10th Grade - Gateway 3

The instructional materials reviewed for Grade 10 meet the criteria that materials are well-designed and take into account effective lesson structure and pacing.

The materials demonstrate effective lesson structure and take into account pacing. An ARC Literacy Lab Overview is provided for each unit. Components of the lesson are available for 120- or 75-90-minute literacy blocks and offer ranges of minutes within. The suggested times allotted for activities gives teachers flexibility in pacing lessons across days, weeks, and units according to the needs of students. A number of other supports give teachers options to effectively pace and structure learning.

The blocks of time for English in materials are for 90-120 minutes. The publisher materials state, “ARC frameworks are intended to be flexible structures that educators adjust as needed. Although the Literacy Lab is organized into “6 weeks,” it is common for educators to need 8 or 9 weeks in the first year.”

Each unit begins with students reading and analyzing texts based on the unit’s topic. Then students turn that analysis into a formal writing process. The first unit is a Literacy Lab where students focus on components of literature the first four weeks and then write literary critiques the last two weeks being a 6 week unit. Units 2, 3, and 4 are all 9 week units. Unit 2 is a research units where students are researching information based on a social studies or science topic. Unit 3 focuses on researching a specific genre. Every unit has a similar daily structure. Students read complex text, they write to the text, they read independently, and then write independently. Students read the complex text daily for about 15-30 minutes. They read independently for about 20-40 minutes. They write for about 20-40 minutes daily.

There are also checklists, rubrics, and reading logs for teachers to track student progress through the lessons. Focus Standards are provided each week, as well as an overview of the daily lesson plans. During Week 1 there is a day by day detailed instruction, after that there is a framework in the following weeks. Daily lessons provide teachers the outline of the lesson, as well as prompts for what the teacher may say or how to present tasks. These plans also include a column of teacher notes for additional guidance and research. The Literacy and Research Lab instruction includes parts such as CCSS Mini-Lessons, Read-Discuss Complex Text-Readers’ Workshop, Writing, Read-Alouds, Small group and whole group work, Text-based discussions, and reflection opportunities. The Research Labs instruction includes goals for expertise, reading, writing, vocabulary, art, and final projects. Each unit also comes with a series of graphic organizers for collecting text evidence, independent reading support, task rubrics, and discussion rubrics/guidelines.

In the prefatory materials in each unit, the materials explicitly state that the framework provides teacher self-direction: “There is no perfect script that will work for all personalities and all classrooms. Instead, we give you a highly structured framework that works in general from which you will need to create the version that works for you, in your district, in your school, in your classroom, with your students” (Unit 1 p. 41).

A Pacing Guide provides a breakdown of each daily literacy block, either the 120 or 75-90 minute block. There are three parts to each daily block: Read/Write/Discuss Complex Text, Reader’s Workshop, and Writing. The Guide reminds teachers there is flexibility in the pacing: “Depending on the lesson and student energy, teachers may spend more time writing or more time reading” (Unit 1 p. 60-61).

Additional pacing support is provided for the weekly lesson topics. For example, In Unit 1, the suggested time frame is 6 weeks. In Unit 2, the suggested time frame is 9 weeks. The curriculum is broken into three phases: Phase 1: Initiate Academic Community, Phase 2: Initial Assessment and Goal Setting, Phase 3: Strategic Instruction/Building Expertise. The first two phases are the reading portion of the unit while the third phase is for the larger writing/research project. The Guide reminds teachers there is flexibility in pacing: “*Weeks are approximate. Teachers should be welcome to expand or condense as needed” (Unit 1 p. 56).

In Unit 1, the typical daily time routine is:

• Lesson Focus: Read Like A Critic For Theme Introduction/Mini-Lesson 10–20 minutes
• Read/Discuss Complex Text 15–30 minutes
• Readers’ Workshop Goal: 20–35 minutes
• Writing 15–30 minutes

In Unit 3, the instructional materials provide teachers a “Research Lab Daily Structure,” document (p. 10) to guide them through the pacing of research activities throughout the unit and a “Genre Study Research Lab Pacing Guide,” (19) to organize learning activities throughout the unit. In addition, an organizer that outlines the focus activities by the day of the week prefaces the Week 1 lesson plans.

The instructional materials reviewed for Grade 10 meet the criteria that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.

ARC publishers indicate that the materials are inquiry based and encourage self-directed learning with an emphasis on independent reading and study. Though there are guidelines for 165 lessons which can be completed in a school year, the publishers also indicate that the curriculum should be considered a framework. On Page 59 of the unit introduction, publishers indicate that there is “no perfect script that will work for all personalities and all classrooms. Instead, we give you a highly structured framework that works in general from which you will need to create the version that works for you, in your district, in your school, in your classroom, with your students.”

The framework is designed to allow teachers the freedom to adjust the pacing of daily lessons within weekly plans as needed. In the prefatory materials in each unit, a Pacing Guide is provided with the weekly lesson topics. For example, In Unit 1, the suggested time frame is 6 weeks. In Unit 2, the suggested time frame is 9 weeks. The curriculum is broken into three phases: Phase 1: Initiate Academic Community, Phase 2: Initial Assessment and Goal Setting, Phase 3: Strategic Instruction/ Building Expertise. The first two phases are the reading portion of the unit while the third phase is for the larger writing/research project. The Guide reminds teachers there is flexibility in pacing: “*Weeks are approximate. Teachers should be welcome to expand or condense as needed” (Unit 1 p. 56).

Also in each unit, a Pacing Guide provides a breakdown of each daily literacy block, either the 120 or 75-90 minute block. There are three parts to each daily block: Read/Write/Discuss Complex Text, Reader’s Workshop, and Writing. The Guide reminds teachers there is flexibility in the pacing: “Depending on the lesson and student energy, teachers may spend more time writing or more time reading” (Unit 1 p. 60-61).

Unit 3 contains an “Example Yearlong Scope and Sequence” (p. 10) which implies that teachers may pace the content so as to maximize what students are able to learn throughout the year.

In Unit 4, students are able to become an expert on a contemporary issue by reading as much material as possible and focusing only on the following Research Questions/Prompts:

• 1. Create a timeline of at least 10 milestones in the history of this issue. Discuss the significance of each.
• 2. Describe the most important national effects of this issue. How is it being handled in our country?
• 3. Describe the most important global effects of this issue. How is it being handled internationally?
• 4. What organizations are involved with this issue?
• 5. Who are the influential people involved with this issue?
• 6. How can people become informed about this issue?
• 7. Take and support a position on how we, as a world, should solve this issue.

The instructional materials reviewed for Grade 10 meet the criteria 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.)

ARC Materials provide review and practice resources such as evidence and reading logs, reference charts, task checklists, constructed response rubrics and writing rubrics for larger writing projects, graphic organizers, masters, research cards (which include questions), and informational writing cards. The lessons provide teacher guidance for modeling, as well as opportunities for independent or small group practice. Teachers are prompted to give clear directions, and directions are also found on the graphic organizers or checklists provided in the units. The materials provide teachers with directions and guidance on usage and how to direct student use and also provide blackline masters that teachers copy and distribute to students.

The practice resources are specifically designed for each unit to help students to complete the culminating project. All other practice resources, such as questions posed by the teacher that students either speak or write about, are teacher directed. The reference aids and resources are correctly labeled. Teacher directions are very clear and an appendix in each unit provides lesson planning materials general to the unit. In the prefatory materials, all the worksheets for students are compiled together.

In Unit 1, students are provided with a reading survey, the Toulmin’s Argument Framework, a College- Ready Reader Scale, a Writer’s Log, a Genre Record Chart, a Genre Profile Chart, an Interest Inventory, Editing Checklist, etc. In the first section of the daily lessons of Unit 1, Week 1, Day 4, teacher’s lead a lesson on the CCSS standard that connects genre and theme. Students use the handout, Genre Profile, in small groups while reading/discussing the Core novel. In the second section of the daily lesson, students determine the genre of their chosen books and consider “why it matters to the text.” Students fill in the Genre Profile independently with the characters, setting, plot/events, theme, structure, and language of their books. There are no directions provided to students on the worksheet. All the directions for completion are in the teacher’s edition and are part of the first section of the day’s lesson: Read/Discuss Complex Text. There are suggested questions to guide students in understanding how character, setting, etc. are related to genre. This is similar for all handouts in all units.

Units 3 and 4 include a number of resources and documents related to the content, including graphic organizers, mapping documents, genre cards, sequencing organizers, thinking maps, rubrics, reading surveys, and other visuals and graphics that support student learning of specific content. Some of the resources, such as the reading surveys, are offered in several languages. Each of the resources is designed in a uniform fashion in terms of fonts and font size. The resources have visual appeal and are clearly labeled and titled.

The instructional materials reviewed for Grade 10 meet the criteria that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.

Alignment documentation is provided for all questions, tasks, and assessments as a framework with general guidance for the teacher. Standards connect to all areas of the program and are included in the introductory materials for each unit, as well as on the writing rubrics, lesson planners, and assignments. An instructional focus is articulated at the beginning of each week. Within the daily lessons, standards are repeated and are connected to specific activities. Culminating performance projects are connected to standards as well, and several handouts provide students with teacher explanations of their connection to the standards. Teachers are provided a rubric for scoring these tasks.

The Unit 1 Literacy Lab requires students to address W.1 by writing a literary critique. Students are reminded of the CCSS Reading Literature standards (RL.2, RL.3, RL.4, RL.5, RL.6, RL.7, RL.9) covered in the unit. Some examples of how this instruction is achieved over the unit include:

• In Unit 1, Week 4, in the Week 4 Framework pages, different figurative language devices are explained in great detail with mini-lessons that are connected to different standards for the unit. For example, one of the devices is hyperbole and the mini-lesson states: “Teacher Work: Post the 9-10 Common Core Language Standard #5. Introduce the figure of speech hyperbole,” followed by a definition and lesson to help students understand and practice the device before reading a passage that contains hyperbole (p.317).
• In Unit 1, Week 5, the culminating writing task is introduced and a rubric for writing a proficient answer is provided that directly connects to CCSS W.1. Students follow the writing process: “Claim: Introduce a precise, knowledgeable claim that is debatable, defensible, narrow, and specific. Establish the significance of the claim” through “Conclusion: Provide a concluding statement or section that follows from and supports the argument presented.” Each aspect is connected to the language of the standards.
• In Unit 1, Week 6, students go through the edit/revise process with a rubric designed to connect to CCSS W.5/W.6/L.1/L.2.

The Unit 2 Research Lab requires students to synthesize information across texts in their research study of Africa to write an informational book on their country of choice. Students refer back to the CCSS Reading Information standards (RLI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, RI.9, RL.9) they covered in the unit with a focus on RI.7, creating visuals for their informational book.

Unit 4 (p. 23) provides a document “All Students Master Common Core Standards” that describes how the different components of the unit connect to the standards and includes an explanation of the purpose of “Common Core Mini-Lessons” within the plans. To illustrate, Week 2, Day 2 targets standards R.6: Assess how [an author’s] point of view or purpose shapes the content and style of a text; RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose; and W1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

The instructional materials reviewed for Grade 10 meet the criteria that 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.

There is educational research found throughout this program providing the rationale and background knowledge for teachers as professionals and life long learners. The Teacher Editions for each unit contain ample descriptions, explanations, and examples of instructional literacy concepts that help students to deepen their understanding of the content being presented. All directions and explanations provide adult-level suggestions for how to teach the content. Prefatory materials thoroughly explain the purpose of each unit and how the literary concepts connect to the instruction. The weekly lessons have annotated sidebars for teaching different literary skills and standards, and many annotations in the curriculum function as examples from experts and resources that might be provided in a professional development setting.

The teacher materials contain multiple ways for teachers to build their own knowledge, including recommending external online resources for teacher development and literacy instruction support. Materials routinely offer supports and ideas for teacher PLCs, building data walls, and building student literacy.

ARC is an inquiry-based, program/framework. Jeffrey Wilhelm, a contributor to the research, writes, “Inquiry is the daily craft of teachers as reflective practitioners and professional knowledge-makers, as well as part of our work as collaborative fellow learners with students being apprenticed into the expert practices of readers, composers, and problem-solvers of all kinds. And that is why inquiry through apprenticeship is the smartest way to teach: because it makes both students and teachers smarter in ways that count in school, in real disciplinary work, and in that most authentic of all testing situations—out in the world of democratic work and living. —Jeffrey Wilhelm”

The instructional materials reviewed for Grade 10 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 introductory materials of each Teacher Edition outline the standards that are addressed in each Literacy and Research lab, and the Teacher Editions explain the purpose of the ELA/Literacy standards for instruction and how they support the curriculum across the year. The Teacher Edition routinely offers CCSS mini-lessons with teacher guidance for what that looks like and how to engage students. Each weekly overview indicates what the focus standards for the week are and the first two weeks of instruction provide a one to two page framework for the teacher and student work in order to address the focus standards. This framework is used throughout the unit, and the curriculum emphasizes how the units, weekly lessons, and daily lessons, and individual parts within the daily lessons connect to the standards. Typically the specific wording of the standard is listed with each activity. Within weekly lesson plans, there are standards listed next to lessons; in every unit, there is a “Pacing Guide” at the beginning of each unit that states the week and the standard being focused on; and in Unit 1, there is a Scope and Sequence page that includes the CCSS included in each unit.

An example of the standard being listed next to the lesson is in Unit 1, CCSS Mini-Lesson: What Are Proficient High School Readers Like & Why Does It Matter? (R.2/R.10)

An example of a planning page in Unit 3, Week 1 Day 1, lists “Focus Standard(s) R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare approaches that the authors take.”

The instructional materials reviewed for Grade 10 meet the criteria that materials contain explanations of the instructional approaches of the program and identification of the research based strategies.

The ARC curricular materials provide descriptions of the instructional approaches featured. Throughout the program, instructional reasoning is explained and ELA experts are cited. This information is accompanied by the emphasis of evidence-based strategies and references to their origins. Many teacher-facing annotations serve as examples vetted by prominent academics in the field and as resources delivered in professional development settings. The introductory materials for the Literacy and Research Labs, for example, provide a series of explanations and research-based approaches such as inquiry, literacy development, reading culture, school success, and social purpose, to support the publisher rationale for the curriculum. Moreover, research-based strategies are embedded within units as lesson sidebars, and Works Cited/Consulted sections highlighting the foundational research used to design the program are included in each unit as well.

Several pages are devoted to explaining the program rationale for building student knowledge through teachers and students as researchers. The program also emphasizes student choice and ownership in learning as seen in this provided quote by Mike Anderson, author of Learning to Choose; Choosing to Learn: “When students leave school, they will enter a world where self-motivation, creativity, autonomy, and perseverance are all critically important, and these are characteristics that are hard to practice in an environment centered on standardization and compliance.”

The “Big Idea” pages of the ARC Core Overview contain explanations of instructional approaches. Unit 1, for example, describes the writing-intensive nature of the program (p. 25). The information also explains the theoretical approach of connecting writing and reading tasks.

The instructional materials reviewed for Grade 10 meet the expectations that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.

The Independent Reading Level Assessment (IRLA) Conferencing & Formative Assessment Independent Reading Levels & Student-Teacher Conferences consistently assess student progress. The teacher materials indicate that the IRLA introduced in the Literacy Lab in Unit 1 is used to diagnose student reading levels and track their progress over the year. The assessment system helps teachers to identify what skills and strategies students have mastered or need to focus on.

Students are also assessed by a unit task that generally requires a substantial writing piece in the mode that they have studied in the unit. Teachers are provided with checklists, rubrics, notetakers, protocols for conferencing, and student exemplars. The daily framework for lessons prompts teachers to monitor students and provide immediate feedback given through student and teacher conferencing.

Unit 3: World Historical Fiction, pages 22 & 23 provide a rubric for W.3 to score student work and short answer responses for the unit task of writing a memoir. Page 24 offers guidelines for teachers to complete a pre-assessment of students and use the provided rubric to score:

• “Part 1: Have students read a short text in the genre. The text should be at grade level.
• Part 2: Ask students to write a response to the question: What is a central theme of this text? How does the author use literary elements to develop this theme?”

In Unit 4: Contemporary Issues, page 5 provides the Final project rubric to score student work for the unit task of writing an argument. To support student learning around W.1, page 27 provides a detailed rubric for assessing student work as they practice argumentative writing.

Page 26 offers guidelines for teachers to pre-assess students based on the provided rubric:

• “Ask students to write an argument related to the text they have just read. E.g., Should school administrators be able to go into students’ lockers without students’ permission?
• Take a position and provide 3 good pieces of evidence in support of that position.”

Teachers are provided with checklists, rubrics, notetakers, protocols for conferencing, and student exemplars. There are pre and post assessments, writing rubrics, and assessment guides. Students are constantly assessed with immediate feedback given through student and teacher conferencing.

The instructional materials reviewed for Grade 10 meet the criteria that assessments clearly denote which standards are being emphasized.

The IRLA Framework state the standards clearly, and each assessment component found in the materials articulates the learning standards assessed. The prefatory materials, teacher instructional notes, and sidebars contained within the daily lessons provide thorough explanations that refer regularly to the standards.

The materials provide teachers recommendations for daily assessment or monitoring of student work that are connected to standards-aligned units. Unit pre-assessments are recommended for teachers to assess students based on the writing standard addressed. Rubrics assessing the writing standards are provided in each unit, as well as rubrics or checklists for editing, discussion, and student responses.

In the ARC Core Informational Research Lab Pacing Guide Grades High School, week 2, students are learning Central Ideas, Central Ideas and Key Details, Supporting Ideas, CCSS RI.2 HS Constructed Response Thinking Map Constructed Response to Key Question RQ 1.

The “CCSS W.2 Rubric for a Proficient Informational Text” (p. 289) provides clear denotation of the standards. The preceding page also contains a breakdown of the standard by grade level.

The instructional materials reviewed for Grade 10 meet the criteria that materials the criteria that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow up.

ARC materials present teachers with rubrics and suggestions for assessments. The IRLA gives a framework for assessing and tracking student reading level and the teacher determines what skills or strategies should be addressed in differing types of instruction. As part of the curriculum, teacher work includes “1-on-1 Conferences: Baseline Reading Levels Use the IRLA/ENIL to conduct 1-on-1 formative assessment conferences to identify student baseline reading levels. Document Use the Status of the Class/eIRLA to document your observations about individual students’ levels. Goal: Baseline reading level for each student entered in SchoolPace by the end of Week 3. Accountable Talk Partner/Group Share Share a summary of a section/text that proves you understood what you read. Invite a few students to share out with the whole group.”

Most of the interpretation and follow up from assessment is done during the Monitor Engagement section of the daily lesson, as well as one-on-one student conferences. Teachers are given frameworks for these conferences, rubrics for scoring student work, and general recommendations for sharing work or grouping students. The culminating tasks in each unit have generic grading rubrics used for multiple tasks throughout the unit. There are tips for how teachers can use information from unit formative assessments in their PLC work.

In Unit 1, Week 2, teachers perform 1-on-1 Conferences to determine student baseline reading levels. Teacher directions read “continue with your 1-on-1 formative assessment conferences to identify student reading levels. Use student writing as evidence of comprehension.”

In Unit 1, Week 5 (p. 310) offers teachers guidance on reviewing writing samples with a teacher review team, “Look for patterns within and across classes. Discuss implications for grade-level instruction/planning.”

In Unit 2, Week 4: Day 5 contains a formative assessment piece in which teachers “Observe students as they write. Make sure students are making adequate progress” (pg 192). There is no additional guidance as to what kind of progress should be determined.

In Unit 3, materials prompt teachers to monitor students while completing the pre-assessment. This page also gives brief guidelines for scoring and sorting student work to determine small/whole/or individual instruction (p.24).

The instructional materials reviewed for Grade 10 meet the criteria that materials should include routines and guidance that point out opportunities to monitor student progress.

The materials regularly provide routines and guidance that indicate opportunities to monitor student progress on a variety of skills and concepts being learned throughout each unit. Both the IRLA Framework and the weekly units consistently provide opportunities for teachers to observe student progress in specific standards, whether reading or writing. Individual or small group conferencing opportunities are provided for reading progress checks. Writing progress checks are offered in the form of small formative writing tasks that build to the larger culminating tasks.

The Materials are designed to track student progress daily through the Independent Reading Level Assessment (IRLA) that guides teachers to assess and monitor student reading levels. Teachers determine those skills and strategies that students have mastered and need to learn. Materials to document student progress through logs, class charts, and an online tracking system are provided. Teachers and students set Power Goals and routinely monitor these through assessment and one-on-one conferencing. Both small group and writing protocols and rubrics are provided. The unit tasks come with scoring rubrics and are presented to the class. Each lesson includes specific formative assessment opportunities for teachers to monitor student progress with side notes about addressing instruction or further assessment opportunities. Materials prompt teachers to monitor and conference with students frequently.

The materials provide an “ARC Literacy Lab Routines: Teacher Checklist” that offers guidance for monitoring student progress on a number of facets of the curriculum framework: e.g., it outlines the rationale for each component and how it is used to inform instruction.

The instructional materials reviewed for Grade 10 meet the criteria that materials provide teachers with strategies for meeting the needs of range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.

The ARC materials thoroughly support teachers to use the Independent Reading Level Assessment (IRLA) to evaluate, monitor, and increase student reading levels. Using the assessment helps teachers to determine the skills and strategies needed or mastered and to document them on paper and an online tracking system. Teachers then address student needs using whole-group, small-group, and one-on-one conferencing. Based on the reading data, teachers and students set Power Goals and follow conferencing protocols to support each student. Materials offer guidance to teachers to help students who are stuck or need additional support. Both small group and writing protocols and action plan documents are provided.

In Unit 1, a “College-Ready Readers Scale” (p. 96) for assessing a student’s current independent reading practices. While the sheet would be useful for teachers to offer strategies for more reluctant readers, there is no such evaluation tool for writing. The framework provides little guidance on writing strategies for diverse learners, including those who struggle.

In Unit 2, the question is posed to the teacher, “Reading Levels: Are there students whose reading levels will prevent them from succeeding when responding to grade-level text? What is the plan to accelerate these students’ reading growth?”

The instructional materials reviewed for Grade 10 meet the criteria that 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.

The ARC materials provide regular opportunities for all learners to engage with grade-level text. The framework is structured so that teachers can use the Independent Reading Level Assessment (IRLA) to assess, monitor, and augment a student reading levels. Students also have daily practice with Core, Anchor, and Independent Reading texts; these text sets help students move towards grade-level reading. Within the weekly and daily lessons, all students read a grade-level Core text together and work to understand and to analyze the text through specific reading standards. Independent reading opportunities give students access to reading at their assessed level of reading to build to independence at grade level. Students who read below grade level can become engaged in reading texts that interest them to help them improve their reading level. The framework allows teachers to track student progress in meeting grade-level reading standards.

The ARC Core Literacy Block is designed to embed all the best practices of culturally and linguistically responsive teaching into a literacy framework centered on meeting the needs of the unique students in each room, in order to ensure that each child reads, writes, and collaborates on grade level. All students are provided with the same grade level texts and questions. There are opportunities for partner and small group work, and teachers may strategically place students into specific partnerships or groups. There are opportunities in the materials for the teachers use the “Formative Assessment/Writing Coach Check for Understanding” to observe students as they write to ensure students are making adequate progress in their note-making. Teachers are routinely prompted to support learners who are stuck or struggling with the material or content.

This statement is provided in the introductory materials of each unit: “English Language Learners The WIDA Can Do Descriptors are included as potential ways to scaffold English language learners’ successful participation in grade-level reading, writing, and conversation with their peers around grade-level complex text.”

The ARC Literacy Lab Pacing Guide (pp. 52-53) outlines reading and writing goals that underscore students being able to read and understand increasingly complex text. The guide is carefully organized to include a variety of informational and literary reading of grade-level texts.

In Unit 2, the materials indicate that “Class graphic organizers and other predictable, routine sections of the lesson are safe places for language learners to take risks in front of their peers. These are some of the techniques you can use to enable language production from language learners in front of the whole group: • Have the student tell you their question, “WOW!” fact, etc., then paraphrase it/repeat it for the whole group to hear.”

The instructional materials reviewed for Grade 10 meet the criteria that materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals at the student’s level. There is guidance for teachers to assist students in reaching the goal set.

Both small group and writing protocols and action plan documents are provided.. Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily. Students are encouraged to choose books from the Book Boxes to reach beyond their reading levels. Students who complete a task early are often instructed to work with a peer to better help the peer understand the process. Within the framework, there are suggestions for students who are reading above grade level.

The Unit 1 “Reading Survey” (p. 93) is provided to help teachers gauge student perceptions of their enjoyment of reading and its relative difficulty. Advanced students with a score in the high range of 20-24 are labeled “Engaged Reader” and told to “Keep reading!”

A “College-Ready Readers Scale” is provided in Unit 1 (p. 96) a tool for assessing a student’s current independent reading practices.

The instructional materials reviewed for Grade 10 meet the criteria that materials provide opportunities for teachers to use a variety of grouping strategies.

The daily instructional framework for ARC requires that students spend time in small-group and whole group discussion. Reading often takes place as whole class with the Core text, and while independent reading is always an individual activity, conferencing with students begins as individual and moves to small group as teachers feels comfortable with student engagement in independent reading.

The introductory materials indicate that ”students participate in intellectual discourse around the text, genre and Focus Standards: Partner Share, Discussion Groups, [and] Whole Group Debrief.” Each unit offers some guidance around being instructionally strategic in one-on-one and small-groups. The materials suggest that students discuss with a partner, small group, or whole class during the Read/Discuss portion of the daily lesson. Teachers are prompted daily to engage students in Accountable Talk through pair-share, small- and whole- group discussion. Students also work frequently in peer-review or peer-conferencing settings. There are also partner or small group writing opportunities.

In Unit 1, “Students return to the text as they work with partners to answer each question. Listen in as students share to determine if you need to return to the text with the whole class.”

A “Protocol for Small-Group Power Goal Instruction” (p. 319) is geared to providing effective small-group instruction based on students with similar Power Goals.