10th Grade - Gateway 2

The instructional materials reviewed for Grade 10 meet the criteria that texts are organized around a topic/topics to build students’ knowledge and their ability to read and comprehend complex texts proficiently.

Each unit is centered around a topic and/or genre, and students build knowledge through inquiry via a variety of literary genres and different types of informational text. Each unit has a core text, anchor texts, and leveled libraries that students read focused around a particular genre. Students read, analyze, and write about a grade-level novel for each unit. Anchor texts are additional texts centered around the genre/topic. Teachers can use these as read alouds and/or copied excerpts for shared reading experiences. Leveled libraries also center around a genre and/or topic. Students read independently at least four novels in the genre, or about the topic, within each unit.

Unit 1 materials indicate that the purpose of the Literacy Lab is for students to “fall in love with reading through books.” During this unit, students read modern pieces of literary and informational literature as their core texts as well as practice writing in a variety of genres. Teachers also launch the 100 book challenge for students’ independent reading engagement across the year. In this unit, students build knowledge of literary elements, word choice, text analysis, discussion methods, and healthy writing practices while addressing texts that are engaging to the reader. Though schools can incorporate their own choice of texts, the grade level texts recommended for study address current technology issues: The House of Scorpion by Nancy Farmer by Joseph Bruchac and Privacy and Surveillance by Cath Senker.

On Week 1, Day 1, teachers share the purpose of the unit with students: “to spend the next nine weeks reading, writing, and talking about the big ideas... Each of you will pick one topic on which to become an expert. You will research this topic and write an informational book about it. By the end of this Unit, you will: 1.Be an expert on __(Unit)__. 2.Be an expert on your research topic. 3.Write and publish an informational text on your topic.” Students read core texts Things Fall Apart by Chinua Achebe, A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah, and Africa: Facts and Figures by William Mark Habeeb. Students then choose a more narrowed focus and select from a variety of additional texts about various aspects of Africa such as the treatment of women, exploration, political systems, and modern Africa. During the unit students will research a chosen African country and collect information from multiple sources to write about the country’s history, government, religion, economics, culture, and social issues.

In Unit 2, students learn about the “geography, historical timelines, ecosystems, ethnic groups, culture, economy, government, and current issues related to the continent of Africa. They also will compare their life, country, current issues, etc. to that of the people of the African continent. Students read two classic literature texts: Things Fall Apart by Chinua Achebe and A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah. They are paired with Africa: Facts and Figures by Mark Habeeb. These core and paired texts build knowledge around the topic of Africa from both literary fiction, literary nonfiction, and informational text. The additional texts are mostly informational texts to provide context for Africa or a different perspective (The Boy Who Harnessed the Wind by William Kamkwamba). They also build student’s knowledge on the topic.

In Unit 3, students read texts set in a “variety of eras throughout world history” as they learn about the historical fiction genre. The beginning of Unit 3 establishes the distinction between a topic and a theme. Throughout the unit, students work to comprehend complex texts in the historical world fiction genre by exploring themes: “The author’s perspective, position, lesson, moral, or message.” Students also explore literary elements and how they contribute to the theme. Additionally, students learn about the real events behind the historical fiction they are reading.

During Unit 3, students read The Things they Carried by Tim O’Brien, Heart of Darkness by Joseph Conrad, and The Kite Runner by Khaled Hosseini. From these texts, as well as books selected for independent reading from a Genre Library in which texts are organized by difficulty level, support them as they learn about the historical fiction genre. Students select a minimum of 4 novels from the historical fiction genre and must choose from at least 2 reading levels. Students read for 15-30 minutes during Independent Reading.

In Unit 4, students learn about the topic of contemporary issues “by examining the causes, effects, and possible solutions to issues such as poverty, biotechnology, human rights, climate change, and terrorism.” As students work through this research lab, they “will take a position on their issues, examine the reliability of information sources, and have numerous opportunities for passionate debate, discussion, and writing.” During Unit 4, students read The Tipping Point: How Little Things Can Make a Big Difference by Malcolm Gladwell, It’s Your World: Get Informed and Get Inspired & Get Going! by Chelsea Clinton. This texts build knowledge around the topic of economics through the reading of informational text. The additional texts are primarily informational texts to provide additional information about economics. There is also a book of poetry entitled, This Same Sky: Poems from Around the World by Naomi Nye.

The instructional materials reviewed for Grade 10 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.

The Literacy and Research Lab units are structured so that students engage with texts to build understanding through sequenced graphic organizers and question sets, and to analyze all aspects of the Common Core Standards. Materials include coherently sequenced sets of of questions that teachers use for modeling and student practice around determining central idea, word study, author’s purpose, text organization, and other features. Questions are general for all units and provide a framework for teachers to build questions for individual texts. Most question sets are coherently sequenced and give students ample opportunity to analyze language and author’s word choice, key ideas and important details, author’s craft and structure, and other components of text.

In Unit 1, Week 3, Days 1-3, students focus on differentiating connotative and denotative. During the first read of the text, students identify one new interesting word and provide a synonym. For the second read, students consider what the author said and why by examining diction and determine the connotations of these words. Students also consider why the author chose specifics words over other options with similar denotations but different connotations. Finally, students then discuss the effect the word choice has on the text. This process exemplifies how complexity increases within the lesson and questioning.

In Unit 2, Week 2, Day 2, students close read an informational text to determine the central idea. The teacher models and then has students work through a guided practice. Students work in pairs to reread the text and to identify the key details that support the central idea. Students also work together to prioritize the one detail that best supports this central idea. This activity is text-dependent and asks students to return to the text to support their analysis.

In Unit 3, Week 4, Day 3 students are asked to identify the most essential episodes in the plot. This activity is similar to an activity performed in Grade 9; however, in Grade 10, students are instructed to analyze the plot episodes rather than simply describe them. Students work together to create a list of five essential episodes, to rank them in order from most to least important, and to justify their choices with text evidence. In their independent reading, students identify where an episode begins and ends. explain what makes the episode important, and how the author uses it to advance the plot, develop a character, and or communicate his/her theme (pp. 187-188).

In Unit 4, Week 6, Day 4, students conduct research to learn how an author writes a rebuttal. Before reading independently, the teacher models guiding questions that focus on knowledge, analysis, evaluation, and comparison across texts: Where does the author address a counterargument? How does s/he address it? Is the presentation fair? Is the rebuttal convincing? What could the author have done better? Compare and contrast the handling of counterarguments in these essays. How are they all similar? Which one is the most effective? Why?

The instructional materials reviewed for Grade 10 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).

The materials provide multifaceted, culminating tasks in which students are asked to demonstrate proficiency in multiple reading and writing standards. In the materials, students read, write, informally speak, and listen by participating in think-pair-shares and accountable talks, and by revising and editing drafts. Prior to writing formally in the unit culminating task, students read mentor texts and work collaboratively through activities and questions that provide opportunities to develop comprehension and knowledge of a topic or topics through integrated skills. Throughout the program, “Teacher Work & Monitor for Engagement” directions prompt teachers to document and record their observations as students write and discuss as formative assessment evidence that informs their instruction and provides qualitative and quantitative information about student readiness to complete culminating tasks. Once students finish the final written culminating tasks they are given presenting/publishing options.

The introductory materials indicate in which units the reading, writing, and speaking and listening standards are addressed. While each unit focuses on a specific type of writing and may address certain reading standards aligned to that writing type, the materials indicate that the majority of writing, reading, and speaking and listening standards are addressed across all four units. Though each unit culminating task requires a significant piece of writing, the teacher can recommend how students will present their work such as peer reviews, oral presentations, slide shows, drama, blogs, debates, brochures, etc.

Unit 1 is designed to increase student reading stamina and analytical skills. The culminating task expects students to write an essay critiquing an author’s work after engaging in a teacher modeled example with the core text. Each week, students study a different aspect of text analysis, such as author’s theme, word choice, and word meaning and complete smaller tasks that provide practice of the week’s focus of study. Students are also introduced to reading, discussion, and writing structures that will be used daily across the year. The lesson framework like the example on page 171 of the instructional materials guides teachers to set expectations for the lesson and provide a standards-aligned mini-lesson. Students then read, write, and discuss complex core texts and engage in a reader’s workshop on self-selected texts. Students independently write to that text before spending time reading the core text for the unit. On page 330, materials indicate that the student outcome for this unit is “Compose a literary critique that includes valid reasoning and sufficient text evidence.” Students spend time reviewing peer work and discussing their own before publishing their writing.

In Unit 2, the culminating task is a research-based informational book on a specific topic. Students read and research to gather information about different research questions that are used in the culminating task. The speaking/listening activities are all collaborative discussions or share-outs with partners or small groups in activities/tasks that lead up to publishing of the culminating task. Multiple standards from reading, writing, speaking/listening, and conventions are evaluated on the culminating task and throughout the unit.

In Unit 3, Week 5 shows one moment of many where students engage in speaking and listening during their culminating task. In the activity, student Discussion Groups: Analyze the Argument, the directions instruct students to “work as a small group to analyze the organization of this essay.” Students answer prompts evincing “Knowledge:” How many paragraphs does the author have? Which paragraph(s) is the introduction? The conclusion? The body paragraphs?; “Analysis:” What is the purpose of each body paragraph? Why do you think the author grouped these specific pieces of evidence/reasons together into this paragraph?; and “Evaluation:” Is the organization clear and logical? Why or why not? What could the author have done to improve the organization of this argument? During this same lesson, teachers are directed to observe for content knowledge: Observe as students discuss to identify gaps in content knowledge or text comprehension. Use what you learn to inform your instruction.

In Unit 4, students are encouraged to publish their final argument in a variety of ways, including: formal essay (cover page, typed, bound, etc.), blog entry, class/school website, submission to relevant periodical/newspaper, class newspaper/periodical/journal/portfolio, PowerPoint presentation, or create a book.

The instructional materials reviewed for Grade 10 meet the criteria that materials include a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts.

Materials include a consistent approach for students to regularly interact with word relationships and build academic and figurative language in context. Overall, students are provided support in accelerating vocabulary learning with vocabulary in their reading and speaking tasks.

In the ARC Core Framework, the foundation for studying language is a significant part of the Unit 1 Literacy lab designed to build student skills in determining word meaning, identifying denotation and connotation, studying word relationships, and analyzing figurative language in the context of literary and informational text.The IRLA toolkits guide students as they learn roots and affixes to support their ability to determine word meanings as they encounter unfamiliar vocabulary.

The Unit 1 materials provide teacher guidance outlining a cohesive, regularly-occurring vocabulary development component, including an emphasis on interaction with key academic vocabulary with and from a variety of text types. Students engage with new vocabulary and have frequent opportunities for practice in discussion and written work.

Students are provided frequent opportunities to identify and study unknown words and technical vocabulary from texts, using context clues. Additionally, there are lessons within the units where students analyze the purpose of author's word choice. There is a lesson in each unit providing an opportunity for students to use powerful language in their writing tasks. Teachers model and use academic vocabulary necessary for building literacy and analytical skills. Students discuss vocabulary in groups, utilize it in writing tasks, and track new words in a notebook regularly.

In Unit 1, Week 2, Days 4-5 students learn “Why Vocabulary Matters” (p. 179) about the three tiers of vocabulary and how they will apply the tiers to their reading and vocabulary study. The vocabulary lesson framework for teachers includes the following tasks as well as opportunities for students to write from texts to practice using the new vocabulary. This serves as a framework for units going forward. During Weeks 3-4, students study word choice and figurative language to practice becoming good literary critics. Some sample tasks are: “Writing Focus #1: Pick the three most important words used by the author and explain what role they played in shaping the text (Meaning? Tone? Theme?). Use evidence to support your answer” (p. 211).

In Unit 2, students extend their learning of language from Unit 1 to research informational texts and write an informational book. As students practice analyzing complex text and synthesizing information across texts, they also focus on author’s word choice, denotation and connotation, and figurative language. Lesson frameworks provide time for teachers to model and students to practice highlighting new words in texts, determining meaning, and understanding how those words impact the meaning of the text. Students also track their word learning in a notebook and the class maintains a glossary as a group. Though this occurs throughout the unit, Week 4 focuses on word choice and language in texts for students to model in their own writing. The following are a few examples of vocabulary tasks across the unit. Page 11: The teacher sets the expectations for vocabulary instruction that will happen across all texts: “As we research, we will encounter new vocabulary words. Words that are specific to our Unit and help us become experts on our Unit are called technical vocabulary words. You will each be responsible for being able to define and correctly use these terms. Today, as we read, I noticed the word _____. Everyone find that word. Which sentence or phrase in the text do you think best defines ___? Why? Who can define ___ in your own words?” Page 57: “Let’s re-read this text to learn about the key concepts/technical vocabulary related to this Research Question.

• Define
• Explain
• Give an example”

In Unit 3, students are encouraged to add new domain-specific words to a glossary. The teacher is to use the “Gradual Release of Responsibility/ Apprenticeship, I do/You watch: Model Clear Goal” The teacher models the behavior or the use of key vocabulary, concepts, and thought processes as s/he wants students to do it.

In Unit 4, Week 4, Day 4, there is “Guided Practice” where students work through a second section/new passage, using text evidence to identify the author’s perspective and examples of logos, ethos, and pathos.

The instructional materials reviewed for Grade 10 meet the criteria that materials contain a year long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.

The instructional materials reviewed for Grade 10 meet the expectation for materials supporting students’ increasing writing skills over the course of the school year though engagement with texts. Each of the four units is built on a series of research questions that allow students to read, write, and discuss daily to develop substantive understanding of the texts and topics. Some of the topics covered in-depth by 10th grade are Africa, the genre of world historical fiction, and contemporary issues in society. Writing lessons and projects are authentically integrated with reading, speaking, listening, and language throughout the units providing students with a variety of tasks and prompts; however, he daily instructional model and unit structures are similar across units allowing students understand the expectations and process of writing across the year. Students learn and practice writing skills during the beginning of the units and then formally apply what they have practiced at the end of the units, writing formal pieces using the writing process.

The materials contain a year-long, cohesive writing plan that engages students in the use of textual evidence to support analysis, arguments, and claims. Most of the writing tasks provide scaffolding for crafting strong and clear written pieces through the use of the writing process as well as teacher and peer feedback. Most written tasks require students to make meaningful connections between texts and their own writing. Writing instruction supports students’ writing ability to demonstrate proficiency at grade level at the end of the year, and the instructional materials include a variety of guidance, protocols, models, and support for teachers to implement and monitor students’ writing development. Teachers are asked to model writing through think alouds and to use mentor texts as supports for student writing. Also, teachers engage in weekly PLC meetings to discuss the progress of student writing and are provided a variety of questions and activities to monitor writing.

In Unit 1, Week 4, students are introduced to the “Figures of Speech—Beyond Metaphors” chart. Students work to find examples of figurative language from their own speech or familiar images/commercials/lyrics to see if they can categorize these examples by type. Later in the lesson, students write a constructed response that uses evidence from the text to answers “Which figure of speech was the most important word choice the author made? Why?” Instructional materials refer students to Toulmin Framework to structure their arguments. As part of the instructional practice of the lesson, teachers employ think aloud to model an exemplar argument for students. Students then collaborate and share their writing with partners, provide feedback, and some share with the group. Teachers are directed to use evidence from students’ work to decide what to teach/review/clarify tomorrow

In Unit 3, Week 5, teachers model writing all the components of a comparative essay. In Day 5, teachers model crafting a conclusion that restates the claim in different words and extends the claim to answer the question ‘so what?’ After the model, students have guided/independent practice to write their own conclusions as teachers conference one-on-one with students.

During Unit 4: Argument Research Lab - Sports and Society, students answer a series of research questions based on their in-depth study of a chosen sport and a controversial issue within that sport. For the first five weeks students use provided rubrics and the Toulmin Argument Framework to study author’s perspective and purpose, conflicting viewpoints, Aristotle’s rhetoric, and analyzing arguments in texts. After practicing writing different types of claims and supporting or refuting those claims, students spend weeks 6 and 7 drafting and revising their own argumentative essay. During Weeks 8 & 9, students publish and present their arguments through a debate or mock trial. Throughout the unit, students write analytical responses to the texts they are reading and share their writing with peers for feedback. The unit also includes teacher modeling of writing types and building arguments.

The instructional materials reviewed for Grade 10 meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to synthesize knowledge and understanding of a topic using texts and other source materials.

Over the course of the year, the four units of the ARC Core Framework require students to explore ideas and gather information to write informational reports, literary analyses, genre pieces, and arguments. Students develop knowledge of topics through research, and the three units that include research projects culminate with essays. While the materials do not provide a structure for including research from sources other than the books included with the materials, there is an expectation that students will find information online.

In each unit, students read core texts, teacher chosen texts, and independent reads selected from the publisher-provided leveled text sets to build a body of evidence. Unit activities require students to synthesize information by utilizing multiple graphic organizers, writing tasks, reader response tasks, and structured discussions completed as a whole group, within small groups, or as individuals. Generally, lessons allow time for students to engage in all three learning settings. Instructional materials provide students with daily independent reading, research, writing, and discussion opportunities per the model lesson framework.

The instructional materials provide opportunities for both “short” and “long” projects across grades and grade bands. Each grade level in Unit 4 has similar skills, objectives, and standards addressed. The progression of research skills do not change from grade level to grade level; however progression is achieved through the complexity of text and topics students are reading about within each unit and the application those skills applied to the topics.

While there are no research activities in Unit 1, students engage in a Literacy Lab. Instructional materials indicate that the purpose of the Literacy Lab is for students to “fall in love with reading through books,” (48). During this unit, students do not engage in a substantial research project, but instead read modern pieces of literary and informational text to practice writing in a variety of genres and to build knowledge of literary elements, word choice, text analysis, discussion methods, and healthy writing practices.

In Unit 2, students research the continent of Africa and choose a specific country to study closely. Teachers are prompted on Week 1, Day 1 (9) to tell students that they will become experts and write an informational book on the topic. Teachers can also recommend various ways for students to publish and present their findings such as blogs, news articles, slideshows, or dramatic interpretations. For this unit, students answer the following guiding questions (3) across the 9-week research study: “In this unit, students are to select an one African country to research and be able to:

1. Draw a map of the country from memory and label the 15 most important human and physical features.

2. Compare and contrast the various ecosystems in your county.

3. Place 10 milestones in your country’s history on a timeline. Discuss the significance of each. 4. Describe the ethnic groups and cultures of your country.

5. Describe the current government of your country and compare it to that of the USA.

6. Describe the economy of your country and some of the economic issues it faces.

7. Discuss the current issues facing your country and how they impact the rest of the world.”

At the beginning of Unit 3, students read a volume of text on their topic and process the sub-topics with mini claims, evidence, and reasoning details. Students then conduct mini debates. The first four weeks prepare students for the culminating research at the end of the unit, which is to write an argument integrating all the information their researched topic and skills learned in the four weeks prior.

In Unit 4, during the first week, students read a multitude of books on the general topic with the goal in mind to narrow down their choice to a specific area of focus within that topic. Students also write and discuss the information read this week on the general topic. On Day 4, students engage in a “Topic Trial” in which they read and “try on” three topics to see if they like them. With instructions to look-out for any issues, controversies, or problems related to each of their three research topic choices, students read for five minutes on each topic to decide which one to study for the next several weeks. Guiding questions include: Which topic has the most? Which ones are most interesting to you? Students then have an “Accountable Talk” and share what topics they might research and why they might research it. As a “Group Share,” students share who found an author’s opinion or something controversial? Students then write about their idea using an argumentative format: “Claim: ____ would be a good research topic for me because.... Evidence • Reasoning Include at least one direct quote. Cite your source(s)” On Day 5, coached by and with final approval from the teacher, students make their final research topic selections.

The instructional materials reviewed for Grade 10 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.

Though students read a core set of texts in each unit, the materials are designed to offer students a voluminous amount of independent reading; students read independently every day in each unit. The publisher created its own text leveling and student reading leveling system called the IRLA (Independent Reading Level Assessment), in which students are able to choose books for Independent Reading at their appropriate level. The Teacher’s Guide offers an overview of the reading program and page 30 of the Unit 1 Literacy Lab shows how each reading level from early grades to 12th builds on a specific reading skill.

Students have “Independent Reading in Leveled Libraries” daily in class for 20–40 minutes. In all four units students are expected to read at least four novels in the genre/topic of study on his/her own (these can be any levels, from the Genre Library or elsewhere). Reading homework for all units is suggested to be at students’ independent reading level. A reading culture is outlined in the prefatory materials, which strives for 100% on-target in-class reading and 95% on-target home reading through specific routines. The framework provides two leveled texts sets - the 100 Book Challenge and the Hook Book Library - both of which are designed to help students find a book that is engaging and at their reading level. The independent reading books from these libraries may be below grade level, but the texts read during in-class independent reading are at or above grade level.

In Unit 1, during each daily Literacy Block laid out by the framework, students participate in 15-30 minutes of sustained independent reading in class. “Students practice applying today’s Focus to self-selected texts at a variety of levels. At least a portion of the reading is spent with texts within the Thematic Unit” (61). The framework also suggests a Weekly Goal: “Students read for 5 hours a week, with some time spent reading texts within the Thematic Unit and some time in complete free-choice. Reading time can be spread across the school day and/or at home” (61). Unit 1, Week 4, introduces the Home Coach as a system to help students engage and remain accountable for their at home reading. Teachers are instructed to “establish a connection with each student’s home coach. Organize a parent information session. Call homes. Use this week to: Determine who will serve as home coaches (parents, grandparents, older siblings, etc.). Help home coaches understand the goals of home reading, and ways to ensure success. Set up in-class support systems (e.g., enlisting volunteers) for students who may need a surrogate home coach. Build routines for taking books home.” (297).

Unit 2, the Informational Research Lab, follows the same expectations outlined in Unit 1. Students engage in daily independent reading of core texts and student-selected texts. At the beginning of the unit, students sample the leveled texts sets to help determine their topic of study and choice of texts. The Unit 2 Introduction shares the expectation for reading in the inquiry based units (2-4): “Read at least 30-60 minutes a day from self-selected texts, including texts on the topic and general wide reading.” (14). Unit 2 also explains the framework for the Reader’s Workshop as the purpose of moving students to independence including a Focus for Independent Reading/Accountable Talk, and IRLA Conferences/Strategy Groups for Today (33).

In Unit 3, teachers are given a focus for student’s independent reading during Week 1. “Transfer to Independent Reading” Focus for Independent Reading/Accountable Talk Ask and answer the Key Question (or part of it). Will constraints need to be placed on student choice to ensure they have texts that work with the Key Question/Concepts? (Common constraints: read at least one fiction book or one informational text on ____, or one biography, etc.) Don’t constrain choice for all 30 minutes. IRLA Conferences/Strategy Groups for Today, Teacher coaching focuses on: 1st: reading engagement, 2nd: strategic instruction to move reading levels Allocate time equitably, not equally—spend more/more frequent time with students who are furthest behind/making the least reading growth.