonics and Word Study lessons and has been aligned to LETRS lesson template and LETRS scope and sequence. The Knowledge-Based Competencies (vocabulary, language, comprehension, and background knowledge) identified in the Science of Reading research are embedded and integrated throughout the program starting with the program’s structure. The program has a K-5 vertical alignment of 10 knowledge-building units per grade level.

Components included in our curriculum by grade level

The following codes are used to identify the priorities. If a component is not included in a particular grade-level, N/A will be displayed in that cell.

Grade Oral Language Phonemic Awareness Phonics Fluency Vocabulary Comprehension
K C C, T C, T C, T C C
1 C C, T C, T C, T C C
2 C C, T C, T C, T C C, T
3 C C, T C, T C, T C C, T
4 C C, T C, T C, T C C, T
5 C C, T C, T C, T C C, T
  • C = Core Universal Component
  • T = Targeted Support/Intervention for some students
  • I = Intensive Support/Intervention for few students
  • X = Not addressed

Unaddressed components in our curriculum for any given grade-level and supplements to meet the DDOE definition of K-3 HQIM

Benchmark Advance ©2022 provides a high-quality language arts program for K-5 that is standards-aligned and reflects the latest Science of Reading research. The rich variety of texts celebrates the diversity and complexity of our world, while reflecting the experiences of students who see their lives reflected in the words, images, and stories presented in the program and in our parallel Spanish language arts program Benchmark Adelante.

Students build a strong foundation for success while gaining knowledge purposefully through listening, speaking, reading, and writing. Teachers have all the resources and embedded support necessary to address the diverse needs of their students. Benchmark Advance ©2022 provides explicit and systematic daily instruction with meaningful application and practice through:

  • Purposeful Scope & Sequence: A clearly defined K-5 progression facilitates efficient mastery and transfer.
  • Explicit Teacher Modeling: Targeted and explicit modeling is provided for the teacher, including corrective feedback.
  • Guided Practice with Spiral Review: Students put learning into practice immediately, with 4-6 weeks of formal review for newly introduced skills.
  • Daily Application of Decoding and Encoding: At least 50% of time is spent in application, where learning sticks and students show what they know.
  • Embedded Multimodal/Multisensory Learning: Supports learning through senses beyond hearing and sight, helping students with conditions such as dyslexia.

Benchmark Advance Program Overview

Benchmark Advance Phonics Brochure

How our curriculum is aligned to the science of reading

Each grade level contains an explanation of each component. If a component is not included in a particular grade-level, “N/A” will be displayed.

Component Description of Curriculum Alignment
Oral Language As students read, they engage in constructive conversations where they speak and listen, as they reflect, share, and collaborate about their learning. These conversations support reading comprehension, but also provide an oral rehearsal which supports students as they respond to text-dependent questions about the text in writing.
Phonemic Awareness The scope and sequence and the instruction provided moves students through a systematic progression of skills (easier to more difficult) with spiral and cumulative review. Modeling, practice, and review include all essential larger units of Phonological/Phonemic awareness skills. Instruction includes tasks that develop rhyme/alliteration and advanced manipulation of phonemes.
Phonics The research-based scope and sequence and the instruction provided moves students through a systematic progression of skills moving from simple to more complex with built-in spiral and cumulative review.

Instruction provides explicit word analysis strategies that include phoneme/ grapheme recognition, syllabication, and morpheme analysis.
Fluency In grade K, Benchmark Advance ©2022 includes  opportunities for students to practice reading word lists, and decodable texts to build fluency. This includes practicing words in isolation as well as reading decodable and/or connected text for the purpose of providing practice of specific decoding skills to develop fluency.
Vocabulary Explicit instruction in vocabulary is provided at the beginning of each First Reading Lesson. All words come directly from the complex text students are listening to in Grade K. In addition, the Vocabulary Development resource for each unit summarizes the Academic and Domain-Specific Vocabulary students will learn in the unit.
Comprehension The foundation for comprehension is built through rich read-aloud whole group experiences using Anchor Texts, Mentor Read Alouds, and Shared Reading resources, including the Read-Aloud Handbook. The interactive read-aloud and accompanying activities  allow teachers to model and students to practice metacognitive strategies to develop their comprehension.

Component Description of Curriculum Alignment
Oral Language As students read, they engage in constructive conversations where they speak and listen, as they reflect, share, and collaborate about their learning. These conversations support reading comprehension, but also provide an oral rehearsal which supports students as they respond to text-dependent questions about the text in writing.
Phonemic Awareness The scope and sequence and the instruction provided moves students through a systematic progression of skills (easier to more difficult) with spiral and cumulative review. Modeling, practice, and review include all essential larger units of Phonological/Phonemic awareness skills. Instruction includes tasks that develop rhyme/alliteration and advanced manipulation of phonemes.
Phonics The research-based scope and sequence and the instruction provided moves students through a systematic progression of skills moving from simple to more complex with built-in spiral and cumulative review. Instruction provides explicit word analysis strategies that include phoneme/grapheme recognition, syllabication, and morpheme analysis.
Fluency Benchmark Advance ©2022 provides systematic/explicit instruction to build reading fluency by focusing on accuracy and automaticity. Sentence and passage reading is introduced after students demonstrate accuracy and automaticity reading many regular/ irregular words. Students practice decoding words in isolation first, followed by phrases, sentences, and passages as students demonstrate readiness.
Vocabulary Explicit instruction in vocabulary is provided at the beginning of each First Reading Lesson. All words come directly from the complex text students are listening to in Grade 1. In addition, the Vocabulary Development resource for each unit summarizes the Academic and Domain-Specific Vocabulary students will learn in the unit.
Comprehension The foundation for Reading comprehension is built through rich read aloud whole group experiences using Anchor Texts, Mentor Read Alouds, and Shared Reading resources, including the Read-Aloud Handbook. The interactive read-aloud and accompanying activities allow teachers to model and students to practice metacognitive strategies to develop their comprehension

Component Description of Curriculum Alignment
Oral Language As students read, they engage in constructive conversations where they speak and listen, as they reflect, share, and collaborate about their learning. These conversations support reading comprehension, but also provide an oral rehearsal which supports students as they respond to text-dependent questions about the text in writing.
Phonemic Awareness During explicit and systematic instruction, lessons start by building phonemic awareness in every five-day lesson cycle using a gradual- release design that follows the research-based scope and sequence. Lessons introduce the target skill with explicit teacher modeling and immediate student practice. Phonemic awareness practice is integrated into blending activities.
Phonics The program provides a detailed scope and sequence of phonics patterns moving from simple word types, lengths, and complexities to more complex words, syllable types, and multisyllabic words.  Grade 2 has an increased focus on transitioning students to read longer, more complex multisyllabic words.
Fluency Fluency is practiced in phonics lessons each week using controlled text, including opportunities for repeated practice using the Word Study Resources that build automaticity, accuracy, and prosody. All phonics and reading lessons follow a gradual release of responsibility to support student practice with feedback before students read independently.
Vocabulary Explicit instruction in vocabulary is provided at the beginning of each First Reading Lesson. All words come directly from the complex text students are listening to and reading. Text based tasks require students to discuss and write about the topic and use the vocabulary and language learned.
Comprehension The foundation for Reading comprehension is built through rich read aloud whole group experiences using Anchor Texts, And Mentor Read Alouds, resources, including the Read-Aloud Handbook. The interactive read-aloud and accompanying activities allow teachers to model and students to practice metacognitive strategies to develop their comprehension

Component Description of Curriculum Alignment
Oral Language As students read, they engage in constructive conversations where they speak and listen, as they reflect, share, and collaborate about their learning. These conversations support reading comprehension, but also provide an oral rehearsal which supports students as they respond to text-dependent questions about the text in writing.
Phonemic Awareness In grade 3, program materials provide explicit and systematic instruction and diagnostic support in phonemic awareness for students who require this added support.  Phonemic awareness skills are spiraled into instruction using a scope and sequence developed by author Wiley Blevins.
Phonics The program provides a detailed scope and sequence of phonics patterns moving from simple word types, lengths, and complexities to more complex words, syllable types, and multisyllabic words.  Foundational skill instruction shifts to Word Study. Instruction includes decoding multi-syllabic words, teaching prefixes/ suffixes, Greek/Latin root words, 6-syllable types, and morphology.
Fluency Fluency is practiced in phonics lessons each week using controlled text, including opportunities for repeated practice using the Word Study Resources that build automaticity, accuracy, and prosody. All phonics and reading lessons follow a gradual release of responsibility to support student practice with feedback before students read independently.
Vocabulary Explicit instruction in vocabulary is provided at the beginning of each First Reading Lesson. All words come directly from the complex text students are listening to and reading. Text based tasks require students to discuss and write about the topic and use the vocabulary and language learned.
Comprehension The foundation for Reading comprehension is built through rich read aloud whole group experiences using Anchor Texts, and Mentor Read Alouds, resources, including the Read-Aloud Handbook. The interactive read-aloud and accompanying activities allow teachers to model and students to practice metacognitive strategies to develop their comprehension.

Component Description of Curriculum Alignment
Oral Language As students read, they engage in constructive conversations where they speak and listen, as they reflect, share, and collaborate about their learning. These conversations support reading comprehension, but also provide an oral rehearsal which supports students as they respond to text-dependent questions about the text in writing.
Phonemic Awareness In grade 4, program materials provide explicit and systematic instruction and diagnostic support in phonemic awareness for students who require this added support.  Phonemic awareness skills are spiraled into instruction using a scope and sequence developed by author Wiley Blevins.
Phonics The program provides a detailed scope and sequence of phonics patterns moving from simple word types, lengths, and complexities to more complex words, syllable types, and multisyllabic words.  Foundational skill instruction shifts to Word Study. Instruction includes decoding multi-syllabic words, teaching prefixes/ suffixes, Greek/Latin root words, 6-syllable types, and morphology.
Fluency Fluency is practiced in phonics lessons each week using controlled text, including opportunities for repeated practice using the Word Study Resources that build automaticity, accuracy, and prosody. All phonics and reading lessons follow a gradual release of responsibility to support student practice with feedback before students read independently.
Vocabulary Explicit instruction in vocabulary is provided at the beginning of each First Reading Lesson. All words come directly from the complex text students are listening to and reading. Text based tasks require students to discuss and write about the topic and use the vocabulary and language learned.
Comprehension The foundation for Reading comprehension is built through rich read aloud whole group experiences using Anchor Texts, and Mentor Read Alouds, resources, including the Read-Aloud Handbook. The interactive read-aloud and accompanying activities allow teachers to model and students to practice metacognitive strategies to develop their comprehension.

Component Description of Curriculum Alignment
Oral Language As students read, they engage in constructive conversations where they speak and listen, to reflect, share, and collaborate about their learning. These conversations support reading comprehension, but also provide an oral rehearsal which supports students as they respond to text-dependent questions about the text in writing.
Phonemic Awareness In grade 5, program materials provide explicit and systematic instruction and diagnostic support in phonemic awareness for students who require this added support.  Phonemic awareness skills are spiraled into instruction using a scope and sequence developed by author Wiley Blevins.
Phonics The program provides a detailed scope and sequence of phonics patterns moving from simple word types, lengths, and complexities to more complex words, syllable types, and multisyllabic words.  Foundational skill instruction shifts to Word Study. Instruction includes decoding multi-syllabic words, teaching prefixes/ suffixes, Greek/Latin root words, 6-syllable types, and morphology.
Fluency Fluency is practiced in phonics lessons each week using controlled text, including opportunities for repeated practice using the Word Study Resources that build automaticity, accuracy, and prosody. All phonics and reading lessons follow a gradual release of responsibility to support student practice with feedback before students read independently.
Vocabulary Explicit instruction in vocabulary is provided at the beginning of each First Reading Lesson. All words come directly from the complex text students are listening to and reading. Text based tasks require students to discuss and write about the topic and use the vocabulary and language learned.
Comprehension The foundation for Reading comprehension is built through rich read aloud whole group experiences using Anchor Texts, and Mentor Read Alouds, resources, including the Read-Aloud Handbook. The interactive read-aloud and accompanying activities allow teachers to model and students to practice metacognitive strategies to develop their comprehension.

How our curriculum aligns with the common core state standards and shifts

Benchmark Advance ©2022 is a K–5 core ELA program which provides a cohesive framework for the development of literacy skills and content knowledge. The program is aligned with the ELA Common Core State Standards. The Benchmark Advance ©2022 framework reflects scientific evidence (Science of Reading) about how children learn to read and expand their proficiency in the areas of phonological awareness, phonics and word study, fluency, vocabulary, and comprehension. Students build knowledge and vocabulary systematically through reading, writing, listening, and speaking as they use evidence to engage with informational and literary text.

Unit texts were intentionally selected to meet the “Range of Text Types for K–5” for Standard 10 in the Common Core ELA Standards. Core/anchor texts measure within or above the Common Core Range for all grade levels and have been analyzed/scored by MetaMetrics. All anchor texts reflect an appropriate level of complexity for each grade level.

Shift 1: Regular practice with complex texts and their academic language.

Benchmark Advance ©2022 provides a variety of increasingly complex texts for teachers to select, that support opportunities for students to practice academic language and comprehension strategies. Multiple reading experiences each week spiral students’ skills, build their academic language, and extend their content knowledge. 

Shift 2: Ground reading, writing, and speaking in evidence from text, both literary and informational.

During daily whole-group instruction, students engage in lessons that integrate reading, speaking, listening, and writing as they encounter grade-level complex texts. Lessons follow a model, guide, apply sequence as students respond to text-dependent and text-based questions from both literary and informational texts. Students dive deeply into these texts through multiple readings to find and apply evidence that supports their ideas.

Shift 3: Build Knowledge through content-rich nonfiction.

Each unit provides three weeks of explicit literacy instruction with an integration of science, social studies, and ELA knowledge strands including an approximate 50/50 balance of informational and literary texts at each grade level. Students discuss texts and write responses, using textual evidence to build knowledge.

How our curriculum support students’ achievement of grade-level content

Benchmark Advance ©2022 provides materials for students to have extensive opportunities to work with grade-level content. Instruction addresses the needs of all students including readers and writers who need support to meet grade-level expectations. Through systematic, evidence-based methods, differentiated and scaffolded instruction promotes access to grade level texts and grade level standards so students can achieve at the highest levels.

Benchmark Advance ©2022 includes a Routines Unit which provides equity as it is designed to ensure that all students have a common foundation to participate in instruction on grade-level standards.

Benchmark Advance ©2022 provides teacher guidance, including useful annotations, explicit lesson guidelines with suggested teacher language, and integrated support for differentiation throughout each Teacher’s Resource System. The program also includes a Program Support Guide and teacher guidance for ancillary materials in various forms to support effective planning and materials utilization for students’ literacy development.

Embedded supports included in the curriculum for students with diverse learning needs

Supports for diverse learners include teacher guidance and resources to foster students’ access to grade-level content, skills, strategies, and language acquisition. Embedded multisensory activities benefit all students but are especially powerful for students with dyslexia. Multisensory activities activate a  range of senses, such as tactile and kinesthetic.

Integrated English Language Development (iELD) offers 3-levels of support: Light, Moderate, and Substantial for each lesson that is linguistically/cognitively demanding. Flexible small-group instruction allows teachers to differentiate lessons for struggling, on-level, and above-level readers, ensuring that all students are challenged. Embedded in the Teacher’s Resource System is the Small-group Texts for Reteaching Strategies and Skills chart. This chart may be used to quickly identify additional texts to reinforce instruction, supplement student practice and ensure sustained students’ literacy growth. This resource can be used to address the needs of all diverse learners.

In addition to the embedded supports in Benchmark Advance ©2022, Benchmark Education Company has:

Steps to Advance Literacy Solutions a Tier 2 and Tier 3 program that is grounded in the Science of Reading can be purchased and combined with Benchmark Advance ©2022. Steps to Advance Literacy Solutions contains a carefully scaffolded instructional path with explicit and systematic literacy instruction, focusing on the language comprehension portion of Scarborough’s Reading Rope. The learner-centered instructional framework of Steps to Advance Literacy Solutions helps ensure that students of all abilities, including those who display characteristics of dyslexia, get the additional support they need as they encounter the challenges of on-grade-level text.

Express, a new English Language Development program for English Language Learners in Grades K–6, available for the 2023 school year. Express shares the vertical alignment and many of the unit texts with Benchmark Advance ©2022. The program also supports selected assessed comprehension skills from Benchmark Advance ©2022. Although aligned with Benchmark Advance ©2022 it may be used with other ELA core programs.

Curriculum Topics

Alignment of Curriculum to Curricular Aims as Outlined in Delaware Law

The study of Black History serves to educate students about how Black persons were treated throughout history.  Please describe how and to what degree your curriculum attends to the following curricular aims as outlined in Delaware law:

  • Examines the ramifications of prejudice, racism, and intolerance
  • Prepares students to be responsible citizens in a pluralistic democracy
  • Reaffirms the commitment of free peoples to the Thirteenth Amendment to the United States Constitution.

Minimum Requirements Included in Grade K-3 Curriculum

C=Core, S=Supplemental, I=Independent

Component Description of Curriculum Alignment
The history and culture of Black people prior to the African and Black Diaspora, including contributions to science, art, and literature. Students engage with texts that explore the history and culture of Black people before the African and Black Diaspora. Examples include, but are not limited to African Folktales such as: Why the Hippo Lives in the Water, C
The contributions of Black people to American life, history, literature, economy, politics, and culture. Students engage with texts that explore the contributions of Black people in American life, history, literature, economy, politics, and culture. Examples include, but are not limited to Tommy, C, Seasonal Adventures, C, People We Celebrate, C
Black figures in national history and in Delaware history. Students engage with texts that feature Black figures in national history. Examples include, but are not limited to People We Celebrate, C

Component Description of Curriculum Alignment
The history and culture of Black people prior to the African and Black Diaspora, including contributions to science, art, and literature. Students engage with texts that explore the history and culture of Black people before the African and Black Diaspora,  such as: Feathers Fall from Trees, C
The relationship between white supremacy, racism, and American slavery. Students engage with texts that explore the relationship between white supremacy, racism and slavery, such as:
Maria Stewart: Abolitionist Pioneer, C, Who Was Harriet Tubman? C.
How the tragedy of enslavement was perpetuated through segregation and federal, state, and local laws. Students engage with texts that explore how the tragedy of enslavement was perpetuated through local, state, and federal laws, such as: Mary McLeod Bethune: An Educator , C.
The contributions of Black people to American life, history, literature, economy, politics, and culture. Students engage with texts that explore the contributions of Black people in American life, history, literature, economy, politics, and culture, such as Safe to Go!, C, Statues and Monuments, C, Who Was Harriet Tubman? C, Mary McLeod Bethune: An Educator , C
Black figures in national history and in Delaware history. Students engage with texts that feature Black figures in national history. Such as Statues and Monuments, C, Who Was Harriet Tubman?,C, Mary McLeod Bethune: An Educator , C, Maria Stewart: Abolitionist Pioneer, C.

Component Description of Curriculum Alignment
The history and culture of Black people prior to the African and Black Diaspora, including contributions to science, art, and literature. Students engage with texts that explore the history and culture of Black people before the African and Black Diaspora, such as Why the Sky is Far Away, C, and Honorable Minu, S.
The relationship between white supremacy, racism, and American slavery. Students engage with texts that explore the relationship between white supremacy, racism and slavery, such as: Words LIke Freedom, C
The contributions of Black people to American life, history, literature, economy, politics, and culture. Students engage with texts that explore the contributions of Black people in American life, history, literature, economy, politics, and culture, such as: Two Famous Inventors, C, The Shopping List, S Baseball, C. The Job of the President of the USA, S. George Washington Carver, S
Black figures in national history and in Delaware history. Students engage with texts that feature Black figures in national history: Two Famous Inventors, C. Baseball, C, George Washington Carver, S, The Job of the President of the USA, S.

Component Description of Curriculum Alignment
The history and culture of Black people prior to the African and Black Diaspora, including contributions to science, art, and literature. Students read and discuss texts that explore the history and culture of Black people before the African and Black Diaspora, such as Brother Deer and Brother Snail Have a Race, C., Trickster and the Two Friends, C., The Meal and the Deal,  S 
The relationship between white supremacy, racism, and American slavery. Students engage with texts that explore the relationship between white supremacy, racism and slavery, such as: The Levi Coffin House, C. 
How the tragedy of enslavement was perpetuated through segregation and federal, state, and local laws. Students read and discuss texts that explore ways in which the tragedy of enslavement were perpetuated through segregation, and local, state, and federal laws, such as: Martin Luther King’s “I Have a Dream” Speech, C,  I Was There, S, Election Day, C, African-Americans and Women Get the Right to Vote, C, Fighters for Rights: Rosa Parks, C,  Lincoln Monument: Washington, C
The contributions of Black people to American life, history, literature, economy, politics, and culture. Students read and discuss texts that explore the contributions of Black people in American life, history, literature, economy, politics, and culture. such as: Growing Plants, S, The Ballad of John Henry, C,   Dr. Shirley Jackson’s Scientific Mind, C. Breakthrough Ideas, S, Paratou, the Umbrella, C, Tommy Thompson’s Talking Parrot, S, Bex Falcon, S, Home is Where the Art Is, S, My St. Augustine Journal, C, and City, C.
The socio-economic struggle Black people endured, and continue to endure, in working to achieve fair treatment in the United States; as well as the agency they employ in this work for equal treatment. Students read and discuss  texts that explore the struggle for equality Black people have endured, and their agency in the ongoing work for equal treatment, such as:  I Was There, S, .Two Famous Poems, C,  Fighters for Rights: Rosa Parks, C,  Martin Luther King’s “I Have a Dream” Speech, C, Making a Difference, S, African-Americans and Women Get the Right to Vote, C.
Black figures in national history and in Delaware history. Students read  and discuss texts that feature Black figures in national history, such as: I Was There, S, .Two Famous Poems, C,  Fighters for Rights: Rosa Parks, C,  Martin Luther King’s “I Have a Dream” Speech, C,.

Component Description of Curriculum Alignment
The history and culture of Black people prior to the African and Black Diaspora, including contributions to science, art, and literature. Students read and discuss texts that explore the history and culture of Black people before the African and Black Diaspora, such as: The Legend of the Flying Africans, C, and O Daedalus, Fly Away Home, C.
The significance of enslavement in the development of the American economy. Students engage with texts that recognize the significance of enslavement in the development of the American economy, such as They Were My People, C 
The relationship between white supremacy, racism, and American slavery. Students read and discuss texts that explore the relationship between white supremacy, racism, and American slavery, such as Finding Jacob, S. 
The central role racism played in the Civil War. Students engage with texts that recognize the central role enslavement played in the Civil War such as:  Finding Jacob, S
How the tragedy of enslavement was perpetuated through segregation and federal, state, and local laws. Students read and discuss texts that explore ways in which the tragedy of enslavement were perpetuated through segregation, and local, state, and federal laws, such as Finding Jacob, S
The contributions of Black people to American life, history, literature, economy, politics, and culture. Students read and discuss texts that explore the contributions of Black people in American life, history, literature, economy, politics and culture, such as: Starting Off  (from Mississippi Solo), C, Dorothy Meets Scarecrow (The Wiz) C, The Drum, C, The Girl Who Met the Greatest Lawman, S, The Only Kid on Mars, S, The Get-Together, C, Great Women of Science and Math, S, Humanity, C 
The socio-economic struggle Black people endured, and continue to endure, in working to achieve fair treatment in the United States; as well as the agency they employ in this work for equal treatment. Students read and discuss texts that explore the struggle for equality Black people have endured, and their agency in the ongoing work for equal treatment, such as:  The Drum, C,  O Daedalus, Fly Away Home C.
Black figures in national history and in Delaware history. Students read and discuss texts that feature Black figures in national history, such as: Time and Again: Exploring the United States, S, The Girl Who Met the Greatest Lawman, S, Great Women of Science and Math., S.

Component Description of Curriculum Alignment
The history and culture of Black people prior to the African and Black Diaspora, including contributions to science, art, and literature. In Grade 5, students read and discuss texts that explore the history and culture of Black people in Africa, but not prior to the Black diaspora.
The significance of enslavement in the development of the American economy. Students read and discuss texts that discuss the role of enslavement in the development of the American economy, such as:
The Northwest Ordinance, S, Trade in Early America, S,,
Eli Whitney’s Cotton Gin, C., The Great Migration and the Growth of Cities, C.
The relationship between white supremacy, racism, and American slavery. Students read and discuss texts that explore the relationship between white supremacy,  racism, and American slavery: Thurgood Marshall’s Liberty Medal Acceptance Speech, C,
Face to Face with Prejudice, S,
Caged Bird, C,
I, Too, C, The Great Migration and the Growth of Cities, C, Zora’s Great Migration, S, Trade in Early America, S
The central role racism played in the Civil War. Students read and discuss texts that examine the central role racism played in the Civil War, such as: The Northwest Ordinance, S, Eli Whitney’s Cotton Gin, C., The Banners of Freedom, C
How the tragedy of enslavement was perpetuated through segregation and federal, state, and local laws. Students read and discuss texts that explore ways in which the tragedy of enslavement were perpetuated through segregation, and local, state, and federal laws.
President Lyndon Johnson’s Voting Rights Act Address, C, Fighting for the Right to Vote, C, Zora’s Great Migration, S, Thurgood Marshall’s Liberty Medal Acceptance Speech, C, Caged Bird, C, I, Too, C, The Great Migration and the Growth of Cities, C,  
The contributions of Black people to American life, history, literature, economy, politics, and culture. Students read and discuss texts that explore the contributions of Black people in American life, history, literature, economy, politics, and culture. Dad Came Home, S, The Peanut Man, C, Caged Bird, C, I, Too, C, The Banners of Freedom, C, Revolutionary Women, S,
The Great Migration and the Growth of Cities, C, Zora’s Great Migration, S, Warsame, S, Marie M. Daly: Biochemistry Pioneer, C,
As Brave as You, C
The socio-economic struggle Black people endured, and continue to endure, in working to achieve fair treatment in the United States; as well as the agency they employ in this work for equal treatment. Students read and discuss texts that explore the struggle for equality Black people have endured, and their agency in the ongoing work for equal treatment, such as: President Lyndon Johnson’s Voting Rights Act Address, C, Fighting for the Right to Vote, C, Thurgood Marshall’s Liberty Medal Acceptance Speech, C, Voting Matters!, S, Caged Bird, C, I, Too, C, The Great Migration and the Growth of Cities, C
Black figures in national history and in Delaware history. Students read  and discuss texts that feature Black figures in national history. Thurgood Marshall’s Liberty Medal Acceptance Speech, C, The Presidential Medal of Freedom, C, Caged Bird, C, I, Too, C, The Banners of Freedom, C, Revolutionary Women, S, 

Professional Learning

What competency-based professional learning our organization offers on our curriculum

Each grade level contains an explanation of each component. If a component is not included in a particular grade-level, “N/A” will be displayed.

Component Description of Curriculum Alignment
Oral Language Benchmark offers a follow up session that includes a focus on developing Collaborative Conversations.  Teachers will learn strategies to help students build up ideas, implement speaking and listening protocols, and reflect on how to incorporate new oral language learning in their classroom.
Phonemic Awareness Benchmark offers a follow up session that focuses on further understanding the development of phonemic awareness.  This includes reviewing phonemic awareness tasks and additional supports for students.
Phonics Benchmark offers a follow up session that dives deeper into the phonics support.  During the session teachers explore the scope and sequence, deconstruct the phonics lessons to better understand effectively delivery, and learn supports to meet needs in the classroom.
Fluency During several of our follow up sessions, teachers explore different ways to ensure effective fluency instruction is provided but more importantly several ways to monitor students as they become more competent with fluency skills.
Vocabulary Benchmark offers a follow up session specifically around vocabulary.  This session asks teachers to explore best practices for vocabulary instruction, review vocabulary strategies, and learn how to support vocabulary development for all students.
Comprehension Benchmark offers a session that focuses on the Reading Mini-Lessons and the development of comprehension.  This session helps teachers understanding skill development appropriate for their students as well as the importance of building knowledge intentionally to help students effectively internalize higher level comprehension.

Component Description of Curriculum Alignment
Oral Language Benchmark offers a follow up session that includes a focus on developing Collaborative Conversations.  Teachers will learn strategies to help students build up ideas, implement speaking and listening protocols, and reflect on how to incorporate new oral language learning in their classroom.
Phonemic Awareness Benchmark offers a follow up session that focuses on further understanding the development of phonemic awareness.  This includes reviewing phonemic awareness tasks and additional supports for students.
Phonics Benchmark offers a follow up session that dives deeper into the phonics support.  During the session teachers explore the scope and sequence, deconstruct the phonics lessons to better understand effectively delivery, and learn supports to meet needs in the classroom.
Fluency During several of our follow up sessions, teachers explore different ways to ensure effective fluency instruction is provided but more importantly several ways to monitor students as they become more competent with fluency skills.
Vocabulary Benchmark offers a follow up session specifically around vocabulary.  This session asks teachers to explore best practices for vocabulary instruction, review vocabulary strategies, and learn how to support vocabulary development for all students.
Comprehension Benchmark offers a session that focuses on the Reading Mini-Lessons and the development of comprehension.  This session helps teachers understanding skill development appropriate for their students as well as the importance of building knowledge intentionally to help students effectively internalize higher level comprehension.

Component Description of Curriculum Alignment
Oral Language Benchmark offers a follow up session that includes a focus on developing Collaborative Conversations.  Teachers will learn strategies to help students build up ideas, implement speaking and listening protocols, and reflect on how to incorporate new oral language learning in their classroom.
Phonemic Awareness Benchmark offers a follow up session that focuses on further understanding the development of phonemic awareness.  This includes reviewing phonemic awareness tasks and additional supports for students.
Phonics Benchmark offers a follow up session that dives deeper into the phonics support.  During the session teachers explore the scope and sequence, deconstruct the phonics lessons to better understand effectively delivery, and learn supports to meet needs in the classroom.
Fluency During several of our follow up sessions, teachers explore different ways to ensure effective fluency instruction is provided but more importantly several ways to monitor students as they become more competent with fluency skills.
Vocabulary Benchmark offers a follow up session specifically around vocabulary.  This session asks teachers to explore best practices for vocabulary instruction, review vocabulary strategies, and learn how to support vocabulary development for all students.
Comprehension Benchmark offers a session that focuses on the Reading Mini-Lessons and the development of comprehension.  This session helps teachers understanding skill development appropriate for their students as well as the importance of building knowledge intentionally to help students effectively internalize higher level comprehension.

Component Description of Curriculum Alignment
Oral Language Benchmark offers a follow up session that includes a focus on developing Collaborative Conversations.  Teachers will learn strategies to help students build up ideas, implement speaking and listening protocols, and reflect on how to incorporate new oral language learning in their classroom.
Phonemic Awareness Benchmark offers a session on scaffolding for all learners in the classroom.  Time in this session is dedicated to understanding additional intervention supports specifically in the area of phonemic awareness.
Phonics Benchmark offers a session that focuses on word study.  During this session, teachers are introduced to additional phonics resources that allow teachers to monitor student’s phonics development and provide effective supports as needed.
Fluency During several of our follow up sessions, teachers explore different ways to ensure effective fluency instruction is provided but more importantly several ways to monitor students as they become more competent with fluency skills.
Vocabulary Benchmark offers a follow up session specifically around vocabulary.  This session asks teachers to explore best practices for vocabulary instruction, review vocabulary strategies, and learn how to support vocabulary development for all students.
Comprehension Benchmark offers a session that focuses on the Reading Mini-Lessons and the development of comprehension.  This session helps teachers understanding skill development appropriate for their students as well as the importance of building knowledge intentionally to help students effectively internalize higher level comprehension.

Component Description of Curriculum Alignment
Oral Language Benchmark offers a follow up session that includes a focus on developing Collaborative Conversations.  Teachers will learn strategies to help students build up ideas, implement speaking and listening protocols, and reflect on how to incorporate new oral language learning in their classroom
Phonemic Awareness Benchmark offers a session on scaffolding for all learners in the classroom.  Time in this session is dedicated to understanding additional intervention supports specifically in the area of phonemic awareness.
Phonics Benchmark offers a session that focuses on word study.  During this session, teachers are introduced to additional phonics resources that allow teachers to monitor student’s phonics development and provide effective supports as needed.
Fluency During several of our follow up sessions, teachers explore different ways to ensure effective fluency instruction is provided but more importantly several ways to monitor students as they become more competent with fluency skills.
Vocabulary Benchmark offers a follow up session specifically around vocabulary.  This session asks teachers to explore best practices for vocabulary instruction, review vocabulary strategies, and learn how to support vocabulary development for all students.
Comprehension Benchmark offers a session that focuses on the Reading Mini-Lessons and the development of comprehension.  This session helps teachers understanding skill development appropriate for their students as well as the importance of building knowledge intentionally to help students effectively internalize higher level comprehension.

Component Description of Curriculum Alignment
Oral Language Benchmark offers a follow up session that includes a focus on developing Collaborative Conversations.  Teachers will learn strategies to help students build up ideas, implement speaking and listening protocols, and reflect on how to incorporate new oral language learning in their classroom.
Phonemic Awareness Benchmark offers a session on scaffolding for all learners in the classroom.  Time in this session is dedicated to understanding additional intervention supports specifically in the area of phonemic awareness.
Phonics Benchmark offers a session that focuses on word study.  During this session, teachers are introduced to additional phonics resources that allow teachers to monitor student’s phonics development and provide effective supports as needed.
Fluency During several of our follow up sessions, teachers explore different ways to ensure effective fluency instruction is provided but more importantly several ways to monitor students as they become more competent with fluency skills.
Vocabulary Benchmark offers a follow up session specifically around vocabulary.  This session asks teachers to explore best practices for vocabulary instruction, review vocabulary strategies, and learn how to support vocabulary development for all students.
Comprehension Benchmark offers a session that focuses on the Reading Mini-Lessons and the development of comprehension.  This session helps teachers understanding skill development appropriate for their students as well as the importance of building knowledge intentionally to help students effectively internalize higher level comprehension.

How our professional learning is aligned to Delaware’s definition of high-quality professional learning

Benchmark professional learning is built to specifically deepen educators understanding of what and how to teach through a strong introduction of resources. This includes initial training and topic focused ongoing support throughout the year.  Trainings are engaging, allow teachers to question, collaborate, and discuss new practices.  Sessions asks teachers to reflect on relevant learning, make deliberate equitable decisions that are appropriate for all students, and directly connect new learning back to the classroom.

How our professional learning is grounded in Learning Forward’s Standards for Professional Learning

Benchmark allows educators to develop skills, knowledge, and practices to help students perform at higher levels. To ensure success, Benchmark prefers to meet with the district’s ELA team to create a personalized professional plan that prioritizes learning, monitors change over time, allows opportunity for constructive, reflective feedback, incorporates time to collaborate with peers, supports leadership, and coordinates the needed learning based on district. Benchmark’s goal is to increase educator effectiveness and results for all students.

SB4 requires that the competency-based professional learning provided to educators on reading instruction be provided during the school day. How our professional learning can be facilitated through a coaching model

Benchmark provides many methods of professional learning through topic training sessions, train-the-trainer, PLC/planning time, demonstrations, or coaching.  One option for training during the day is through PLC/planning time.  This would include collaborative learning time, supportive strategies, and/or coaching.  Another option is through train-the-trainer.  A Benchmark Consultant trains coaches or other support staff on different topics, delivery methods of information, and shares techniques on coaching teachers.

How we demonstrate that educators have not only completed the required professional learning called for in the legislation, but that teacher practice has positively changed in order to improve student literacy

To support, a professional development lead will be assigned to create and monitor a plan and legislation expectations.  Benchmark has also found it helpful to conduct weekly or bi-weekly check-in meetings to ensure district needs are met, positive change is happening, and implementation is on target.  Finally, Benchmark will work with the district to create surveys and/or monitoring tools to ensure professional learning is met and change is supporting student improvement.

How our Professional Learning attend to the differences in the Science of Reading for students who are Multilingual Learners, specifically students with varied levels of English Proficiency and students being educated in dual language programs

During the initial training, teachers are exposed to differences in the Science of Reading.  These include integrated ELD in every lesson, language transfer supports during phonics lessons, multilingual glossary and sentence starter supports for vocabulary development, as well as speaking and listening protocols to develop collaborative conversations.  In addition, follow up sessions for Multilingual learners including developing integrated ELD, Vocabulary, ELD support through small group instruction, and equitable support through intervention.

Assessments

Our curriculum assesses students’ mastery of grade-level content

Assessment materials provide teachers with routine screening, diagnostic, and progress-monitoring opportunities in many formats. The materials listed below provide regular and systematic assessment opportunities to monitor progress in reading comprehension and writing proficiency.

  • Foundational Skills Screener
  • Cumulative Phonics Assessments
  • Phonological Awareness Assessments
  • Weekly/Unit Assessments
  • Interim Assessments
  • Informal Formative Assessments
  • Quick Check Assessments

The components of our balanced assessment system (universal screeners, diagnostics, and progress monitoring) including frequency of administration during the school year

All assessments provide clear, well-structured protocols. Guidance is provided for planning, administering, scoring, and interpreting of assessment in reading, writing, and foundational literacy skills.

  • Foundational Skills Screener: 1:1 beginning of year
  • Cumulative Phonics Assessments: ongoing, determines support
  • Phonological Awareness Assessments: K-1 3x year, 2-5 beginning of year
  • Weekly/Unit Assessments: Weekly weeks 1 and 2, Unit week 3
  • Interim Assessments: 4x year
  • Informal Formative Assessments: concurrently with instruction
  • Quick Check Assessments: flexible for progress monitoring

House Bill 304 with HA1 identifies “Universal reading screener” as a tool used as part of a multi-tiered system of support to determine if a student is at risk for developing reading difficulties and the need for intervention and to evaluate the effectiveness of core curriculum as an outcome measure

Explain how your curriculum leverages universal reading screening to measure the following:

    1. phonemic awareness,
    2.  phonological awareness, 
    3. symbol recognition, 
    4. alphabet knowledge, 
    5. decoding and encoding skills, 
    6. fluency, 
    7. and comprehension.

The Foundational Skills Screeners, for skill areas listed above, provide a quick way to assess student’s general proficiency and provide data used to tackle these challenging/developing skill areas. Each screener focuses on a single skill area, includes administration directions, and teacher instructions. Foundational Skills Screeners help establish a baseline and monitor progress. The screeners may also be used to evaluate new students and English Learners at any time of the year.

Our curriculum will identify students who have a potential reading deficiency, including identifying students with characteristics of dyslexia:

Benchmark Advance ©2022 provides foundational skills assessments and quick checks that help identify student who have a potential reading deficiency, including students with characteristics of dyslexia. Foundational Skills Screeners consists of quick tests focused on foundational reading skills, including recognizing root words, identifying affixes, and recognizing sound patterns. Quick Checks consist of short, skill-based assessments designed to evaluate students’ command in key literacy skill and knowledge areas.

Timely data collection and reporting of universal screening is a required curriculum component from House Bill 304 with HA1

  1. Identifies the number and percentage of students
  2. Disaggregates scores by grade
  3. Disaggregates scores by individual school

The Benchmark Reporting Suite provides teachers with a central location to view and analyze performance data. Benchmark Reports help teachers evaluate the learning progress of students and focus instruction. The Reporting Suite allows you to review performance to easily identify trends. Reports allow teachers to:

  • View results by student/class/grade
  • Analyze standard performance/scores
  • Filter data by class/student/test
  • Breakdown student performance across time/administrations
  • Compare standard/test performance by student/class/grade
  • Create groups based on standards

Professional learning provided to educators on how to use the assessments included in our curriculum

Benchmark offers well-designed interactive sessions for multiple audiences including teachers, district and school leadership, specialists, coaches, and support staff in a variety of delivery methods. Training can be delivered synchronously through on-site or virtual training. Benchmark Universe also includes a place for teachers to continue professional learning through Benchmark Academy. Supporting professional materials are provided through online modules/videos. All support and information focus on real-world application of the materials.

Additional professional learning and assessment information

Question Response
Professional learning aligned to the science of reading? Yes
Job-embedded professional learning? Yes, Benchmark provides many methods of professional learning through topic training sessions, train-the-trainer, PLC/planning time, demonstrations, or coaching.  One option for training during the day is through PLC/planning time.
Universal screeners? Yes- Foundational Skills Screening Assessments are available.
Universal screeners identify students with reading deficiency, including identifying students with characteristics of dyslexia? Yes- Foundational Skills Screening Assessments are available.