12th Grade - Gateway 2

The HMH Collections reviewed for Grade 12 partially meets the expectations that texts are organized around a topic and/or themes to build students' ability to read and comprehend complex texts independently and proficiently.. The Collections include texts that are organized around common themes; however, the organization of the texts within the collections and across the textbook do not clearly guide students in developing knowledge to support their ability to read and comprehend texts at the college and career level.

Thematic organizations over the course of the school year focus on types of interactions among people and groups. While these are loosely connected, the selections are not necessarily tied together to grow understanding and knowledge around specific components. Collection themes are:

• Collection 1: “Chasing Success” includes selections about the sacrifices needed to achieve success.
• Collection 2: “Gender Roles” includes selections exploring traditional gender roles and changes that have occurred in recent years.
• Collection 3: “Voices of Protests” includes selections about opposition to injustice, tyranny, hunger and pollution.
• Collection 4: “Seeking Justice, Seeking Peace” looks at whether it is better to avenge acts or end conflict through reconciliation.
• Collection 5: “Taking Risks” includes selections about how characters face the choice of taking a big risk.
• Collection 6: “Finding Ourselves in Nature” includes selections revealing personal insights gained through encounter with the natural world.

An example of how the texts within a collection are intended to respond to the theme is found in Collection 3, “Voices of Protests.” This includes fiction and nonfiction texts showing opposition to injustice, tyranny, hunger, and pollution. Sample texts include, but are not limited to:

• “Speech on the Vietnam War, 1967,” speech by Martin Luther King Jr.
• “The Crisis,” essay by Thomas Paine
• “Civil Disobedience,” essay by Henry David Thoreau
• “The Clan of One-Breasted Women,” essay by Terry Tempest Williams
• “A Modest Proposal,” satire by Jonathan Swift
• “Third Word America,” photojournalism by Alison Wright
• “Imagine the Angels of Bread,” poem by Martin Espada

Another example is found in Collection 6: “Finding Ourselves in Nature,” includes the following, each of which contains a common thematic thread:

• “Living Like Weasels,” essay by Annie Dillard
• “Wild Peaches,” poem by Elinor Wylie
• “Spring and All,” poem by William Carlos Williams
• "Being Here: The Art of Dan Horgan," documentary directed by Russ Spencer
• “Dwellings,” essay by Linda Hogan
• “The Hermit’s Story,” short story by Rick Bass

The organization of the texts within the collections and across the textbook do not clearly guide Grade 12 students in developing their ability to read and comprehend texts proficiently. While there are deep text-based questions throughout each selection within the collections, these questions are only accessible in the teacher’s edition, and therefore, are not helpful to building student independence.

The materials for grade 12 partially meet the criteria that texts are organized around a theme to build students’ knowledge and their ability to read and comprehend complex texts proficiently. Although the collections are organized with texts that support and engage students in discussing a given theme, there are no structures in place within the student textbook to support students’ growth in reading and comprehending texts. The Close Reader provides the scaffolding and supports students need to become better readers, but the texts are misplaced throughout the year in level of difficulty.

The HMH Collections reviewed for Grade 12 partially meets 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. Materials contain sets of questions and tasks, but they do not consistently require students to analyze the language, key ideas, details, craft, and structure of individual texts. Over the course of the year, instructional materials stay consistent and do not grow in rigor across the year.

Each collection includes sets of questions and tasks that require students analyze texts.

• In Collection 1, students will answer questions and tasks that ask students to analyze items including, but not limited to central idea, supporting inferences, word choice, elements of drama, and comparing elements of drama in different mediums.
• In Collection 2, students will answer questions and tasks that ask students to analyze items including, but not limited to narrative poetry, story elements, figurative meanings, arguments, news articles, point of view, and central ideas.
• In Collection 3, students will answer questions and tasks that ask students to analyze items including, but not limited to arguments, cause and effect, satire, and the impact of word choice on tone.
• In Collection 4, students will answer questions and tasks that ask students to analyze items including, but not limited to elements of drama, arguments, author’s choices, and figurative meanings of words.
• In Collection 5, students will answer questions and tasks that ask students to analyze items including, but not limited to epic poetry, arguments, setting, theme, and scientific writing.
• In Collection 6, students will answer questions and tasks that ask students to analyze items including but not limited to, word choice, author’s ideas, theme, and frame structure.

There are questions and tasks that ask students to analyze the language, key details, craft, and structure of texts, but they do not go to the necessary depth, nor do they increase in rigor over the course of the instructional year. Although questions are provided, skills are inconsistently scaffolded, so they only sometimes build students’ overall comprehension or understanding of topics. In addition, teachers will often be unable to tell from students’ work whether they mastered concepts of each component. Examples include, but are not limited to:

• Argument is intentionally taught in Collections 2, 3, and 4. Within, there are text-dependent questions and tasks during and after the reading that focus on argument; however, they do not increase in rigor from Collection 2 to Collection 4. The questions require the same depth of knowledge and are not scaffolded. All three collections task the students with analyzing the structure of an argument. Collection 2 focuses on identifying the counterarguments, Collection 3 has students find how the text is a problem-solution argument, and Collection 4 has them determine claim, reasons, and evidence. These tasks do not increase in rigor and are essentially covering the same concept. There are also no specific guidelines or rubrics provided and much of the work is done in large or small groups or with partners, so teachers will be unable to tell whether individual students have mastered the concepts.

The instructional materials for 12th grade do contain sets of 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 of texts and topic. However, these questions and tasks are not scaffolded in a such a way that builds knowledge throughout the year. Also, the rigor does not increase and it is unclear how a teacher will assess whether or not a student has mastered a concept.

The HMH Collections reviewed for Grade 12 partially meets 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. The collections are organized around themes. Most of the large performance tasks at the end of each collection require students to integrate ideas across both individual and multiple texts; however, there are some that do so at a minimal level. The materials do contain some sets of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts; however, the materials do not provide consistent, clear guidance for teachers in supporting students’ skills. Additionally, many of the questions and tasks are at the explicit level.

Below are representative examples of how the materials do contain some sets of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts; however, they do not provide consistent clear guidance for teachers in supporting students’ skills and do not prepare students to demonstrate mastery of integrating knowledge and ideas as an embedded part of their regular work by the end of the year.

• Within each lesson, text-dependent questions appear in the student edition in the “Analyzing the Text” section found after the text and during the reading of the teacher’s edition. There are four to six questions in the “Analyzing the Text” section after each selection. Most questions and tasks are not accompanied by enough instruction for the students to be successful in answering the questions.
  • For example, in Collection 4 after “Blocking the Transmission of Violence,” the prompt is “What does the list of incidents discussed at the CeaseFire meeting illustrate about the prevalence and nature of violence? What effect is this list likely to have on readers?” (392). Earlier in the reading, the teacher’s edition tells the teacher to have students reread a passage and “describe the types of details” the author presents. Then, ask the students “what is the purpose of presenting these details” (383). The only instruction provided is to “Explain that authors present details to support their central ideas. Analyzing the details gives readers evidence that they can combine with their own experience to make inferences and draw conclusions” (383). This instruction is found only in the teacher’s edition and is given verbally, so, when students go to present their knowledge of this at the end of the text, they have no access to the instruction.
• The materials do contain text-dependent questions and tasks that require students to integrate their knowledge and ideas across multiple texts, but they do not have enough support or guidance for students to show proficiency. Within each collection, there are texts paired so students can analyze the connections.
  • For example, in Collection 3, students analyze foundational documents and delineate and evaluate arguments. Students read “The Crisis” by Thomas Paine first followed by “from Civil Disobedience” by Henry David Thoreau. After both texts, students are asked three questions in the Analyzing the Text section; the questions ask students to compare the tone, author’s style, specific rhetorical devices, and the influence of the historical context on the author’s philosophy. Tone and rhetorical devices are covered during the reading of “The Crisis,” but is not during “Civil Disobedience.” The text-dependent questions that will support students in answering these prompts are found only in the teacher’s edition, so students do not have access to this instruction later. The skill of comparing foundational documents is described in a small paragraph that says, “By comparing foundational documents from different periods in American history, readers can gain insight into how important ideas evolved over time and how they were influenced by historical events" (186). The support and guidance to show students how to do the skill of comparing media is minimal.

Representative examples of how many of the questions and tasks are at the lower end of Depth of Knowledge include, but are not limited to:

• Many pages have a “cite textual evidence” label; however, the sample answers often do not specifically cite the evidence and are at the explicit level.
  • For example, in Collection 1, after “The Secret to Raising Smart Kids,” students are asked to evaluate: “Dweck opens her article with the story of a brilliant student named Jonathan who experiences difficulties at school. How effective is this introduction? Give reasons for your opinion” (28). The sample answer provided is: “The story about Jonathan interests readers and illustrates the author’s point clearly, thus encouraging them to read the article.” Textual evidence is not cited in this answer.
  • In Collection 3, after “Speech on the Vietnam War, 1967,” students are asked to analyze the following: “In lines 319-334, King presents five specific steps that the U.S. should take. How do these proposals relate to the preceding part of his argument?” (166). The sample answer provided is: “These nonviolent proposals offer a solution to the war King has argued against from the outset.” Textual evidence is not cited.

The instructional materials reviewed for Grade 12 partially 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. As shown, much of the support and guidance for students is found only in the teacher’s edition. Students do not have access to the instruction or questions to initiate thinking when performing the tasks. This will make it difficult for students to complete the task and show proficiency.

The HMH Collections for Grade 12 partially meets expectations for providing questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic or theme through integrated skills. Each unit typically provides a writing performance task as a culminating project that partially contains the necessary skills for reading, writing, speaking, and listening. In some instances, the writing performance task requires components of research and the writing process. Speaking and listening skills are also required in some instances. To complete the performance tasks, students draw on their reading and analysis of the anchor selections, and they are also told they can conduct additional research. During each lesson within the unit, students also practice writing that generally leads to the culminating skill in the last lesson of each unit.

Students complete one to two Performance Tasks at the end of each collection. The Performance Tasks require students to further analyze the selections that have been read in the collection and to synthesize ideas. Students then present their findings in a variety of products, most often as a written piece. The questions and tasks preceding the task sometimes align and support students' understandings and abilities to complete the assignments, but direct connections from the text-dependent questions to the culminating tasks are not always clear, so it does not give the teacher usable knowledge of whether students are capable of completing tasks. Interactive lessons are available to help students understand the procedures and processes for writing, speaking, creating media presentations, and conducting research; however, they are not modeled or directly taught in relationship to the performance tasks. There are also specific grammar lessons that go along with each text which provide students with information to help them to understand and complete the performance tasks. Overall, there is limited support for teachers to discern if students are prepared to proficiently demonstrate their knowledge of a topic or theme through the culminating task.

A representative example of the program partially supporting students in demonstrating knowledge through an integrated culminating writing task includes, but is not limited to the Collection 2 Performance Task A. It directly relates to the collection theme of Gender Roles as students write an informative essay about the understanding between men and women. Students are expected to:

• Have a clear thesis
• Include relevant examples
• Transition between ideas
• Use precise language
• Have a conclusion

There is limited support for students to proficiently complete the task.

Writing throughout the unit leading up to the task includes writing a character analysis and description. Speaking and listening opportunities in the collection leading up to the task include an oral interpretation and debate. One media activity is creating a news video. Three of the performance tasks that occur after a text support Performance Task A. After “The Wife of Bath’s Tale,” students are asked to analyze the knight’s character, specifically looking at his reaction to the old woman. After “A Vindication of the Rights of Women,” students present an oral response to the argument. After “The Men We Carry in Our Minds,” students debate which views of gender roles have more validity and relevance today. Students have tasks to reference regarding the topic of their essay; however, the only instruction students receive in supporting their thinking about the texts within the collection and how they relate to their presentation is “drawing on ‘The Wife of Bath’s Tale’ and two other selections in this collection” (141). There are some text-dependent questions in the “Analyzing the Text” feature after the readings that will support students’ thinking on this task, but the texts are not specifically cited in the directions of the Performance Task, so students may not know to go there to spark their thinking.

The instructional materials for Grade 12 partially meet expectations for providing questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic or theme through integrated skills. Although students draw on their reading and analysis of the anchor selections to complete the culminating tasks, the text-dependent questions and tasks throughout the collection do not adequately prepare or support students in their ability to proficiently complete the task.

The HMH Collections reviewed for Grade 12 partially meets the criteria that materials include a cohesive, yearlong 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.

This program targets key academic vocabulary words and provides some opportunities for students to practice the words within the contexts of readings, primarily in speaking activities during which students talk about words. However, writing tasks may or may not require the use of these words or be structured in a manner that would require students to use them. Additionally, there is no cohesive plan for the development of academic vocabulary. There are a lot of critical words targeted within the collection, but there is not enough practice for students to acquire a solid understanding. Additionally, groupings of these words are complex and numerous for one group. Vocabulary lacks a coherent pattern, and there is no means for teachers to track a student’s usage or acquisition of these words.

Each Collection starts with an Academic Vocabulary section in the Plan pages. Within this section of the teacher’s edition, teachers are given general instructions on when to have students use these words. Each text within the collections also contains a “Critical Vocabulary” section. This includes vocabulary found in the reading.

Although the collections contain both academic and critical vocabulary, the opportunities for students to learn, practice, apply, and transfer those words into familiar and new contexts are limited. The support for students to accelerate their learning of the vocabulary with reading, speaking, and writing tasks is generic and unclear. The materials do not provide a way for the teacher to assess whether or not students have reached standard in their academic vocabulary growth.

Academic vocabulary is addressed in the following areas of the textbook: the Plan pages at the beginning of a collection, at least once during the reading in the “Applying Academic Vocabulary” section in the teacher’s edition, and in the student resource, “Glossary of Academic Vocabulary.” Examples of the academic vocabulary instruction not meeting the criteria include, but are not limited to:

• The Plan pages define the words for the students and tell the teacher that the academic vocabulary can be used during the different discussions, exercises, and writing tasks found in the collection. However, usage of these words during the discussions, exercises, and writing tasks is not mentioned in the directions of the task. Also, none of the rubrics for the writing Performance Tasks assess the understanding and usage of the words.

• The “Applying Academic Vocabulary” includes one to two of the academic vocabulary words found in the Plan pages at the beginning of the collection and gives the teacher general instructions on how to incorporate some of the collection’s academic vocabulary. There is no included method to assess students’ understanding of these words or to monitor their usage.

• After reading, there is a “Critical Vocabulary” practice and apply section. Here students complete a vocabulary exercise using the vocabulary from the text. For example, “Choose which of the two situations best fits the word’s meaning." These assessments may give the teacher some information regarding students’ understanding of the words, but it will not tell teachers if students can apply it in familiar and new contexts.

The HMH Collections for Grade 12 partially meets the expectations 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. The only support for Independent Reading is a page at the end of each collection in the teacher’s edition; however, the guidance for teachers is general with minimal support. The independent reading program described on these pages develops slowly over the course of the six collections. In Collection 1, the library is built and the class creates the rules. Collection 2 has the students choosing a book. Collection 3 discusses how and when students will complete the reading. Collection 4 describes how students can record their reading. Collection 5 explains one-on-one conferencing so teachers can assess students’ comprehension, and Collection 6 describes how students can share their books with classmates. Since the program is not fully defined until after Collection 6, it is unclear how students will regularly engage in reading outside of the class.

The Independent Reading page includes digital resources to support independent reading. The following are offered for each collection:

• An FYI site that offers online articles from magazines and newspapers. It directs teachers to help students choose a few articles to explore the topic that was explored in the connection.
• Additional Texts Collections suggests other readings.
• Novelwise helps students find longer works. This resource includes introductory materials, worksheets, graphic organizers, and discussion guides.
• Nonfiction Connections suggest that teachers encourage students to read speeches, diaries, true-life accounts, newspaper articles, and political cartoons. No other guidance is given.

There is also a feature called Creating an Independent Reading Program. The following are areas of focus for this section across the six collections: Build a Classroom Library and Create Library Rules and Strategies for Selecting a Book, Students Choose Their Own Books, Daily Scheduled Time and Clear Expectations, Parent and Family Communication and Recording Books and Texts Read, Teacher Guidance and Feedback Regarding Text Selection and Progress and Student-Teacher Conferencing, and Opportunities for Social Interaction and Writing In Response to Books Read.