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  1. Correlating an Evan-Moor Title to Your State Standards
  2. Correlation Process
  3. Varying State Standards

TIP: Print these instructions for ease of use.

Correlating an Evan-Moor Title to Your State Standards

  1. In the "Select Your State" box, click on the down arrow to view a list of states.
  2. Scroll to find your state. Click on the state name. The screen will go blank for a moment while information on your state loads.
  3. In the "Select the Curriculum Standard" box, click on the down arrow to view the list of standards available. (Some states have more than one set of standards.) Click on the set of standards you want. The screen will go blank for a moment while this set of standards loads.
  4. In the "Select a Title" box, click on the down arrow to view a list of Evan-Moor materials. These are listed in order by product code (EMC number). Click on the title that you want to correlate to your state standards. The screen will go blank for a moment while the correlation loads.

Correlation Process

This is an explanation of the process that produces the correlations of Evan-Moor books to the various standards available on this site:

Correlations are done by a team of certified, classroom-experienced teachers. Each Curriculum Correlation Specialist works in a particular subject area, math for example, to better focus on details of skills within that subject. Many of these specialists, including all team leaders, have field experience and training in both software and curriculum management.

State and national curriculum documents are closely studied by a Curriculum Correlation Specialist to determine the type, structure, and specificity of the document. After each document has been entered into the database, the lowest level objective, sometimes called the performance objective or indicator is correlated to a detailed list of learning skills.

Each of the Evan-Moor books is also cataloged and reviewed for structure. The books are then divided into easily distinguishable sections. The titles and page numbers of every section of a book, often page by page, is then entered into a database. These sections are then correlated to the list of learning skills.

The Curriculum Correlation Specialist then uses a Unique Correlation Engine to perform the correlations of objective to book section. Each correlation connection is given a high, medium, or low prioritization to show the correlator the specificity of the match.

Individually, each workbook and curriculum document undergoes an initial quality assurance check by a different Curriculum Correlation. This specialist makes sure that all of the data is accurate and consistent, and that the correlations and priorities are correct. A second quality assurance check is performed by still another Correlation Curriculum Specialist. By the end of the project, a minimum of three different individuals has reviewed the correlations.

Varying State Standards

State and National standards vary widely in their goals, structure, and level of specificity. Some documents identify exact skills that need to be mastered, whereas others are meant to be guidelines and allow individual districts and schools to determine what needs to be learned at varying levels.

Due to the variable nature of these documents, the correlations for a given Evan-Moor book are likely to include literal matches as well as developmental matches in order to reference both broad and focused standard documents.

For example, the following objectives speak to the same concept but at varying levels of specificity:

California Objective:

Language Arts: Written and Oral English Language Conventions
1.1 Written and Oral English Language Conventions

(Grades 1-8) Capitalization

(Grade 4) 1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate.

New York Example:

English Language Arts

Standard 1: Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

1. Elementary (Grades K-4): Speaking and Writing 2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly. Students:

7. observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms.

Florida Example:

Grades 3-5: B. Writing

1: The student uses writing processes effectively.

LA.B.1.2.3 Produces final documents that have been edited for: correct spelling; correct use of punctuation, including commas in series, dates, and addresses, and beginning and ending quotation marks; capitalization of proper nouns; paragraph indentation; correct usage of subject/verb agreement, verb and noun forms, and sentence structure; and correct formatting according to instructions.

North Carolina Example:

Grade 4

Oral Language, Written Language, and Other Media/Technology
Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively.

5.01 Use correct capitalization (e.g., names of languages, nationalities, musical compositions) and punctuation (e.g., commas in a series, commas in direct address, commas and quotation marks in dialogue, apostrophes in possessives).

Montana English Example (Broad Benchmark):


Writing Content Standard 1
End of Grade 4

4. apply conventions of standard written English (e.g., spelling, punctuation, usage) appropriate for grade level and purpose.

The literal interpretation in the above California objective would leave out the developmental skills necessary for mastering capitalization that appear at a lower grade level in the California Objectives. For example, capitalizing geographical names appears as a Grade 3 objective. The Evan-Moor title Daily Language Review, Grade 4 (EMC 0582) includes sections on capitalizing geographical names, but these textbooks sections would not appear in the Grade 4 report based on a literal interpretation of the Grade 4 objectives. This type of interpretation would not reflect the true depth of content at various skill levels in the Evan-Moor titles. Therefore, the developmental skills that match the broader state standards and are required to master the narrower state standards have been included.