11th Grade - Gateway 3

The materials reviewed for Grade 11 meet the criteria that materials are well-designed and take into account effective lesson structure and pacing. Each unit is divided into five parts, and each part is divided into activities. Not only does each part within a unit build in complexity, the units also become more complex as the year progresses. This intentional design helps students develop necessary skills before advancing to the next activity or unit. Also, by dividing each part into activities, the instructional materials are able to provide a realistic estimated time frame for completion.

In Unit 1, the instructional materials provide an overview of the activities for Part 1:

• Introduction to the Unit
• Attending to Details
• Reading Closely for Details
• Attending to Details in Multimedia
• Independent Reading and Research

This lesson structure moves students from a teacher-direction introduction and guided analysis of text to an independent reading and research activity. The materials suggest that this Unit 1, Part 1 should take three to four days to complete.

In Unit 3, Part 3, the materials outline the following activities:

• Independent Reading and Forming EBCs
• Comparing EBCs
• Model the Organizing of EBCs
• Deepening Understanding
• Organizing EBCs in Pairs
• Class Discussion of Student EBCs
• Independent Development of EBCs

This lesson structure moves students through the process of developing and explaining EBCs by providing opportunities for independent reading with the support of teacher modeling and a cooperative feedback process. Unlike in grades 9 and 10, the instructional materials push students to independently create their own EBCs at this point in the process. Unit 3, Part 3 should take two to three days to complete.

In Unit 5, the materials provide an overview of the activities for Part 3:

• Evaluating Arguments
• Developing a Perspective and Position
• Deepening Understanding
• Using Others’ Arguments to Support a Position
• Responding to Opposing Arguments

This lesson structure is designed to help students through the process of evaluating arguments and synthesizing information to establish their own positions which is a vital step in the research process as students prepare to write an evidence-based argumentative essay. The materials do not provide an estimated time of completion for Unit 5, Part 3.

The materials reviewed for Grade 11 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. The materials provide effective guidance and flexibility for teachers to address all the content and supplement with local academic goals and curricula. The materials address intertwined essential skills delineated in five units. Each unit focuses on a Core Proficiency for literacy that builds skills applicable beyond the English language arts classroom. The materials are vertically aligned by consistently addressing the same Core Proficiencies in five units in each proceeding grade.

Evidence that supports this rationale is as follows:

• The materials consist of five units focused on four essential proficiencies that are designed to intertwine the building of knowledge. Each unit delineates standards-aligned Academic Habits into five parts with a varying amount of activities that range from 1 to 3 instructional days as determined by the teachers.
• The materials recursively focus on 20 essential Literacy Skills and 12 Academic Habits applied to text-centered analysis tasks in order to maximize student understanding of skills. Tasks include reading, writing, speaking, and listening.
• The materials bundle multiple standards and literacy skills into four Core Proficiencies. Each unit focuses on a different proficiency for students to master. The Core Proficiencies include: Reading Closely for Textual Details, Making Evidence-Based Claims, Researching to Deepen Understanding, and Building Evidence-Based Arguments.
• The materials provide guidance for structuring yearlong instruction and supplementing with local curricular content based on students’ needs as determined by the teacher.
• The materials are vertically aligned and follow the same formula and address the same Core Proficiencies from grade-to-grade with increasingly complex texts and opportunities for independent work.

The materials reviewed for Grade 11 meet the criteria that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (eg. visuals, maps, etc.) Student materials include a variety of tools for students to practice the targeted skills in the instructional materials. The Reading Closely for Textual Details Literacy Toolbox includes, but is not limited to the following handouts: Reading Closely Graphic, Guiding Questions Handout, Attending to Details Handout, and Reading Closely Final Writing and Discussion Task Handout. In addition to the handouts, students are provided with a variety of tools to practice targeted Core Literacy Proficiency Skills, such as the Approaching the Text Tool, Analyzing Details Tool, Questioning Path Tool, and Model Questioning Path Tools. Checklists are provided to support peer- and self-review. Texts are included in the student edition and Additional Resources in the Topic Area are included in the student edition with guidance regarding where to locate online resources. Images are labeled appropriately.

Evidence that supports this rationale is as follows:

• In Unit 1, nine texts are provided in the student edition as well as four Extended Reading opportunities including the following: 1) “The Wound Dresser” (excerpt) by Walt Whitman, 2) A Declaration of the Immediate Causes which Induce and Justify the Secession of the State of Mississippi from the Federal Union, 3) “The Bonnie Blue Flag” by Harry Macarthy, and, 4) Emancipation Proclamation by Abraham Lincoln. These texts are located prior to Part 1 in the student edition. Text 1 consists of three images, and each image is printed with a label on the right to identify the correct image for the students. For example, the first image is labeled “Library of Congress, 1861-1865”.

• In Unit 4, Additional Resources in the Topic Area are included in the student edition prior to the Literacy Toolbox. Guidance is provided for students to access all these resources. For example, “Our Daily Bread," Nikolaus Geyrhalter Filmproduktion, is a documentary film about the industrialization and mechanization of food production. The trailer is available on Youtube.com and Ourdailybread.at.Teacher Research Unit Guide”.

• In Unit 5, Part 2, Analyzing Arguments, students are provided with Questioning Path Tools to assist them in approaching the text. Clear instructions are included directly on the Questioning Path Tool, including the following: “I determine my reading purposes and take note of key information about the text. I identify the LIPS domain(s) that will guide my initial reading.” Prompts are provided on the side to remind students to identify Purpose, Key Information, and LIPS domain(s).

The materials reviewed for Grade 11 meet the criteria that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. The materials include publisher-produced alignment documentation of both primary and supporting standards at the following levels: year, unit, and part. Both the Reading Closely: Guiding Questions Handout and the Questioning Path Tools, which are used extensively throughout the instructional materials, are aligned to specific reading and writing standards.

Evidence that supports this rationale is as follows:

• In the Developing Core Literacy Proficiencies: User Guide, the materials provide an Alignment of Targeted CCSS with OE Skills and Habits chart. This chart provides the CCSS Anchor Standards and the aligned Literacy Skills and Academic Habits.

• For each Unit, the materials provide the CCSS alignment and divide the standards into primary targeted skills and related reading and writing skills from supporting CCSS. In addition, the instructional materials provide the targeted and supporting standards for each part of each unit.

• Throughout the materials, students use the Reading Closely: Guiding Questions Handout. This handout organizes questions into four areas: Language, Ideas, Perspective, and Structure. The language questions address Common Core State Standards R.4, L.3, L.4, and L.5. The ideas questions address Common Core State Standards R.2, W.3, R.8, R.9. The perspective questions address Common Core State Standard R.6. The structure questions address the Common Core State Standard R.5.

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

Because of the tool-based organization, the teacher’s edition includes ample and useful instructional notes which offer suggestions on how to present the content in the student edition and in the ancillary materials. Also included is teacher guidance for the places where technology is used to support and enhance student learning.

The teacher’s edition begins with a User Guide for Developing Core Literacy Proficiencies that spells out a proficiency-based approach to developing literacy. It also lays out the Literacy Skills and Academic Habits that will be referred to in the student edition and the language used throughout the program. It specifically refers to the Literacy Toolbox which is made up of three types of materials: handouts, tools, and checklists/rubrics of which the Student Edition is primarily comprised. At the end of the User Guide is a section titled “Media Supports” which specifically addresses multimedia to support teaching and learning.

Unit 1, Part 1, Activity 2 introduces students to the strategy of questioning texts and attending to details. The Instructional Notes direct teachers on how to help students utilize the Questioning Path Tool in the student edition. Within that tool, and the Instructional Notes, are very specific directions on each of the five parts of the Questioning Path Tool--Approaching, Questioning, Analyzing, Deepening, and Extending.

Unit 4, Part 1, Activity 3 connects online texts with another of the tools in the student edition, the Approaching Texts Tool, and gives teachers options on how to use these potential texts.

In Unit 5, Part 3, Activity 4, the teacher’s edition points to the Delineating Arguments Tool within the student edition to help students write a multi-part EBC.

The materials reviewed for Grade 11 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. Teacher editions provide adequate guidance for preparing each unit of study in a yearlong course. The materials provide clear and multiple examples and explanations to support a teacher’s understanding of the texts and literacy skills for effective modeling to occur during class time.

Evidence that supports this rationale is as follows:

• Teacher editions of rubrics and Academic Habits include guidance to use as classroom formative assessments.
• The Literacy Toolbox includes teacher and student editions. Teacher editions are accompanied with more details and examples for teachers to use during instruction to help them know what to recognize when observing student discussions for formative assessment.
• Each unit includes extensive preparatory details for the teacher to schedule instruction with suggestions for differentiation and optional tasks.
• Units include extensive Text Notes to support teachers to deliver instruction in a coherent and consistent approach. Text Notes include details about the content and examples for the teacher to use when modeling skills or for teachers to observe students.
• Teacher editions include guidance and justification for the text choices of the materials. For example, justifications note why a particular work is an ideal introduction to Core Proficiencies such as Making Evidence-Based Claims and pinpoint text-specific examples for teachers to understand and acknowledge when modeling this skill. In addition, the materials will provide an explanation justifying a companion text choice and why it is appropriately sequenced.

The materials reviewed for Grade 11 meet the criteria that materials contain a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. The teacher’s edition includes a Developing Core Literacy Proficiencies: User Guide which includes a table listing the anchor Common Core State Standards that are targeted throughout Grade 11. The instructional materials also include a Unit Overview for each unit, including an explanation of the learning progression. In addition, a Common Core State Standards Alignment is included in the teacher’s edition in the Unit Overview for each unit and the description is specific to the instructional focus of the unit.

Evidence to support this rationale is as follows:

• The Developing Core Literacy Proficiencies: User Guide includes the following guidance for the teacher: “The following table lists the anchor Common Core State Standards that are targeted within the five Developing Core Literacy Proficiencies units and indicates the Literacy Skills and Academic Habits that are derived from or are components of those standards. This cart can be used to walk backward from the OE [Odell Education] criteria used in assessments and rubrics to the CCSS, especially if students are also trying to track student performance specific to the standards.” Specifically, R.1 - R.10, W.1 - W.9, and SL.1 are included in the table with aligned Literacy Skills and Academic Habits.
• In Unit 2, the Unit Overview includes the Learning Progression for the unit activities which are organized into five parts. The teacher’s edition states, “The sequence of learning activities supports the progressive development of the critical reading and thinking skills involved in making evidence-based claims.”
• In Unit 4, Part 1, the teacher’s edition includes Alignment to CCSS that are targeted standards and supporting standards specific to the instructional focus of the unit. For example, a targeted standard is in relation to “CCSS.ELA-Literacy.W.9-10.7: Conduct short as well as more sustained research projects to answer a question…” and a supporting standard is as follows: “CCSS.ELA-Literacy.W.9.-10.4: Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.”

The materials reviewed for Grade 11 meet the criteria that materials contain explanations of the instructional approaches of the program and identification of the research based strategies. The Grade 11 materials contain a clear explanation of the instruction approaches and philosophy of the program and clear identification and focus on research-based strategies.

Evidence that supports this rationale is as follows:

• Each of the instructional materials begin with Developing Core Literacy Proficiencies User Guide which breaks down the Proficiency-Based Approach to Developing Literacy into five units:
  • Reading Closely for Textual Details
  • Making Evidence-Based Claims
  • Making Evidence-Based Claims about Literary Technique
  • Researching to Deepen Understanding
  • Building Evidence-Based Arguments

Also included are a list of Literacy Skills and Academic Habits, both teacher and student versions. As another component of the User Guide, it is explained that at the heart of the Odell Education approach is an iterative process for questioning which lays out the essentials tools:

• Reading Closely Graphic
• Guiding Questions Handout
• Questioning Path Tool
• Approaching the Text Tool
• Analyzing Details Tool
• Forming Evidence-Based Claims Tool

Research based strategies are aligned with CCSS W.7--”Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation,” W.8--”Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism,” and W.9--”Draw evidence from literary or informational texts to support analysis, reflection, and research.”

The materials reviewed for Grade 11 meet the criteria that materials regularly and systematically offer assessment opportunities that genuinely measure student progress. Materials regularly and systematically offer assessment opportunities that measure student progress. Throughout the instructional materials, both formative and summative assessments are used to measure student progress. Formative assessments are intentionally placed at the beginning of each unit so that teachers can ensure that students are prepared for the activities leading up to the culminating writing activity.

Each unit consists of five parts; each part ends with either a formative assessment or a summative assessment. Formative assessments consist of work samples including Approaching Text Tools, Analyzing Details Tools, annotations of texts, answers for Questioning Path Tools, written explanations of text analysis, and group/class discussions. Formative Assessments can also include completed Forming Evidence-Based Claims (EBCs) Tools, Supporting EBCs Tools, and Organizing EBCs Tools. Summative Assessments are more formal and consist of multi-paragraph rough drafts and culminating writing tasks.

The materials reviewed for Grade 11 meet the criteria that materials should include routines and guidance that point out opportunities to monitor student progress. There are routines and guidance in place throughout Grade 11, as well as the 9-12 curriculum, which allow for opportunities to monitor student progress.

Each grade level is divided into five units:

• Unit 1--Reading Closely for Textual Details
• Unit 2--Making Evidence Based Claims
• Unit 3--Making Evidence-Based Claims about Literary Technique
• Unit 4--Researching to Deepen Understanding
• Unit 5--Building Evidence-Based Arguments

Each part within each unit culminates in a formative assessment opportunity and Part 5 in a summative assessment opportunity, embedding many opportunities within each unit to monitor student progress. Beyond these assessment opportunities are tools, such as the Questioning Path Tool as one example, that allow teachers to guide and monitor students’ progress.

The materials reviewed for Grade 11 meet the criteria that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. Teachers determine whether students need more or less scaffolding and time. Differentiation support is integrated into the scaffolding and design of the instructional materials. At times, teachers are reminded to determine whether students need more or less time to develop a Core Proficiency. Most units include supplemental texts. These can be used by the teacher to give students additional opportunities to develop skills. The supplemental texts are categorized as “Extended Reading.” In addition to this, the materials claim to be designed so schools can use local curricular materials. This flexibility allows for teachers to determine the text complexity appropriate for students.

Evidence that supports this rationale is as follows:

• Instructional supports for English Language Learners and students reading below grade level are integrated and scaffolded into the explicit instructions for each activity. Each activity follows a progression moving from scaffolding and support to independent application.
• The sequence of instruction and supporting tools are the same for all students. However, the materials note that the tools and activities can be applied to alternative or supplemental texts not included in the materials.
• In order to help students understand the content, the materials will suggest making analogies or allotting more time to tasks. For example, the materials suggest comparing the process of close reading to analytical processes used by experts--scientists, detectives, etc.-- in other fields. The materials also suggest teachers skip the Introductory Analogy if students are sufficiently familiar with the close reading skill.
• “Extended Reading” refers to supplemental, optional texts teachers can incorporate if students need more opportunities to develop literacy skills.
• Text choices are bundled in order to effectively increase in complexity over the course of a unit. In each unit, the first text is a visual and is followed by a text with a Lexile measurement below grade level to allow access for all students. By the end of the unit, students are reading texts at or above grade level independently and in small groups. The small group discussions intend for students to self- and peer-assess understanding.

The materials reviewed for Grade 11 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, extensive opportunities to work with grade-level text and meet or exceed grade-level standards. By design, the materials provide all students with the opportunity to interact with grade-level texts. The materials allow for teachers to determine when to incorporate texts above grade-level. In units where students engage with multiple texts, the materials do not require all students to read every text. The materials provide suggestions for organizing small groups to support English Language Learners and students reading below grade level.

Evidence that supports this rationale is as follows:

• The materials include a section dedicated to helping teachers understand the support structures integrated in the sequence of activities. This section describes the seven routines designed to support all students, including English Language Learners and below-grade-level readers. Following this progression, according to the materials, provides all students with the opportunity to interact with texts at grade-level complexity. The seven supports are as follows:
  • Intentional Unit Design and Instructional Sequence
  • Short Texts, Focused Reading
  • Read-Alouds and Modeling
  • Guiding Question Framework
  • Graphic Organizers
  • Reading Teams
  • Academic Vocabulary
• The Unit Design and Instructional Sequence includes visual texts for students to practice Core Proficiency skills before transferring the skill to grade-level printed texts.
• When presented with a series of texts or common source sets of multiple texts to analyze, the materials state that students should not be required to read all texts. This allows for the teacher to provide text choices at a student's current reading level. Additionally, the activity includes a small group discussion and suggests students to be grouped by reading level and assigned texts at their current level.

The materials reviewed for Grade 11 meet the criteria that materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade-level. Materials contain integrated suggestions, Extended Readings, and optional activities to extend learning. The mix of activities offered allow for advanced students to explore texts or more complex texts while practicing the Core Proficiencies skills at greater depth.

Evidence that supports this rationale is as follows:

• The materials suggest teachers consider the needs and background experiences of students before beginning a unit of study. Specifically, if a student has “advanced skills” or “extensive previous experience,” the teacher can expect the instruction to “move more rapidly.”
• For advanced students, the materials also suggest teachers concentrate time on engaging students with the Extended Reading texts provided in some units and “emphasize more complex topics.”
• The materials are vertically aligned and utilize the same lists, handouts, and rubrics provided in the Literacy Toolbox. For advanced students and students with previous experience, the materials recognize they will rely less on the Literacy Toolbox supports and are encouraged to “use their own, developing strategies” for analyzing texts.
• At times, the materials will present optional assessment opportunities for teachers to collect evidence and for students to demonstrate understanding. In Unit 1, Part 5, the Summative Assessment Opportunities offers an optional collection of evidence through a writing task. Multiple pathways to accomplish the writing are provided by the materials. This is done as a supplement to the summative discussion activity. Due to the intentional vertically aligned design of the materials, this option is presented in every grade level.

The materials reviewed for Grade 11 meet the criteria that materials provide opportunities for teachers to use a variety of grouping strategies. The materials are designed with collaboration as an essential academic habit. With this in mind, students are provided regular opportunities to work as a class, in pairs, and in small groups. In each variation, students develop literacy skills by completing a Literacy Toolbox resource, analyzing text, and collaborating on writing.

Evidence that supports this rationale is as follows:

• In Unit 3, Part 5, Activity 5, students work in writing groups of 2 to 4 members to complete review and revision cycles focused on providing feedback for first draft essays.
• In Unit 4, Part 1, Activity 5, students work in pairs to draft Inquiry Questions and then discuss their collaboratively developed draft questions with another pair or team of students following what the materials call a “pairs-check format.”
• In Unit 5, Part 3, Activity 2, students work in informal peer-review teams or partners to review and present their revised position statements eliciting evidence from their team members.