Alignment to College and Career Ready Standards: Overall Summary

The Paths to College and Career English Language Arts materials for Grades 9-12 fully meet the expectations of alignment to the standards. The materials include high-quality texts and rigorous tasks that integrate writing and speaking in service of building students’ literacy skills and content knowledge. The text-connected writing, speaking, research, and listening tasks prepare students for increasingly more complex texts and tasks as they prepare for college and career.

See Rating Scale
Understanding Gateways

Alignment

|

Meets Expectations

Gateway 1:

Text Quality

0
15
28
32
28
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Gateway 2:

Building Knowledge

0
15
28
32
30
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Usability

|

Meets Expectations

Not Rated

Gateway 3:

Usability

0
23
30
34
30
30-34
Meets Expectations
24-29
Partially Meets Expectations
0-23
Does Not Meet Expectations

Gateway One

Text Quality & Complexity and Alignment to Standards Components

Meets Expectations

+
-
Gateway One Details

Texts are of high quality and worthy of students’ time and attention. Students are supported in their growth as readers through questions and tasks that build in sophistication throughout the year to help students demonstrate their acquisition of knowledge and skills. There are opportunities for students to engage in evidence-based discussions about the texts and topics under study. The materials provide varied and frequent writing opportunities to build student skills in both on-demand and process writing and require students to support their writing with evidence from the texts they are reading. There are limited opportunities for students to receive explicit instruction in grammar and conventions, though the students are held accountable for this knowledge on the writing rubrics.

Criterion 1a - 1f

Texts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.
15/16
+
-
Criterion Rating Details

Anchor texts are of publishable quality and include both rich content and models of high-quality writing. Students read and experience both literary and informational texts in the balance called for in the standards. Texts are of varying levels of complexity that are appropriate for the grade band or appropriate to the demands on the reader or the task. The publisher does not provide text complexity analysis, but does provide some rationale for the placement of the text in this grade level. Anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.

Indicator 1a

Anchor/core texts are of publishable quality and worthy of especially careful reading.
4/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 11 meet the criteria that anchor/core texts are of publishable quality and worthy of especially careful reading.

Anchor texts are of publishable quality. Each anchor text contains content worthy of study and provides a foundation for learning across a unit. Texts provide models of extraordinary writing. All texts presented are of high interest, thought-provoking, and contain rich language with numerous instructional opportunities for both the instructor and students. Examples include:

  • In Module 1, students read “My Last Duchess” by Robert Browning. This text is of high quality in that it contains rich language and is considered a timeless Victorian era classic.
  • In Module 1, students read Hamlet by William Shakespeare. This text is high quality in that it is a timeless Shakespearean classic that is typically studied in Grade 12.
  • In Module 2, students read “Atlanta Compromise” by Booker T. Washington. This text is worthy of reading because of its thought-provoking content. It is a high interest pairing with W.E.B. DuBois’s “Of Our Spiritual Strivings.”
  • In Module 2, students read “Of Our Spiritual Strivings” by W.E.B. DuBois. This text is high quality because of its rich language and thought-provoking content. It is a high interest pairing with Booker T. Washington’s “Atlanta Compromise.”
  • In Module 3, students read “Hope, Despair, and Memory” by Elie Wiesel. This text is high quality because of its thought-provoking, rich language.
  • In Module 4, students read “On the Rainy River” by Tim O’Brien. This text is high quality and worthy of reading because students can identify with the content and it is age appropriate.
  • In Module 4, students read “The Red Convertible” from The Red Convertible: Selected and New Stories, 1978-2008 by Louise Erdrich. This text exemplifies strong narrative writing techniques, therefore is worthy of reading.

Indicator 1b

Materials reflect the distribution of text types and genres required by the standards at each grade level.
*Indicator 1b is non-scored (in grades 9-12) and provides information about text types and genres in the program.
0/0
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 11 meet the criteria that materials reflect the distribution of text types and genres required by the standards at each grade level.

The balance of informational and literary texts across the entire year reflects the requirements of the standards. In almost every module presented throughout the materials, students read and experience both literary and informational texts; these texts include articles, poems, short stories, plays, magazine excerpts, letters, excerpts from nonfiction text, and excerpts from fiction text, among others.

Literary texts include:

  • The canonical play Hamlet by William Shakespeare.
  • The novella The Awakening by Kate Chopin.
  • The dramatic monologue “My Last Duchess” by Robert Browning.
  • The poem “How to Write the Great American Indian Novel” by Sherman Alexie.

Informational texts include:

  • The essay “Of Our Spiritual Strivings” by W.E.B. Dubois.
  • The canonical “Atlanta Compromise Speech” by Booker T. Washington.
  • The extended essay A Room of One’s Own by Virginia Woolf.
  • The lecture “Hope, Despair and Memory" by Elie Wiesel.

Indicator 1c

Texts have the appropriate level of complexity for the grade level (according to quantitative analysis and qualitative analysis).
4/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 11 meet the criteria that texts have the appropriate level of complexity for the grade according to quantitative analysis and qualitative analysis.

    Materials offer a range of texts that are of varying levels of complexity. Overall, a large number of texts are on grade level, based on Lexile level and themes throughout each text. While there are texts that are above grade level based on Lexile level, these texts are paired or greatly scaffolded for student comprehension. The texts that are considered below grade level based on Lexile level are rich in theme and worthy of study. Examples include, but are not limited to:

    • Students read “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. DuBois, which has a Lexile level of 1280. The appropriate qualitative features for this specific text include levels of meaning, structure, and sophisticated language.
    • Students read “An Address” by Elizabeth Cady Stanton with a Lexile level of 1080. The appropriate qualitative features include levels of meaning, structure, and sophisticated language. While this text is considered below grade level based on quantitative measures, the text is qualitatively rich.
    • Students read the Nobel Peace Prize Lecture, “Hope, Despair, and Memory,” by Elie Wiesel, which is an exemplar text for the 9-10 grade band. However, the themes and content of the text make it appropriate for Grade 11. This text is used as a springboard to research as students track potential research topics that emerged from the text, and they analyze the text for Wiesel’s use of rhetoric. While the purpose of this text is easy to identify, the message and complexity of it lie in its expert use of language and organization. High knowledge demands are acknowledged for Wiesel's exploration of language and cultural understanding.
    • Students read the short story, “On the Rainy River,” by Tim O’Brien, which has a quantitative measure of 1000L. This text has mature subject matter and complex levels of meaning.
    • Students read Shakespeare’s Hamlet and explore how an author may use characterization and point of view to shape central ideas by exploring the soliloquies, monologues, and dialogue. This text is appropriately complex for Grade 11.

    Indicator 1d

    Materials support students' literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).
    4/4
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials support students’ literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).

    Throughout the school year, students read poems, short stories, articles, and excerpts of longer texts with guided instruction and consistent discussion in pairs, small groups, and whole class. Each module contains tasks which require students to use selected works to cite strong and thorough textual evidence to support analysis of what the text says. Texts move from mostly literary texts in the first module to exclusively informational texts in the third module as students complete their own research project. More complex texts are read in smaller chunks in class, with as little as three or four paragraphs for an instructional lesson, with time and attention given to the complexities of the text substance and structure. Students build strength of analysis and comprehension with common texts then build stamina through independent reading. Students complete independent reading of self-selected texts throughout the school year. A reading journal logs student interaction and occasional analysis of independent texts. Examples include:

    • In Module 1, students read closely for textual details in the poem “My Last Duchess” by Robert Browning, the play Hamlet by William Shakespeare, and the essay "A Room of One’s Own" by Virginia Woolf. Students examine how these authors develop and relate elements of a text.
    • In Module 2, students track rhetoric and analyze its impact on “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. DuBois and “Atlanta Compromise Speech” by Booker T. Washington.
    • Within Module 3, students heavily practice the research process and write about areas of investigation evidenced in the anchor text. This serves as the foundation of the research process for students, overall, in Grade 11.
    • In Module 4, students read and annotate The Awakening by Kate Chopin to support their comprehension and analysis of the text.

    Indicator 1e

    Anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.
    1/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 partially meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.

    The publisher does not provide text complexity analysis, but does provide some rationale for the placement of the text in this grade level. An overview to the curriculum maps lists what students will do throughout the module from the beginning of the school year to the end of the school year. For example, in Module 2 the Teacher Edition states, “Students begin the module with a focus on how rhetoric becomes a tool to combat oppression through a close reading of the first chapter of W.E.B Du Bois’s The Souls of Black Folk, followed by Booker T. Washington's 'Atlanta Compromise Speech.' Student then broaden their exploration of struggles against oppression to include issues of gender as they consider point of view and purpose in 'an Address by Elizabeth Cady Stanton,' a foundation speech in the women's rights movement, and analyze imagery and figurative language in Audre Lorde’s contemporary poem 'From the House of Yemanja'.”

    However, there is no information identifying quantitative measures of complexity nor is there a specific qualitative analysis of any of the texts included. There is information at the beginning of each unit to explain the tasks and purposes of each text.

    Indicator 1f

    Anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. Each lesson follows a standard structure: overview and identification of targeted content standards, homework check, class reading and collaborative conversations, quick write to process information, and closing activity to prep homework; the majority of the activities are based solely on the text(s) in question. Students interact with texts in multiple ways, including the following: teacher read-alouds, independent reading, anchor text readings and annotations, anchor text small group readings, whole group readings and discussion questions, paired readings, vocabulary journals and annotations, and research-based texts of student choice.

    Students engage in a range of text types, both literary and informational. More complex texts are chunked with guiding questions that lead students through analysis with talk partners. Less complex texts ask students to do more independent processing. Students self-select resources to read in support of research and novels for independent study. The lesson structure remains consistent throughout the year so that students develop fluency with analytic practices.

    Criterion 1g - 1n

    Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
    13/16
    +
    -
    Criterion Rating Details

    Text-dependent and text-specific questions are included throughout the modules and include exemplar responses. Students have varied opportunities to demonstrate understanding in each module and prepare for the culminating task in multiple ways that integrate skills, such as: close reading, annotating, reading independently and in small groups, hosting whole class and small group discussions in multiple formats, and asking and answering questions. There are multiple opportunities for students to engage in evidence-based discussions; however, there are few protocols to support those discussions. Opportunities are presented for students to engage in speaking and listening activities to demonstrate their mastery of content.

    Materials require students to engage in both on-demand and process writing across a variety of writing types, include frequent opportunities for students to write evidence-based claims relating to various topics and in response to text sets organized around the topic.

    There are limited opportunities for students to receive explicit instruction in grammar and conventions, though the students are held accountable for this knowledge on the writing rubrics.

    Indicator 1g

    Most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that most questions, tasks, and assignments are text-dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

    In Grade 11, text-dependent and text-specific questions are included throughout the modules. Each module is divided into units of study with individual lessons. Each unit is centered around a direct quote that functions as the theme of the unit. Questions require repeated close reading focusing on a range of text segments, from the use of a particular word to reading and surveying a segment of text. Students also practice analyzing the overall tone, theme, or effect across an entire text. Students are required to go back into the text and read closely in order to determine what the text says explicitly while responding to questions that require students to provide evidence for inferences drawn from the text. Text-dependent questions build upon one another, providing opportunities for students to engage deeply with texts through close reading. Teachers are provided with exemplar student responses for questions and tasks.

    In Module 1, Unit 1, Lesson 3, students read lines 25-31 of “My Last Duchess” by Robert Browning. All of the questions provided are specific to the poem and require students to provide textual evidence in their answers. Students are prompted to respond to questions, such as:

    • What does the Duke mean by “the dropping of daylight in the West” (line 26)?
    • What does bough mean in the line ‘The bough of cherries some officious fool/Broke in the orchard for her’ (lines 27-28)? What words are associated with bough that can help to define it?
    • What happens in lines 27-28?
    • What is the connotation of the word officious (line 27)? What words or phrases suggest this connotation?
    • What inferences can be made about the Duchess based on lines 25-29?

    In Module 2, Unit 1, Lesson 4, students are asked to read the last sentence in paragraph three (3) of “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. DuBois. Students are required to support their inferences with textual evidence for questions, such as:

    • What is the “twoness” DuBois describes?
    • What does DuBois mean by “two warring ideals”?
    • How does the use of the word “warring” refine DuBois’s description of the ideals? Where are the ideals “warring”? What does this description suggest about the effect of the feeling of twoness on African Americans?

    Exemplar student answers are provided in the Teacher Guide. For example, in Module 3, Unit 1, Lesson 6, students are asked to read paragraphs twenty-five (25) and twenty-six (26) of “Hope, Despair and Memory” by Elie Wiesel. The following questions require students to provide textual evidence in their answers, and they are specific to the text. Teachers are provided with exemplar responses, such as:

    • What connection does Wiesel draw between racism and Apartheid in this paragraph?
      • Wiesel states that the racism becomes “more repugnant” when it “pretends to be legal” because it gives those in power a justification for their racism (par. 25). The system of Apartheid promotes racism and was part of the legal framework and way of life in South Africa.
    • How do the examples of terrorism Wiesel provides advance his claim that it must be “fought and eradicated” (par. 25)?
      • Wiesel uses examples that all include the deaths of innocent people in different parts of the world: Jews worshiping who became victims of the “cold blooded massacre” in Turkey, diplomats and civilians taken hostage in Iran, and peaceful protesters gunned down in Paris by the police (par. 25). These examples involve different parties committing terrorism, which puts the responsibility on all “civilized nations” (par. 25) to work together to end terrorism.
      • Differentiation Consideration: If students struggle consider providing the following definition: eradicated means “removed or destroyed completely.”
    • What is the cumulative impact of these examples?
      • Wiesel provides examples of legal racism, Apartheid, fanaticism, “the outrage of terrorism,” government persecution, “preventing men and women ... from leaving their country,” and even Israel who cannot achieve peace with their “Arab neighbors” (par. 25). The impact of these examples is an overwhelming demonstration that mankind has not achieved peace, and there are many instances of atrocities and injustice taking place in the world after World War II.

    Indicator 1h

    Materials contain sets of sequences of text-dependent/ text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials contain sets of sequences of text-dependent/text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding.

    Students have varied opportunities to demonstrate understanding in each module. Students prepare for the culminating task in multiple ways that integrate skills, such as: close reading, annotating, reading independently and in small groups, hosting whole class and small group discussions in multiple formats, and asking and answering questions.

    Every lesson culminates in a Quick Write assessment task. This assessment provides information about students understanding of the lesson objectives and texts. Teachers are provided with High Performance Response criteria. Lessons contain sets of high-quality, text-dependent/specific questions that build to the culminating task. For example, in Module 1, Unit 1, Lesson 5, students respond to the following prompt: “How does Browning's choice of speaker impact the development of central ideas in the poem?” The activities and questions leading up to this task include:

    • What is the connection between the Count’s “known munificence” and "a dowry” in lines 49-51?
    • What is the impact of Browning’s choice to use the word "object" in this line?
    • How do the final three lines of the poem contribute to the development of the Duke’s character?

    Each unit includes a Mid-Unit Assessment and an End-of-Unit Assessment that connect to the Module Performance Assessment. These unit assessments give teachers feedback as students work towards the Module Performance Assessment. For example, in Module 3, students complete an End-of-Unit Assessment where they “[write] their evidence-based perspective in a one-page synthesis, using their research evidence and details for support.”

    Each module includes a Module Performance Assessment that serves as a culminating task. The lessons and activities that are completed within the units of study lead to preparing students for the Performance Assessment. Supporting lessons contain text-dependent and text-specific questions, tasks, and assignments. Thinking, speaking, writing, and listening skills are the focus of key ideas and details in the modules. Writing and reading are integrated throughout the tasks. Text-dependent questions scaffold throughout the modules to help students become equipped to respond to the culminating tasks. Students demonstrate understanding through written expression, oral discussions, and presentations within groups. For example, in the Module 2 Performance Assessment, students respond to the following prompt: “In this Performance Assessment, students develop a claim about how a new text, Sherman Alexie’s poem ‘How to Write the Great American Indians Novel’ relates to at least two of the texts they have analyzed in this module.”

    Indicator 1i

    Materials provide frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax.
    1/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 partially meet the criteria that materials provide frequent opportunities and protocols for evidence-based discussions (small groups, peer to peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

    There are multiple opportunities for students to engage in evidence-based discussions; however, there are few protocols to support those discussions. Students work with partners, in small groups, and in whole group during discussions. There are few teacher supports or guidance for discussions. For example:

    • In Module 1, Unit 1, Lesson 1, students are asked to work in pairs to reread lines 5-8 of “My Last Duchess” by Robert Browning and answer text-dependent questions before engaging in a whole class discussion. Students are next asked to participate in a whole class discussion of the Short Response Rubric and Checklist in preparation for completing a Quick Write activity. There is no further protocol or teacher guidance to help host this discussion.
    • In Module 2, Unit 1, Lesson 4, students are to form small groups. The teacher is then asked to post questions that groups are to respond to and discuss with their group. The students will continue to annotate and even revise previous annotation as they work together to analyze the text. Students are asked to Turn and Talk with a peer about what the term “true self-consciousness” means in the quotation from the passage. There is no guidance for the Turn and Talk protocol or how to host small group discussions.
    • In Module 3, Unit 2, students begin putting together their research portfolios. Students use such tools as the Area Evaluation Checklist and the Pre-Search Tool to choose a research topic or area of investigation. In a Turn and Talk, students share their inquiry questions specific to their topics and discuss their answers to the following question: “What are key components of effective inquiry questions?” Students then participate in a small group brainstorming activity. There is no further protocol or teacher guidance to help host this discussion.
    • In Module 4, Unit 1, Lesson 8, students read the text “The Red Convertible” and are provided with the definition of the word "repose." Students write the definition on their copies of the text or in the vocabulary journal.

    Indicator 1j

    Materials support students' listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials support students’ listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports.

    Opportunities are presented for students to engage in speaking and listening activities for the texts they are reading and for the chosen area of investigation that they want to research. Students further demonstrate their speaking and listening skills through creating and sharing inquiry questions and engaging in discussion regarding self-created inquiry questions.

    Throughout the modules, students are given opportunities to respond to higher order questions by utilizing textual evidence. Furthermore, students are directed to read and annotate with their peers, take notes, and respond to their peers’ questions and thoughts. Students collaborate with others and revise writings, as needed. Teachers are provided with exemplar answers as models, as well as student look-fors. For example:

    • In Module 1, Unit 1, Lesson 1, students work in pairs to reread lines 5-8 of “My Last Duchess” by Robert Browning and answer text-dependent questions before engaging in whole class discussion. Students participate in a whole class discussion of the Short Response Rubric and Checklist in preparation for completing a Quick Write activity.
    • In Module 2, Unit 1, Lesson 4, students work in small groups. The teacher posts questions that groups discuss and respond to. The students will continue to annotate and even revise previous annotation as they work together to analyze the text. Questions include:
      • What does Du Bois list in the first sentence of paragraph 3?
      • What is the effect of beginning the sentence with “After”?
      • How does the phrase “born with a veil” (par 3) further develop the idea of the “veil” from previous paragraphs?
    • In Module 2, Unit 1, Lesson 19, students are provided with the Rhetorical Impact Tracking Tool. Teachers are then reminded to tell students to track Washington’s use of rhetoric on the tool as they read and analyze the text. Students read paragraph 3 of the “Atlanta Compromise Speech” on their own. Students answer the following questions in writing and prepare to share with the class during a whole-group discussion, citing evidence from the text:
      • How does Washington relate the story of the ship to the ideas he introduces in paragraphs 1-2?
      • What is the impact of Washington’s use of rhetoric in the story of the lost ship?
    • In Module 3, Unit 3, Lesson 1, students work in pairs to discuss their claims and their responses on the Research Frame Tool. Students discuss “the strongest or most interesting possible central claim that has emerged from their research.” Later, students are asked to Turn and Talk about their Organizing Evidence-Based Claims Tools using the following discussion question: "How does this order effectively support your central claim?"
    • In Module 4, Unit 2, Lesson 3, students work in pairs to identify examples of and discuss the effect of Kate Chopin’s use of vivid, precise language and sensory details in The Awakening, as addressed in the writing standard W.11-12.3.d. Students are asked the following follow-up questions: “What is the effect of Chopin’s use of the word embrace (p. 16)? What is an example of sensory language in this quote? What is the effect of this sensory language on the development of experiences events, setting, and/or characters?” This is followed by a whole-class discussion. Students continue working in pairs to identify two passages in the text, one that shows Chopin’s use of “precise, descriptive, and sensory language” and another where the author does not use precise word choices, details, and sensory language. Students discuss the ways in which the two passages either exemplify or do not exemplify the writing standard.

    Indicator 1k

    Materials include a mix of on-demand and process writing grade-appropriate writing (e.g. grade-appropriate revision and editing) and short, focused projects.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

    There are regular, on-demand writings called Quick Writes that include a rubric and a writing checklist. These are used consistently throughout lessons and build to the unit assessments. Each unit includes a mid-unit and end-of-unit assessment, which provide students an opportunity to develop process writing habits that include using evidence from text analysis and information from research or inquiry projects. Graphic organizers, rubrics, and exemplar responses are provided for written responses throughout the units.

    In Module 1, students write an extended response to the following prompt: “Select a central idea common to all three texts [Browning’s ‘My Last Duchess,’ Shakespeare’s Hamlet, and Woolf’s "A Room of One’s Own"]. How do the authors develop this idea over the course of each text? How do the texts work together to build your understanding of this central idea?” Students participate in multiple Quick Writes throughout the unit to prepare for the final process writing:

    • In Module 1, Unit 1, Lesson 5, students respond to the Quick Write, “ How does Browning’s choice of speaker impact the development of central ideas in the poem?” Students use the Short Response Rubric and Checklist to guide their written responses. A High Performance Response is included in teacher resources.
    • In Module 1, Unit 2, Lesson 9, students respond to a prompt: “Choose one of the images Hamlet uses to describe himself in the ‘Now I am alone’ soliloquy. How is this image related to the development of a central idea from another soliloquy?” This lesson concludes with a Quick Write activity where students respond to the following prompt: “How does Hamlet decision to stage a play impact the action of the drama?” A High Performance Response is included in teacher resources.

    In Module 2, the Module Performance Assessment has students develop and present a claim about how a new text, Sherman Alexie’s poem “How to Write the Great American Indian Novel,” relates to at least two of the texts they have analyzed in the module. Students participate in multiple Quick Writes throughout the unit to prepare for the final process writing:

    • In Module 2, Unit 1, Lesson 8, students respond to the Quick Write, “How does Du Bois use rhetoric in paragraphs 6-7 to further develop his point of view on freedom?" Students use the Text Analysis Rubric to evaluate their answers. A High Performance Response is included in teacher resources.
    • In Module 2, Unit 1, Lesson 18, students respond to the Quick Write, “How does Washington’s use of rhetoric contribute to the persuasiveness of this excerpt?” Students use the Short Response Rubric and Checklist to guide written responses. A High Performance Response is included in teacher resources.

    Indicator 1l

    Materials provide opportunities for students to address different types/modes/genres of writing that reflect the distribution required by the standards. Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.
    1/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 partially meet the expectation that materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. (Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.)

    The distribution of writing assignments for Grade 11 can be found in the four modules and the Curriculum Map details what types of writing are available. Students focus on developing expository writing in Modules 1-3 and argumentative writing in Module 4. Students do not have the opportunity to practice different text types of writing that are required by the standards; the range of practice does not address enough variety of text types. There is a lack of instruction given to students for the various modes of writing within the instructor’s manual; no other instruction is given on using this text as an exemplar or model for students to practice writing.

    While there were multiple modes of writing practice that take place, the argumentative module is the only module available focused on the incorporation of multi-modal literacy materials where appropriate. The only essays recorded throughout Grades 9-12 that students are required to complete are expository essays, essays that are based in the identification and explanation of central ideas, multi-paragraph essays with no identified genre of writing, series of quick writes with no identified genre of writing, personal narrative essays, and argumentative essays. However, ninth through eleventh grade textbooks only have students practicing expository essays, essays that are based in the identification and explanation of central ideas, multi-paragraph essays with no identified genre of writing, and series of quick writes with no identified genre of writing with minimal practice of research based argumentative writing, usually located within Module 4. Overall, while students are practicing modes of writing, students are not provided enough opportunities to address different text types of writing that reflect the standards.

    • There is no evidence in Module 1 of writing tasks that engage students in a particular mode of writing. Writing tasks in the module are primarily brief Quick Writes. The model is mostly focused on the research process.
    • In Module 3, Unit 1, Lesson 11, Students complete the End-of-Unit Assessment for “Hope, Memory, Despair” based on the End-of-Unit Analysis Rubric and Checklist. The assessment is a multi-paragraph analysis of central ideas found in the text.

    Indicator 1m

    Materials include frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials include frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.

    Instructional materials include frequent opportunities for students to write evidence-based claims relating to various topics and in response to text sets organized around the topic. Students are asked to analyze text, develop claims, and support those claims with evidence from the text. There are opportunities to practice and demonstrate literary analysis, understanding author’s craft, and synthesis of information from class discussions. Tools, such as graphic organizers are provided to help student analyze and organize text to be used in later writing. The checklists and rubrics also include criteria for using evidence which asks students to support explanations/claims with evidence from the text by using accurate quotations, paraphrases, and references.

    Opportunities for writing to sources include informal writing with Quick Writes, within the units and formal writing in the form of Module Unit Assessments and the culminating Module Performance Assessments. High Performance Responses are also included. These response provide examples for the teacher and list criteria that students can refer to when writing. For example:

    • In Module 1, Unit 2, Lesson 8, students respond to the following homework prompt: “Choose one of the images Hamlet uses to describe himself in the ‘Now I am alone’ soliloquy. How is this image related to the development of a central idea from another soliloquy?”
    • In Module 2, Unit 1, Lesson 4, students respond to the following Quick Write: “Determine two ideas from paragraph 3 and explain how the ideas interact and develop over the course of the paragraph.”
    • In Module 3, Unit 2, Lesson 11, students use the Organizing Evidence-Based Claims Tool, utilized in a previous lessons, in combination with the Evidence-Based Claims Criteria Checklist, to compose a response for the following prompt: “Develop and explain a claim about an inquiry path or your problem-based question and support it using specific evidence and details from your research.”
    • In Module 4, Unit 1, Lesson 5, students write a multi-paragraph response to the following Mid-Unit Assessment: "Choose a specific part of the text and analyze how it contributes to the overall meaning and structure of the text.” Students are instructed to use their annotated texts, lesson Quick Writes, discussion notes, homework notes, and tools to write their responses.

    Indicator 1n

    Materials include instruction and practice of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in context.
    1/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 partially meet the criteria that materials include instruction and practice of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in context.

    There is little explicit instruction over the course of a year's worth of material. There is no increasingly, sophisticated context; instead, there are irregular attempts to address grammar and convention instruction in some modules for each grades. The standards are mentioned on the writing rubrics, where students are held accountable. However, there is little to no instruction to help them to satisfy the standard prior to mid-point or final writing assessments. Overall, coverage of the language standards primarily focuses on word meanings with few opportunities for explicit instruction.

    • In Module 2, Unit 1, Lesson 26, students are instructed to write a multi-paragraph response to the following prompt: “Consider Du Bois’s ‘Of Our Spiritual Strivings’ and Washington’s ‘Atlanta Compromise Speech.’ Analyze how each author uses rhetoric to advance his point of view, and consider how each author’s use of rhetoric contributes to the power or persuasiveness of the text.” Teachers are asked to “remind students to use this unit’s vocabulary, as well as proper grammar, capitalization, punctuation, and spelling in their responses to establish a formal style and objective tone.”
    • In Module 3, Unit 2, Lesson 9, students’ independent research of an area of investigation includes the language standard for determining or clarifying word meanings based on context clues, patterns or word changes (or variants of words), or inferences. However, students' work with vocabulary in this lesson is limited to the following: “Add to your vocabulary journal any new vocabulary learned through the research process.” Specific instructions on what are actually recording in their vocabulary journals as it relates to word meanings is not provided in the Teacher Guide.
    • In Module 4, Unit 2, Lesson 12, students are instructed to “continue to revise their narrative writing pieces, based on peer feedback, and come to class prepared to share one or two revisions” and teachers are urged, "Instruct students to read their drafts aloud to identify problems in syntax, grammar, or logic.”
    • In Module 4, Unit 2, Lesson 3, the Teacher Edition states, “Consider drawing students’ attention to their application of standard L.11-12.4.a through the process of determining the meaning of words through context."

    Gateway Two

    Building Knowledge with Texts, Vocabulary, and Tasks

    Meets Expectations

    +
    -
    Gateway Two Details

    The topical and thematic modules that comprise the materials work to build students' knowledge across topics and content areas. Vocabulary instruction is focused on text-specific words and does not build or measure the acquisition of domain-specific vocabulary. Questions and tasks guide students as they engage in research, and sharpen and employ reading, writing, listening, and speaking skills in service of building knowledge.

    Criterion 2a - 2h

    30/32
    +
    -
    Criterion Rating Details

    The instructional materials are divided into modules that are organized around a topic or theme. Sequenced text-specific questions and tasks engage students in a deeper analysis of the texts’ language, craft, and structure and requires students to build knowledge and integrate ideas across both individual and multiple texts. Module performance assessments serve as culminating tasks that allow students to demonstrate their knowledge of a topic through a blend of reading, writing, speaking, and listening. The materials include a well-designed plan for year-long writing development that will assist students in building and demonstrating their mastery of the topics and texts under study. Additionally, students are required to engage in a progression of research and writing projects to help them explore and understand the topics they are studying.

    The materials do not have a well-articulated plan for instruction or assessment of academic vocabulary, focusing instead on developing vocabulary with multi-meaning and nuanced words rather than on domain-specific words such as those found in discipline development.

    The materials employ an accountability design that supports each student’s independent reading in and out of class.

    Indicator 2a

    Texts are organized around a topic/topics or themes to build students' knowledge and their ability to comprehend and analyze complex texts proficiently.
    4/4
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that texts are organized around a topic/topics or themes to build students’ knowledge and their ability to read and comprehend and analyze complex texts proficiently.

    Texts are organized into modules. There are four modules that explore a particular literary element or idea. Students’ ability to read and comprehend complex texts is supported by engaging in analysis, participating in evidence-based discussions, and writing to inform in the first two modules. In the third module, students learn the principles of research. In the last module, students study argumentation techniques to write their own arguments. Repeated reading for different purposes and to develop vocabulary with increasingly complex texts continues throughout the year.

    Each module is divided into units. Each unit is entitled with a quotation from a text included as student reading. The quotation serves as the theme that build students’ knowledge while enhancing their ability to read and comprehend complex texts proficiently. The texts are connected by cohesive topics throughout the modules. The units within the module focus on a theme that can be supported in the various texts and demonstrated in the tasks and activities. Students are given numerous opportunities to independently practice with the texts and to build understanding.

    • In Module 1, students study the topic of how authors develop and relate elements of a text. Throughout the textbook, students read “My Last Duchess” by Robert Browning in Unit 1, Hamlet by William Shakespeare in Unit 2, and an excerpt from "A Room of One’s Own" by Virginia Woolf in Unit 3. These texts allow students to build their skills and knowledge on the topic through close reading for textual details, evaluating and organizing evidence to support analyses, and questioning for deeper meaning and understanding.
    • In Module 2, students must consider how authors use figurative language or rhetoric to advance a point of view or purpose. The texts for this unit are cohesively structured. For instance, this unit begins with “Our Spiritual Things” by W.E.B. Dubois and moves to “Atlanta Compromise Speech” by Booker T. Washington.
    • In Module 3, students practice researching multiple perspectives to develop a position. In Unit 1 students read “Hope, Despair, and Memory” by Elie Wiesel as a springboard or seed text for conducting research. In Unit 2, students further explore researching from multiple perspective in order to write argumentatively using the following model texts: “When the U.N. Fails, We All Do” by Fareed Zakaria, “Why Genocide?” by Fred Edwords, “After Rwanda’s Genocide” by the New York Times Editorial Board, “Bodies Count: A Definition of Genocide That Makes Sense in History” by Aaron Rothstein, “The Only Way to Prevent Genocide” by Tod Lindberg, “Convention for the Prevention and Punishment of Genocide” by William A. Schabas, et al. Students build their knowledge and deeper understanding of researching to include multiple perspectives based on the multiple texts with differentiating perspectives covered throughout.
    • In Module 4, “Using Narrative Techniques to Craft Fiction Writing,” the End-of-Unit task requires students to consider points of view in each text read in the unit and discuss in writing how what is directly stated differs from the literal meaning. Within this particular module, student are to choose a specific part of the text “On the Rainy River” and work independently to respond to the following questions; “Choose a specific part of the text and analyze how it contributes to the overall meaning and structure of the text.” Students will then meet with other students to discuss their responses to further solidify knowledge built and strengthen comprehension.

    Indicator 2b

    Materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.
    4/4
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.

    In each lesson, text-based questions build from comprehension to deeper analysis questions exploring how the text works and what the text means. Students explore author’s craft, as well as key details. Students examine the effectiveness and impact of an author’s purpose, word choice, and use of figurative language, in order to derive meaning from texts. Key ideas, craft and structure are present within each question set. Question set build upon one another to push students to higher order thinking. For example:

    • In Module 1, Unit 2, Lesson 5, students read lines 149-157 from William Shakespeare’s play Hamlet. Students are asked a series of prompts and questions including:
      • Which words does Hamlet use to describe the length of time between his father’s death and his mother’s marriage?
      • What do these words suggest about Hamlet’s attitude toward the time of his mother’s remarriage?
      • What is the meaning of the phrase ‘frailty, thy name is woman!’ (line 150)?
      • To whom is Hamlet referring in this line?
      • Describe Hamlet’s tone toward his mother in line 150?
      • Cite specific evidence to support your response.
      • Explain the comparison Hamlet makes in lines 154-155 when he says, "O God, a beast that wants the discourse of reason/Would have mourned longer!"What is the impact of this comparison on Hamlet’s tone?
    • In Module 2, Unit 1, Lesson 22, Students read paragraph eight of Booker T. Washington’s “Atlanta Compromise Speech.” Students are asked a series of prompts and questions including:
      • How does the first sentence of paragraph 8 contribute to Washington’s purpose?
      • What does "the path" (par. 8) to which Washington refers represent?
      • What does this image suggest about his point of view?
      • What is the rhetorical effect of the figurative language that Washington uses to describe "the path"?
      • How does Washington describe "constant help" (par. 8) and its impact on the progress of African Americans?
      • How does Washington advance the purpose of his speech in paragraph 8?
    • In Module 4, Unit 2, Lesson 11 students read and annotate the text, “On the Rainy River.” Students answer questions, such as:
      • What structural technique does O’Brien use in this portion of the text?
      • How does the structural techniques in “On the Rainy River” sequence events to create a coherent whole?
      • How do structural techniques in the text contribute to tone and outcome?

    Indicator 2c

    Materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.
    4/4
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.

    Materials contain text-dependent questions that support student analysis across the text. The questions provided are scaffolded and offer opportunities to raise the level of rigor in the classroom through deeper analysis and textual evidence to justify students’ responses. The texts are organized in a manner that poses thought-provoking questions to students from the beginning to the end of the lesson. The questions also provide opportunities for each student to demonstrate these skills using one text or multiple texts. Module 3 focuses on research-based questions that extend beyond the classroom.

    In Module 1, Unit 2, Lesson 13, students build their analytical skills using questions to build knowledge across the individual text, Hamlet, through text-dependent and text-specific questions:

    • How does Hamlet’s tone relate to what has just occurred in lines 102-104?
    • What might be the cause of his tone here? Reread lines 113-115.
    • Besides “chaste,” what else can the word honest mean? Besides “beautiful,” what else can the word fair mean?
    • What reasons might Ophelia have for lying or being unfair?
    • Paraphrase and explain Hamlet’s statement in lines 117-118.
    • How does Ophelia relate chastity and beauty in her response (lines 119-120)? Why might Hamlet be discussing chastity and beauty here?
    • How do these ideas relate to lines 99-105? (Module 1 Teacher Guide, pp. 210-211)

    In Module 2, Unit 2, Lesson 6, students are placed in small groups are instructed to consider the following questions:

    • What is the influence of wives and mothers according to paragraphs 11-12?
    • What does Cady Stanton mean when she describes women as "slaves"?
    • How does the notion of women as “slave” in paragraph 11 interact with other ideas from previous paragraphs?
    • What is the effect on the nation if women are “slaves”?
    • How does Cady Stanton support her claim about “wise mother[s]” in the last sentence?

    Then in the Writing Instruction section for Module 2, Unit 2, students discuss the following questions: “What are the elements that contribute to an effective conclusion or concluding statement? What is restated and summarized in conclusion? How does the conclusion offer a new way of thinking about key information?” Students are then instructed to respond to the following in the Quick Write Revision section: “Expand and develop your 11.2.2 Lesson 5 Quick Write response by refining your evidence selection or adding more significant and relevant evidence form paragraphs 11-12 and providing a concluding statement.”

    In Module 3, Unit 1, Lesson 5, students answer questions presented based on Wiesel’s text that build knowledge across the individual text through text-dependent and text-specific questions:

    • How did the victims heed the historian’s words?
    • What does Wiesel imply about the survivors when he states, “We reassured ourselves” (par. 19)?
    • What is the indifference to which Wiesel refers?
    • What was the purpose of trying to find “the propitious moment” in paragraph 19?
    • Underline each time Wiesel uses the phrase “it would be enough” in paragraph 19.
    • What is the “it” he is referring to in this phrase?
    • What is the impact of Wiesel’s use of repetition in paragraph 19?
    • How does Wiesel use imagery in paragraph 20, and what is the effect of this imagery?
    • What is the effect of Wiesel’s use of parallel structure in paragraph 20?

    In Module 4, students examine contemporary and canonical American literature, focusing on how author’s structure texts, establish point of view, and develop complex characters. Students read, discuss, and analyze two short stories: “On the Rainy River" by Tim O’Brien and “The Red Convertible” by Louise Erdrich, and the novel, The Awakening by Kate Chopin.

    Indicator 2d

    The questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).
    4/4
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).

    Each module includes a Module Performance Assessment that serves as a culminating task in which they demonstrate their knowledge of a topic through integrated skills. The lessons and activities that are completed within the units of study lead to preparing students for the Performance Assessment. Supporting lessons contain text-dependent and text-specific questions, tasks, and assignments. Thinking, speaking, writing, and listening skills are the focus of key ideas and details in the modules. Writing and reading are integrated throughout the tasks. Text-dependent questions scaffold throughout the modules to help students become equipped to respond to the culminating tasks. Students demonstrate understanding through written expression, oral discussions, and presentations within groups. Each unit also includes both a Mid-Unit Assessment and an End-of Unit Assessment that connect to the Module Performance Assessment. These unit assessments give teachers feedback as students work towards the Module Performance Assessment.

    In Module 1, students consider the role that point of view plays in literature and literary nonfiction and how authorial choice contributes to character development, setting, meaning, and aesthetic impact. Each unit culminates with an assessment that provides scaffolding for the Module Performance Assessment, in which students compose a multi-paragraph response to examine a central idea shared by all three module texts. As students work through the units, the Mid- and End-of-Unit Assessments provide feedback. For example,

    • In the Unit 1 End-of-Unit Assessment, "Students draft a one-paragraph response to the following prompt, citing evidence from the text: How does the revelation in lines 45-47 affect the development of the Duke’s character over the course of the poem?”
    • In the Unit 2 Mid-Unit Assessment, ”Students draft a multi-paragraph response to the following prompt, citing evidence from the text: Select one of Hamlet’s first three soliloquies. In this soliloquy, how does Shakespeare develop the character of Hamlet in relation to other characters in the play?
    • In the Unit 3 End-of-Unit Assessment, students complete the following: “In this lesson assessment, students discuss and then draft a multi-paragraph response to the following prompt, citing evidence from texts: Analyze the relationship between Woolf’s text and the character of Ophelia.”

    In Module 3, students research multiple perspectives to develop a position. The Module Performance Assessment has students build on the analysis they did for their research-based argument paper by producing a 3-5 minute video presentation. Students distill and reorganize their research for a specific audience and offer essential points of the research in an engaging video presentation that demonstrates their command of content and uses formal spoken English. Students’ presentations should make strategic use of the video format to enhance and add interest to their research findings. As students work through the units, the Mid- and End-of-Unit Assessments provide feedback. For example,

    • In the Unit 1 End-of-Unit Assessment, “Students complete a two-part writing assessment in response to the following prompts: Part 1: How do two or more central ideas interact and build on one another over the course of the text? Part 2: Articulate two to three distinct areas of investigation and where they emerge from the text.”
    • In the Unit 2 End-of-Unit Assessment, “Students submit a completed research portfolio with four organized sections including: 1. Defining an Area of Investigation, 2. Gathering and Analyzing Information, 3. Drawing Conclusions, and 4. Discarded Material. The research journal is also located in the research portfolio.”
    • In the Unit 3 End-of-Unit Assessment, “Students are assessed on the alignment of the final draft to the criteria of a research-based argument paper. The final draft should present the precise claim that is supported by relevant and sufficient evidence and valid reasoning.

    Indicator 2e

    Materials include a cohesive, consistent approach for students to regularly interact with word relationships and build academic vocabulary/ language in context.
    2/4
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 partially meet the criteria that materials include a cohesive, consistent approach for students to regularly interact with word relationships and build academic vocabulary/language in context.

    There is not a long-term plan for the development of academic vocabulary with the intention of employing skills and strategies that will allow the student to develop the skills needed to accelerate vocabulary learning in their reading, speaking, or writing tasks. There are no checks for proficiency that occur regularly throughout the modules. There is greater emphasis on developing vocabulary with multi-meaning and nuanced words than on domain-specific words such as those found in discipline development.

    • In Module 1, Unit 2, Lesson 6, students build their vocabulary skills with words found in Hamlet (Act 1, Scene 3, Lines 1-55): besmirch, circumscribed, prodigal, calumnious, imminent, wary, fashion, and libertine.
      • Vocabulary instruction is also available for English Language Learners: farewell, inward, virtue, honor, and sustain. Later in Act 3, Scene 1, Lines 64-84, within Lesson 11, students study the following vocabulary: calamity, contumely, consummation, rub, bare bodkin.
        • English Language Learners receive additional support for the following words in this portion of the text: heir, coil, pangs, insolence, and spurns.
    • In Module 2, Unit 1, Lesson 1, students are asked to take out their homework from the previous lesson. The assignment asked the student to read and annotate Arthur Symons’s poem “The Crying of Water” and the epigraph to “Of Our Spiritual Strivings” by W.E.B. Du Bois. Students must then “box any unfamiliar words and look up their definitions.” The next day students are then asked to take out their homework assignment and “share the vocabulary words they identified and defined in the previous lesson’s homework.”
    • In Module 2, Unit 1, Lesson 13, the instructor is required to “introduce students to the idea of cohesion. The teacher must then explain to students that cohesion in writing refers to “how well the paragraphs and sentences link ideas of a text together in to a coherent whole.” Students are then asked to write the definition of the term in their vocabulary journals or on a separate piece of paper. Students are then given an example of the term "cohesion".
    • In Module 2, Unit 1, Lesson 18, students work with the following vocabulary from Booker T. Washington’s “Atlanta Compromise Speech”: enterprise, welfare, exposition, cement, and industrial. English Language Learners build their skills with the following words: board, civil, moral, disregard, convey, sentiment, masses, congress, legislature, sought, and convention.
    • In Module 3, as students conduct research for an area of investigation throughout the lessons, they journal about the domain-specific vocabulary they encounter.

    Indicator 2f

    Materials contain a year long, cohesive plan of writing instruction and practice which support students in building and communicating substantive understanding of topics and texts.
    4/4
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials contain a yearlong, cohesive plan of writing instruction and practice which support students in building and communicating substantive understanding of topics and texts.

    Module 1 introduces expository/informational writing in a series of lessons intended to develop close reading habits paired with evidence-based writing. Modules 2 and 3 extend and deepen the expository/informational writing skills and habits. Module 4 is dedicated exclusively to argument writing. Most lessons end with a Quick Write, on-demand assessment, which provides the opportunity to respond to text, often following a text-based discussion in class. Quick Write activities in all instances act as major process writing assignments. Mid-unit and end-of-unit writing assignments allow extended writing. In Module 3 students research to support exploration of topics. Specific examples include:

    In Module 1, Unit 3, Lesson 2, students response to the following Quick Write prompt: “How does Woolf’s comparison of Shakespeare to his sister further develop and build on a central idea in the text?” This task requires students to use the lesson’s vocabulary in the response. Likewise in Module 1, Unit 2, Lesson 2, students incorporate the lesson’s vocabulary into their response for the following prompt: “How do specific word choices in Claudius’s monologue impact the development of Hamlet’s character?”

    In Module 2, Unit 1, the instructor directs students to individually read the standards being assessed on their own and discuss what the standards mean with their partner in relation to what they are studying. After a brief discussion, students must then review their notes and add examples if necessary of rhetoric and figurative language. Teachers must then instruct the following:

    • “Explain to students that because the Mid-Unit Assessment is a formal writing task, they should include an introductory statement and develop their responses thoroughly by selecting the most significant and relevant evidence, including extended definitions, concrete details, and quotations. Instruct to practice developing and organizing their responses in a style that is appropriate to their specific task and audience.”
      • Teachers are then asked to remind students about using transitional terms, providing clear conclusion statements, and using proper grammar.
      • Students are then asked to “Identify a central idea in ‘Of Spiritual Strivings’ and analyze how DuBois uses figurative language or rhetoric to develop this central idea.”

    In Module 3, Unit 2, Lesson 3, students use the “Assessing Sources” handout to guide their response to the following prompt regarding their research topics: “Why are the three categories discussed in the Assessing Sources handout (credibility, accessibility, and relevance) important to consider when examining potential sources?”

    In Module 4, the same Assessment patterns from Module 3 are used; however, Module 4 only focuses on narrative writings. Writing is evident in various spots over the course of the module. Most of these writings are smaller and require a one to two paragraph response. The writings usually address whether or not the narrative techniques discussed in the module were effectively used.

    Indicator 2g

    Materials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.
    4/4
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.

    Module 3 is dedicated to conducting a sustained research project. Students practice the skills and concepts of research throughout all modules via extension questions with each text. Students are presented with questions regarding historical figures in specific texts, etc. Module 3 offers students the opportunity to synthesize their findings through a major process writing: a written argument.

    Students examine mentor texts and determine qualities of well-researched, evidence-based writing. Students also develop their own line of inquiry and present their findings in a culminating task. Students also practice the research process through Accountable Independent Reading (AIR), which pushes students to discuss the text and relate it to what they are doing within their personal lives; students must go outside of their regular assigned tasks to meet with a school librarian to identify a text that peeks their interest(s). Students synthesize knowledge gained through AIR with current assignments and projects.

    Students are presented with graphic organizers that provide students a method of recording information, and rubrics make expectations for quality quite explicit. The use of rubrics encourages synthesis of knowledge and understanding of said topic(s). Overall, students will research an area of investigation by generating inquiry-based questions, evaluating sources (self-selected texts), analyzing the claims of authors, and developing their own claims and counterclaims throughout.

    In Module 3, Unit 2, Lessons 1-15, students continue with the inquiry-based research process that begins in Module 3, Unit 1, wherein they completed a Pre-Search Tool to identify sources for a potential area of investigation stemming from their reading of “Hope, Despair and Memory” by Elie Wiesel. Students are presented a model area of investigation (preventing genocide) as an introduction to the inquiry process. Students are asked to evaluate the strength of an area of investigation, to identify key components of effective inquiry questions, and to evaluate potential sources for “credibility, accessibility, and relevance.” Students learn how to read and annotate sources and identify an author’s compelling arguments. Students develop a frame for their area of investigation using the Research Frame Tool before conducting independent research in earnest. Students continue with making claims in connection to the inquiry questions posed earlier in the process through an analysis and synthesis of sources. Students are asked to develop claims and counterclaims using the Organizing Evidence-Based Claims Tool and the Forming Counterclaims Tool, respectively, and to peer review each other’s claims/counterclaims. Students work both in groups and independently throughout Module 3, Unit 2. Students present their research findings and “write an evidence-based perspective that synthesizes the evidence collection and research work completed in this unit.” Within Module 3, Unit 3, Lessons 1-12, students are asked to go through the writing processes - drafting, outlining (a counterclaim for their central claim), and citing in MLA format (Modern Language Association). Students synthesize their findings in an argumentative essay.

    In Module 4, Unit 2, students complete a performance assessment (after having studied, in previous lessons) techniques for writing narratives, including crafting introductions, developing characters, sequencing events, crafting conclusions, and making revisions for sake of coherence, precise language, and sensory language. Students respond to the following prompt: “Write an original narrative piece that assumes a specific point of view based on the setting of ‘On Rainy River,’ ‘The Red Convertible,’ and The Awakening. Choose two narrative writing substandards (W.11-12.3a-e) and develop the criteria of both substandards in your narrative writing piece.”

    Indicator 2h

    Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.
    4/4
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

    Students read independently and regularly for homework. Students’ independent reading is often completed as assigned homework. Students do have some opportunities to read independently in class. The reading assignments, in and outside of class, often require that students annotate the lesson’s text. The assignments extend the day’s lesson or prepare students for the following day. This includes finding new words and using context clues to draw meaning. There is a Homework Accountability activity in the next day’s lesson following the assignment.

    Additionally, students are assigned to read their Accountable Independent Reading (AIR) text several nights a week. AIR is a frequent daily expectation for homework, and through protocols built into the lessons, students engage in accountable talk in pairs and with their teacher about their independent reading texts. In the Teacher Resource Book, teachers are instructed to use the school librarian or media specialist to help students locate quality high-interest texts. The accountability for independent reading can be seen in the follow-up activities which usually require students to share with a classroom or group what they have read.

    In Module 2, Unit 1, Lesson 11, for homework students are asked to “preview paragraph 10 of 'Of Our Spiritual Strivings' and star each time you note the word prejudice." Students are also asked to place a box around unfamiliar terms and define them.

    In Module 4, Unit 2, Lesson 9, for homework students are “instructed to review Chapters I-XIX of The Awakening and review and expand their annotations in preparation for the Mid-Unit Assessment in the next lesson.”

    Gateway Three

    Usability

    Meets Expectations

    +
    -
    Gateway Three Details

    Materials can be completed over the course of a single year of instruction and include quality review and practice opportunities and a standards alignment for questions, tasks, and assessment items.

    The Teacher Guide and Resource Books for each module include a curriculum map, instructional support notes, an explanation of the role of the standards in the overall context of the materials along with information on the instructional approaches included in the program and the research-based strategies that are included. The materials do not provide support for communication with stakeholders to support student progress and achievement.

    Included assessments are meaningful, standards-aligned, and offer assistance for interpreting and applying results. Routines and guidance for ongoing monitoring of student progress are included. Independent reading is systematically supported.

    Materials provide strategies to meet the needs of most learners, including English Language Learners and students with disabilities, but does not provide support for students performing above grade level. A variety of grouping strategies are included to maximize collaboration and learning.

    All digital materials included in the program are web-based, platform neutral, and work with a variety of browsers. Effective use of technology is supported and draws students back to evidence and texts. The materials do not allow for personalization or customization for students using adaptive devices. The materials do not provide a digital collaboration space or students and teachers. The materials can be easily customized for local use.

    Criterion 3a - 3e

    null
    8/8
    +
    -
    Criterion Rating Details

    Materials are thoughtfully designed with an effective lesson structure and pacing that can be completed over the course of a single year of instruction while still allowing for maximum student understanding and opportunity for mastery. Materials include quality review and practice resources that are clearly labeled and supported. A standards alignment for questions, tasks, and assessment items is included with the materials. Materials are designed to support thoughtful engagement with the materials and does not distract students from the content or skills being presented.

    Indicator 3a

    Materials are well-designed (i.e., allows for ease of readability and are effectively organized for planning) and take into account effective lesson structure (e.g., introduction and lesson objectives, teacher modelling, student practice, closure) and short-term and long-term pacing.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials are well-designed and take into account effective lesson structure and pacing.

    The materials are designed in a consistent manner throughout each of the four modules. The four modules make up one year of instruction. Each module is arranged into units comprising one or more texts. The texts in each module share common elements in relation to genre, author’s craft, text structure, or central ideas. Each unit in a module builds on the skills and knowledge students develop in preceding unit(s). The number of lessons in a unit varies based on the length of the text(s). Each lesson is designed to span one class period. Within the units, each lesson is constructed in a similar manner, including lesson introduction, homework accountability, reading and discussion, quick write assessment, homework, and closing.

    The curriculum provides a full year of modules and units, including the following:

    • Curriculum Map
    • Module Overview
    • Unit Overview
    • Formative and Summative Assessments, including a Module Performance Assessment
    • Lesson Plans
    • Instructional Notes and Differentiation Considerations
    • Tools and Handouts
    • Rubrics and Checklists

    Indicator 3b

    The teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the expectations that the teacher and student can reasonably complete the content within a regular school year and the pacing allows for maximum student understanding.

    Each module makes up a year of instruction. Each lesson suggests the proportion of a class period to spend on specific activities. However, teachers are reminded to move at the pace they think is best given their students’ needs and the literacy skills demanded by the standards.

    The module overview, the curriculum map, and module-at-a-glance calendar provide an exact number of lessons per module, the standards associated with each lesson in the unit, and the year end task associated with each module.

    The program suggests that when students are engaged in substantive, evidence-based discourse and are making meaning of the text, it is not necessary to push forward to the next question or task. Teachers are directed to make decisions regarding what is most appropriate for their students as the students grow in their understanding and capacity for independent work.

    Indicator 3c

    The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet expectations that the student resources include ample review and practice resources, clear directions and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).

    Materials include but are not limited to graphic organizers, text-dependent questions, reference charts, anchor charts, unit assessments, supporting excerpts or texts, close read guides, jigsaw question strips, essay rubrics, reference aids, model writings, entrance and exit tickets, vocabulary words list and definitions, and writing prompts.

    In Module 11.2, Unit 1, Lesson 17, teachers are asked to distribute copies of the 11.2.1 Mid-Unit Analysis Rubric and Checklists. Students are then asked to form pairs and Turn and Talk about how the new standard W.11-12.4 relates to the familiar substandards W.11-12.2.b and W.11-12.2.c. The focus of this activity is to focus on developing and organizing a response and writing in a style that is appropriate for a specific audience, task, or purpose. This activity is also to help the student focus on producing clear and coherent writing.

    In Module 11.2, Unit 1, Lesson 19, on p. 224, students are asked to explain what an allegory is after two example pieces. They are then directed to write the definition on their Rhetorical Impact Tracking Tools. Students will then discuss their responses as a whole group and later record the rhetoric discussed on the tracking tool.

    Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed.

    Reference aids, such as handouts, are clearly and correctly labeled as such at the top and in the teacher’s materials.

    Indicator 3d

    Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the expectations that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.

    Alignment to the CCSS-ELA is documented in multiple places in the curriculum. CCSS standards are documented on the 9-12 Grade Curriculum Map, at the module level, at the unit level, and in the teacher's notes for each lesson. Alignment for all assessments are also provided in the curriculum Overview.

    The grade-level curriculum map lists all assessments and which standards are being assessed. This map also includes a chart that illustrates which standards are being assessed in each module.

    At the beginning of each module, there is a Unit-at-a-Glance chart that provides teachers with an overview of standards taught and assessed in each lesson. At the beginning of each module there is a module overview which includes a description of assessments which include the performance task, Mid-Unit Assessments, and End-of-Unit Assessments. This overview includes standards being assessed in each assessment. The performance task, Mid-Unit Assessment, and End-of-Unit Assessment for each module include alignment documentation of the standards addressed.

    Grade 11, Module 3, p. XXVII contains the curriculum map for Module 3. This includes the standards being assessed in this module and the mid- and end-of-unit performance tasks that will assess these standards.

    Grade 11, Module 3, p. XLIII contains the standards map. Assessed standards are standards that are assessed in Unit and Module Performance Assessments. Addressed standards are standards that are incorporated into the curriculum but are not assessed. Standards marked with an asterisk (*) are year-long standards included in each module.

    Indicator 3e

    The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
    0/0
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 contain visual design (whether in print or digital) that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

    The material design is simple and consistent. All modules are comprised of materials that display a simple design and include adequate space to capture thoughts as needed. The font, size, margins, and spacing are consistent and readable. All modules include graphic organizers that are easy to read and understand. There are no distracting images, and the layout of the student consumables is clear and concise.

    Criterion 3f - 3j

    Materials support teacher learning and understanding of the Standards.
    8/8
    +
    -
    Criterion Rating Details

    Materials contain a Teacher Guide and Teacher Resource Book for each module. The Teacher Guide includes a curriculum map for each module. These materials support the teacher as they present the content. The Teacher Edition provides instructional notes to support teachers with additional content knowledge and full adult-level explanations to support implementation. Documentation is provided to explain the role of the standards in the overall context of the materials as well as information on the instructional approaches included in the program and the research-based strategies that are included. The materials do not provide support for communication with stakeholders to support student progress and achievement.

    Indicator 3f

    Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials contain a teacher’s edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

    Materials contain a Teacher Guide and Teacher Resource Book for each module. The Teacher Guide includes a curriculum map for each module that includes:

    • Number of Lesson in the Unit
    • Literacy Skills and Habits
    • Assessed and Addressed CCSS
    • Assessments

    At the beginning of each Module, there is an overview with that list the texts, number of lesson in Module, Introduction, Literacy Skills and Habits, English Language Arts Outcomes, including Year-Long Target Standards, Module-Specified Assessed Standards, Addressed Standards, Module Performance Assessment, List of Texts, and Module-at-a-Glance Calendar.

    Each lesson begins with an Introduction that provides the teacher with an objective and rationale. An overview of the selection is given, as well as the assignments that will be completed by students. Each Assessment, whether question or task, comes with answers. There is also a “High Performance Response” which tells students what students who excel at the assessment or task should have in their work. The teacher guide also provides vocabulary words with part of speech and definition. Step by step instructions are given for each activity with colored font that indicates instructional notes for the teacher.

    The Teacher Resource Book contains copies of the texts studied in each lesson. Any rubrics or checklist that are used in the lesson are also included. Additionally, the Teacher Resource Book contains the mid-unit assessment and the end-of-unit assessment with necessary rubrics to grade the assignments.

    Indicator 3g

    Materials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials contain a Teacher Edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.

    Materials include a Teacher Guide that has a section for each lesson labeled Instructional Notes that provide easy to follow recommendations with scaffolding ideas, differentiated assignments with possible responses, and reading activities with answers that students may give.

    The Teacher Guide uses Learning Sequence symbols to assist teachers with interpreting how to read the material. The symbols and codes are explained so that teachers will know the following:

    • Percentage of time the lesson should take
    • Plain text to indicate teacher’s actions
    • Bold text to indicate the questions teachers should asks students
    • Italicize text to indicate a vocabulary word
    • An arrow pointing right to indicate teacher action
    • Two arrows in the form of a circle to indicate possible student response to teacher
    • The letter “i” lowercase in a circle to indicate the instructional notes for the teacher which are in orange font

    Indicator 3h

    Materials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials contain a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.

    The series in Grades 9-12 follow the same format in providing a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. This information is repeated in the materials in several locations.

    First, there is a Curriculum Map across Grades 9-12 that addresses the four modules in each grade by listing each unit, along with the addressed standards and the assessed standards.

    Secondly, the Year-Long Target Standards are listed in each grade after the first module. Teachers are made aware that the standards will be “strong focus in every English Language Arts module and unit in grades 9–12.”

    Finally, the standards are listed next to activities within each lesson. Some of these activities even require that students explain how their work for a particular lesson addresses a specific standards.

    Indicator 3i

    Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

    In Grades 9-12, the instructional approaches of the series follow the Universal Design for Learning. Each unit of instruction contains the following principles:

    • Provide multiple means of representation
    • Provide multiple means of action and expression
    • Provide multiple means of engagement

    In the preface under Structure of the Module for Grades 9-12, the publisher adds, “Each module comprises up to three units and provides approximately eight weeks of instruction. Each unit includes a set of sequenced learning experiences that scaffold knowledge and understanding of the concepts and skills demanded by the CCSS. Module 1 at each grade level establishes the foundation of instructional routines used throughout the year. Paths to College and Career reflects the principles of Universal Design for Learning (UDL) to support:

    • English Language Learners (ELL)
    • Students with disabilities (SWD)
    • Accelerated learners
    • Students performing below grade level

    Lessons are not scripts but rather illustrations of how instruction might be sequenced. Each module is adaptable and allows for teacher preference and flexibility to meet both students’ needs and the requirements of the instructional shifts and the standards.”

    Indicator 3j

    Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.
    0/0
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 do not meet the criteria that materials contain strategies for informing all stakeholders, including students, parents or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.

    There is no information or activity that includes stakeholders. Students are instructed to work in groups or pairs to discuss materials and standards. Even with the Accountable Independent Reading, students are asked to contact a librarian or media specialist, but this is only for selecting a text, not sharing or informing stakeholders of the information or assignment.

    Criterion 3k - 3n

    Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
    8/8
    +
    -
    Criterion Rating Details

    Materials offer regular and systematic opportunities for meaningful, standards-aligned assessment of student progress. Additionally, support is provided to aid teachers in interpreting student performance results and to provide suggestions for reteaching. The materials include embedded routines and guidance for ongoing monitoring of student progress. Materials also provide support for teachers as they hold students accountable for self-selected independent reading in service of growing strong, confident, and motivated readers.

    Indicator 3k

    Materials regularly and systematically offer assessment opportunities that genuinely measure student progress.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.

    Students have multiple and varied opportunities to demonstrate understanding in each module. Students prepare for culminating task in multiple ways that integrate skills such as close reading, annotating, reading independently and in small groups, hosting whole class and small group discussions in multiple formats, and asking and answering questions.

    Every lesson culminates in a Quick Write assessment task. This assessment provides information about students understanding of the lesson objectives and texts. Teachers are provided with high performance response criteria. Lessons contain sets of high quality text-dependent/specific questions that build to the culminating task.

    Each unit also includes a Mid-Unit Assessment and an End-of-Unit Assessment that connect to the Module Performance Assessment. These unit assessments give teachers feedback as students work towards the Module Performance Assessment.

    Each module includes a Module Performance Assessment that serves as a culminating task. The lessons and activities that are completed within the units of study lead to preparing students for the Performance Assessment. Supporting lessons contain text-dependent and text-specific questions, tasks, and assignments. Thinking, speaking, writing, and listening skills are the focus of key ideas and details in the modules. Writing and reading are integrated throughout the tasks. Text-dependent questions scaffold throughout the modules to help students become equipped to respond to the culminating tasks. Students demonstrate understanding through written expression, oral discussions, and presentations within groups.

    Indicator 3l

    The purpose/use of each assessment is clear:
    0/0

    Indicator 3l.i

    Assessments clearly denote which standards are being emphasized.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that assessments clearly denote which standards are being emphasized.

    Each unit includes a Mid-Unit Assessment and an End-of-Unit Assessment that connect to the Module Performance Assessment. These unit assessments denote the standards being emphasized.

    Each module includes a Module Performance Assessment that states the standards. The lessons and activities that are completed within the units of study that lead to preparing students for the Performance Assessment also include standards. For example,

    • In Module 2, Unit 1, Lesson 26, the teacher begins the lesson by reviewing the following assessed standards: CCRA.R.9, RI.11-12.6, L.11-12.1, L.11-12.2, and W.11-12.2.a-f. The End-of-Unit Assessment requires students to analyze rhetoric in W.E.B. DuBois’s “Of Our Spiritual Strivings” from The Souls of Black Folk and Booker T. Washington’s “Atlanta Compromise Speech” (Module 2 Teacher Guide, pg. 296).
    • In Module 3, Unit 1, Lesson 11, teachers review the lesson agenda and standards RI.11-12.2, W.11-12.2.a-f, W.11-12.9.b, L11-12.1,and L11-12.2. To meet these standards, students write a multi-paragraph response regarding central ideas found in Elie Wiesel’s “Hope, Despair, and Memory.” In addition, students analyze two to three areas of investigation that emerged as they read the Wiesel text (Module 3 Teacher Guide, pg. 133).
    • In Module 4, Unit 1, Lesson 16, students are informed of the following standard for Part 2 of the End-of-Unit Assessment: W.11-12.3.a-b. Students respond to the following prompt as a final draft of their narratives: Consider another character’s point of view in either “On the Rainy River” or “The Red Convertible” and retell a key scene from either text through that character’s point of view (Module 4 Teacher Guide, pg. 155).

    Indicator 3l.ii

    Assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow up.

    High performance indicators and exemplar responses are provided throughout materials, including End-of-Unit Assessments, Module Performance Assessments, and other assessment tools. These indicators provide some guidance for teachers for interpreting student performance. For example,

    • In Module 1, Unit 2, Lesson 14, students complete a Quick Write (How does Shakespeare develop Ophelia’s character through her interactions with Laertes and Hamlet?) that serves as the assessment for this lesson. High Performance Response indicators with examples provide some “look fors” for teachers as they assess student learning: Describe how Ophelia interacts with Laertes and how their interactions develops her character (e.g., Ophelia’s interactions with Laertes shows her to be a confident, witty woman. When Laertes gives Ophelia advice about how and why she should not “lose [her] heart or [her] chaste treasure open” to Hamlet’s affections (Act 1, Scene 3, line 35), Ophelia reminds Laertes not to be a hypocrite: “Do not . . ./Show me the steep and thorny way to heaven,/Whiles . . ./[you] . . . reck [] not [your] own rede” (Act 1, Scene 3, lines 51-55). With this response, Ophelia demonstrates her wit and self-confidence in her relationship with her brother -- she does not merely accept his advice but gives it back to him (Module 1 Teacher Guide, p. 216-217).
    • At the end of Module 2, students complete the Module Performance Assessment. Teachers are provided High Performance Response indicators with specific examples upon which to gauge student learning: Present a claim about how Alexie’s poem relates to the central ideas and/or points of view developed in at least two other module texts (e.g., Alexie’s poem “How to Write the Great American Indian Novel” relates to the idea of double consciousness that DuBois develops in “Of Our Spiritual Strivings” and the idea of dual identity that Lorde develops in “From the House of Yemanja”). Teachers are also provided with an explanation of the standard-specific demands of the performance assessment as further guidance (Module 2 Teacher Guide, pg. 448-450).

    Indicator 3m

    Materials should include routines and guidance that point out opportunities to monitor student progress.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials should include routines and guidance that point out opportunities to monitor student progress.

    Throughout lessons, Instructional Notes offer recommendations, background information, optional or differentiated activities, or optional reading and discussion questions for teachers to consider. Some Instructional Notes provide specific Differentiation Considerations, which suggest visuals, tools, practices, models, or adaptations for students who may need extra support to achieve lesson goals. The Teacher Resource Books also include supporting materials that might be required for lessons such as reproducible tools, handouts, rubrics, and checklists. For example,

    • In Module 3, Unit 2, Lesson 12, the following guidance is offered: “Remind students that although counterclaims require students to approach the issue from an opposite or divergent perspective, the process for writing a claim and a counterclaim is the same. Using relevant and sufficient evidence is as important in writing a counterclaim as it is in writing a claim; To support students’ understanding, consider additional modeling on how to choose the most effective evidence for the type of counterclaim they formulated; Circulate around the room to monitor student progress” (Module 3 Teacher Guide, pg. 258-259).
    • In Module 4, Unit 1, Lesson 15, teachers are given the following guidance as students work closely with the Narrative Writing Rubric and Checklist and the Peer Accountability Tools: “This collaborative feedback and discussion provides students with a crucial opportunity for oral processing of their ideas and supports their engagement with standard SL.11-12.1, which addresses the clear, persuasive expression and exchange of ideas; Consider checking in with students on an individual basis during the review and revision process to formatively assess their application of narrative writing techniques, and offer targeted feedback for revision“ (Module 4 Teacher Guide, pg. 150).

    Indicator 3n

    Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.
    0/0
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.

    Opportunities for students to engage in independent reading occur throughout the modules and lessons, with students being held accountable through Accountable Independent Reading (AIR) texts focused on specific reading standards when required for homework. For example,

    • In Module 1, Unit 2, Lesson 10, students are instructed to read their AIR texts with a focus reading standard of their choice (RL.11-12.3 or RI.11-12.3) and prepare for a 3-5 minute discussion based on the standard (Module 1 Teacher Guide, pg. 181).
    • In Module 4, Unit 2, Lesson 3, students discuss as partners how they applied the reading standards to their AIR texts for homework for the previous lesson. Students share how they applied the focus standard” (Module 4 Teacher Guide, pg. 192).

    Criterion 3o - 3r

    Materials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.
    6/10
    +
    -
    Criterion Rating Details

    Materials provide strategies to meet the needs of most learners, including English Language Learners and students with disabilities, but does not provide support for students performing above grade level. A variety of grouping strategies are included to maximize collaboration and learning.

    Indicator 3o

    Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.

    Materials provide structured lessons with supports noted within each lesson. The Teacher Guide includes Differentiation Considerations noted in blue ink and indicated with a distinct icon. For example,

    • In Module 1, Unit 2, Lesson 3, “Consider posting or projecting the following guiding question to support students in their reading throughout this lesson: What does the audience learn about Claudius in this excerpt?“
    • Module 3, Unit 3, Lesson 3, “Students may require additional practice with the specific formatting of in-text citations. Consider extending this into a longer activity where students practice citing quotes from and paraphrasing their sources.”

    Indicator 3p

    Materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.
    2/4
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 partially meet expectations for materials regularly providing all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade-level text and meet or exceed grade-level standards.

    All students engage in the same complex texts. Scaffolds are provided so that all students can access the complex texts and meet or exceed grade-level standards as they build strength in reading. Students select texts for Accountable Independent Reading (AIR) which provides opportunities to build stamina at the student’s reading level.

    While materials provide structured lessons with supports noted within each lesson, teachers are not directed or given guidance to support English Language Learners (ELL) students. The Teacher Guide includes Differentiation Considerations noted in blue ink and indicated with a distinct icon that may help support these students, however more guidance may be necessary for ELLs. For example,

    • In Module 2, Unit 1, Lesson 13, “If students struggle with this analysis, consider posing the following scaffolding questions: What words could replace sobering in the last sentence of paragraph 11? What does Du Bois mean by the phrase 'the sobering realization of the meaning of progress'?”
    • In Module 4, Unit 1, Lesson 12, “If individual students need more focused instruction on specific capitalization, punctuation, and spelling conventions, consider providing Web resources for students’ reference, such as: http://owl.english.purdue.edu/ (search terms: capitalization, spelling conventions, and so on).”

    Indicator 3q

    Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.
    0/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 do not meet the criteria that materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

    While the materials are rigorous, there are no extensions or advanced opportunities provided within materials. Support for instruction includes differentiation for students who need extra support, but does not explicitly address students who read, write, speak, or listen above grade level.

    Indicator 3r

    Materials provide opportunities for teachers to use a variety of grouping strategies.
    2/2
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials provide opportunities for teachers to use a variety of grouping strategies.

    Materials offer a range of opportunities for students to collaborate while reading, writing, speaking, and listening. Students work independently, in pairs, in small groups, and in large groups throughout the lessons. Grouping suggestions are explicitly stated within materials.

    Grouping strategies mentioned in the “Teacher Flexibility to Scaffold Students to Independence” within the Teacher Guide include structuring collaborative conversations in pairs and small groups. In most lessons, students discuss homework in pairs or in small groups with occasional whole class discussions. In the Reading and Discussion sections of each lessons, students collaborate in pairs and small groups as they prepare to present in whole groups.

    Criterion 3s - 3v

    Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
    0/0
    +
    -
    Criterion Rating Details

    All digital materials included in the program are web-based, platform neutral, and work with a variety of browsers. Effective use of technology is supported and draws students back to evidence and texts. The materials do not allow for personalization or customization for students using adaptive devices. The materials do not provide a digital collaboration space or students and teachers.

    The materials can be easily customized for local use.

    Indicator 3s

    Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. This qualifies as substitution and augmentation as defined by the SAMR model. Materials can be easily integrated into existing learning management systems.
    0/0
    +
    -
    Indicator Rating Details

    The instructions materials reviewed for Grade 11 meet expectations that digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), “platform neutral” (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.

    The curriculum modules can all be downloaded from the Wiley: Paths to College and Career Website. This includes the Teacher Guide, Teacher Resource Book, and Student Journal. Module download was tested with multiple internet browsers and operating systems and is compatible with Internet Explorer, Firefox, Google Chrome browsers, and Windows, Android, and Apple platforms.

    Indicator 3t

    Materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate and providing opportunities for modification and redefinition as defined by the SAMR model.
    0/0
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.

    Materials offer web addresses where appropriate and include film segments during multiple lessons. Some texts are accessible online to build background knowledge and can be used to supplement the anchor texts. Text Sets include a variety of options beyond print, such as videos, audio, images, and timelines.

    Indicator 3u

    Materials can be easily customized for individual learners.
    0/0

    Indicator 3u.i

    Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
    0/0
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 do not meet the criteria that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.

    Digital materials can not be personalized or edited. There is no evidence of adaptive or other technological innovations.

    Indicator 3u.ii

    Materials can be easily customized by schools, systems, and states for local use.
    0/0
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 meet the criteria that materials can be easily customized for local use.

    The Module Overview provides a map of the entire module. This give teachers the information needed to make decisions about adapting or changing activities to customize for local use. The overview includes an introduction, the literacy skills and habits, the outcomes, and standards addressed. This also includes a description of the final Module Performance Assessment and a Module-at-a Glance Calendar that shows key features of the units. Materials also include a Unit Overview that gives recommended actions for preparing for instructional, materials required, and recommended technology. Lessons also include percentage of time estimates for each section of the lesson, to better help teachers plan and adjust for customizing. Each of these overviews allows teachers to plan and adjust materials as necessary.

    Indicator 3v

    Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.)
    0/0
    +
    -
    Indicator Rating Details

    The instructional materials reviewed for Grade 11 do not meet the criteria that materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).

    There are no opportunities provided for teachers and/or students to collaborate with each other within materials.

    Additional Publication Details

    Report Published Date: Mon May 14 00:00:00 UTC 2018

    Report Edition: 2015

    Title ISBN Edition Publisher Year
    ELA 11.1 Teacher Guide 978-1-1191-2303-3 PCG Education published by Wiley 2015
    ELA 11.1 Teacher Resource 978-1-1191-2304-0 PCG Education published by Wiley 2015
    ELA 11.1 Student Journal 978-1-1191-2311-8 PCG Education published by Wiley 2015
    ELA 11.4 Teacher Guide 978-1-1191-2314-9 PCG Education published by Wiley 2015
    ELA 11.2 Teacher Guide 978-1-1191-2317-0 PCG Education published by Wiley 2015
    ELA 11.4 Student Journal 978-1-1191-2359-0 PCG Education published by Wiley 2015
    ELA 11.3 Student Journal 978-1-1191-2361-3 PCG Education published by Wiley 2015
    ELA 11.2 Student Journal 978-1-1191-2378-1 PCG Education published by Wiley 2015
    ELA 11.2 Teacher Resource 978-1-1191-2418-4 PCG Education published by Wiley 2015
    ELA 11.3 Teacher Guide 978-1-1191-2419-1 PCG Education published by Wiley 2015
    ELA 11.3 Teacher Resource 978-1-1191-2425-2 PCG Education published by Wiley 2015
    ELA 11.4 Teacher Resource 978-1-1191-2426-9 PCG Education published by Wiley 2015
    ELA Teacher's Grade 11 Bundle 978-1-1191-5737-3 PCG Education published by Wiley 2015
    ELA Student's Grade 11 Bundle 978-1-1192-2384-9 PCG Education published by Wiley 2015

    About Publishers Responses

    All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

    Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

    The publisher has not submitted a response.

    Educator-Led Review Teams

    Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

    After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

    All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

    ELA HS Rubric and Evidence Guides

    The ELA review rubrics identify the criteria and indicators for high quality instructional materials. The rubrics support a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

    For ELA, our rubrics evaluate materials based on:

    • Text Quality and Complexity, and Alignment to Standards with Tasks Grounded in Evidence

    • Building Knowledge with Texts, Vocabulary, and Tasks

    • Instructional Supports and Usability

    The ELA Evidence Guides complement the rubrics by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

    X