The instructional materials reviewed for Grade 12 meet the criteria that texts are organized around a topic/topics or themes to build students’ knowledge and their ability to read and comprehend complex texts proficiently. The materials are structured to build on to Literacy Skills and Academic Habits which provide students practice in learning to read closely a variety of high-quality and challenging literary and informational texts over the course of a school year. This cycle begins with close reading for details, transitions into using this skill to analyze supporting details for research essays, and culminates into reading for details to support opposing sides of an argument in the final unit. The texts are chosen to specifically address the skills and each unit organizes anchor texts around a topical focus. The materials provide five units with a different topical focus and appropriately aligned texts for each. Within each unit, students work toward independence in their work and using texts to complete increasingly complex tasks.

Evidence that the materials meet the criteria is as follows:

• The anchor texts in Unit 1 are specifically chosen and sequenced for students to develop their ability to close read for textual details. The unit topic, the separation of religion and government, is accompanied by an appropriate selection of texts that include government and court documents and speeches, articles, and speeches that present dual positions on the topic. Over the span of the unit, students build upon literacy skills. Unit 1, Part 1, contains activities introducing the concept of close reading and, with the guidance of Literacy Tools, gradually increases complexity of tasks and texts to build student proficiency. By Unit 1, Part 4, students are independently developing a multi-paragraph essay explaining their understanding of a text. By Unit 1, Part 5, students are expected to demonstrate proficiency by participating in a Text-Centered Discussion. Each activity includes opportunities for students to close read more and increasingly complex texts focused on a perspective of the topic.

• Unit 1b presents another opportunity for students to hone their close reading skills introduced in Unit 1 with more complex texts now centered on the topic of “human nature.” The texts span a range of visual comic strips and videos to sacred and philosophical printed texts to support growing complexity. The sequence of activities mirror Unit 1.

• Unit 3 is centered around a single literary text, Raymond Carver’s short story, “What We Talk about When We Talk about Love.” This unit is intended to provide the opportunity for students to analyze literary technique rather than exploring a specific topic. By comparison, other units contain multiple texts focused on a central topic used to build reading and writing skills. The material does not specify a central topic as a focus for this unit. Instead, it suggests “there are many avenues for extending the work...in a variety of directions” based on teacher and student interests.

• Unit 5 provides sets of texts to accompany each part in the sequence of learning. The texts focus on the topic of poverty and charity, or “social responsibility.” As the final unit in the materials, it appropriately incorporates skills taught in previous units by applying each to develop an argumentative essay. The text sets and aligned activities are scaffolded so that work is independently conducted. For example, students are already familiar with EBCs, and in Unit 5, Part 1, the activities build on this by introducing the concept of evidence-based argumentation. Textual details are provided as supports for an argumentative claim.

The materials reviewed for Grade 12 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 materials recursively use inquiry-based tools and habits to analyze texts, outline writing tasks, and self- and peer-assess writing. Questions and tasks are consistently presented in a way to inform the next step of process to culminate in a final essay for each unit. For example, Unit 1 introduces the inquiry process for analyzing texts and each subsequent unit builds on this tool by including a new concept or focus. Students are also guided to develop original guiding questions and not be dependent on the questions provided by the materials. Unit 3 addresses this as students determine an aspect of an author’s literary technique and must use the inquiry process to develop an inquiry-based approach to reading, rereading, and analyzing a text to develop an original evidence-based writing. The questions help students increase and clarify their understanding of concepts within and between texts. In the evidence documented, students applied the inquiry process during multiple activities to analyze and understand language, ideas, and the details informing such concepts. Inquiry was also used for students to plan and understand the expectations of craft and structure for their individual culminating writing task.

The instructional materials include opportunities for students to analyze language or author’s word choice for most texts. In addition, students analyze key ideas and details, structure, and craft according to grade-level standards for most texts. By the end of Grade 12, most items are embedded in students’ work rather than taught directly, thereby increasing student independence. Finally, the questions and tasks will assist students to make meaning and build an understanding of texts and topics.

Evidence that supports this rationale:

• Unit 1, Part 1, Activity 5 provides the opportunity for students to use the Questioning Path Tool to independently explore and analyze a multimedia text. The task is sequenced to proceed after students become familiar using this tool in isolation with a visual text, a political cartoon, followed by a print text, and concluding with a video text. The multimedia text, a website, combines the various text formats for students to analyze. The materials intend for students to recognize how an inquiry-based close reading for language, ideas, perspective, and structure can span a range of text types. The Questioning Path Tool intentionally focuses on these four domains - language, ideas, perspective, and structure - as a method for students to comprehend texts.

• Unit 1b, Part 2, Activity 1 is intended to help students develop original guiding questions to consider when initially close reading a text. Students are provided models to base the development of their questions and this helps to align inquiries to analyze an author’s language, ideas, perspective, and structure. This activity begins by asking students to recognize or seek out details about the author and use this understanding to develop a question to consider while conducting a first read of the text. A second, more specific question is then developed for a reread of the same text. The intended outcome of this activity is to help students become increasingly independent in their close reading and eventually develop original questions for a Questioning Path Tool.

• In Unit 2, Part 1, Activity 2, students independently read paragraphs 1-12 of President Ronald Reagan’s First Inaugural Address. Text-dependent questions are included to assist students in focusing on the author’s purpose and structure of the text, such as the following:
  • "What do I think the text is mainly about—what is discussed in detail?
  • In what ways does the text begin?
  • How does the author’s choice of words reveal his purposes and perspective?
  • What seems to be the author’s attitude or point of view?" (231)

In addition, students consider the author’s perspective and use of language. Text-specific questions are provided to assist students in deepening their understanding of the text, such as the following:

• "Where and how does President Reagan express his opinions about 'government'?
• What evidence does President Reagan present to explain and support his claim that 'government is not the solution to our problem: government is the problem'?
• Where and how does President Reagan use charged language to characterize the primary cause of America’s 'present crisis'?" (231)

• In Unit 3, Part 4, Activity 5, students independently complete the remainder of the short story text for this unit and “determine an [inquiry] approach” and “identify Guiding Questions” with the intention of developing deeper questions in a blank Questioning Path Tool. The materials intend for students to continue using the Guiding Questions Handout presented in the introduction to the unit to fulfill the Question and Analysis sections of the Questioning Path Tool. Their approach has been provided by the materials; students read with the intention of analyzing an author’s literary technique, including the craft and structure of a text. Previous activities provide model questions to help students build understanding of the text and topics. The development of a student-generated extending question in the final phase of the Questioning Path Tool builds into the final task of this activity; students record their question in the Forming Evidence-Based Claims Tool and reread for details to develop and support a claim about the author’s literary techniques.

• In Unit 4, Part 3, Activity 2, students analyze a source perspective using the Common Sources provided: “When they have analyzed previous texts in other units and used the LIPS [Language, Ideas, Perspective, Structure] domains from the Guiding Questions Handout, students will have considered the author’s perspective and how it is conveyed within a text. Students will now apply what they have learned about analyzing perspective” (503). The Instructional Notes include that students will need to compare the perspectives of multiple sources. Common Sources can include Source #5A Embracing the Economic Case for Sustainable Design,” Source #5B “Sorry green design, it’s over,” Source #5C “Reframing the Argument for Sustainability,” and Source #5D “Debating Sustainability.” The Instructional Notes recommend that teachers model one of the texts in the Common Sources and students will read at least one other Source of the four options. Therefore, there is flexibility in the texts that are chosen to compare perspectives. Questions are provided to assist students in analyzing a source’s perspective, such as the following:
  • "How does the author’s perspective influence the text's presentation of ideas or arguments?
  • How does the author’s perspective and presentation of the text compare to others?
  • How does the author’s perspective influence my reading of the text—and my use of the text in research?" (505)

• Unit 5, Part 5, Activity 1 incorporates a collaborative, “question-based approach” to the revision and editing process in writing. The Collaborative Workshop model presented by the materials are organized in the following sequence: Modeling, Guided Writing, Text-Centered Discussion, and Read Aloud. Students also incorporate text analysis work from Part 4, Activity 5 to frame their argument. Previous work is conducted using the Literary Tools handouts and organizers. Part 5’s culminating summative assessment incorporates a student’s analysis of the language, ideas, perspective, and structure of the texts into an argumentative essay and presentation. The process begins with planning through discourse and the materials provide general open-ended questions for small groups or pairs: “What do I know and think about this topic or issue?” and “How can I help others understand my thinking?” As students begin to write, they revisit the questions and consider more text-centered responses focused on their organization and approach to the topic. This recursive reflection process is intended to help students build understanding of the text and their own writing, but the collaborative discussion also provides varying perspectives for them to consider as they continue to write and revise.

The instructional materials reviewed for Grade 12 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.

The materials are designed with a formulaic, inquiry-based approach centered around the included texts and this can be applied to texts not included in the materials. Every task begins with a question or set of questions to guide reflective thinking and discussion about a topic that is connected to the texts. Questions move from general, broad sharing to text-centered to text-specific in order to guide students’ thinking and develop extended written essays to demonstrate understanding. The inquiry process is guided by multiple handouts and documents included in the Literacy Toolbox. Although the basis for each remains consistent throughout each unit--the Questioning Path Tool is used in every unit--Tools are adjusted to meet the increase in complexity of tasks and texts--the Evidence-based Claims Tool is adjusted for students to format their original EBCs through writing. In addition, the materials provide guidance to teachers in supporting students’ literacy skills. By the end of Grade 10, integrated knowledge and ideas is embedded in students’ work. Finally, the questions and tasks included in the instructional materials provide opportunities to analyze across multiple texts as well as within single texts.

Evidence that supports this rationale:

• Unit 1, Part 5, Activity 2 is focused on students preparing for a text-centered academic discussion. Students will have already developed a final text-based explanation essay demonstrating their understanding of a text analyzed in class. The discussion is the culminating assessment task for the unit. Requirements for the discussion include presenting a student-generated, comparative text-specific question to facilitate discussion and then students describe their text’s “relationship between...other texts” analyzed in this unit. The materials guide this planning with the Analyzing Details Tool. At this point, students are already familiar with this Literacy Tool having completed it for other texts. Now they complete it using the text they chose as the anchor for their writing and discussion task. The Analyzing Details Tool is set up by establishing a Purpose and a Question about the text. Students read closely for details based on the purpose and question determined before reading. This is built off the students’ previous experiences working with the Questioning Path Tool and Guiding Questions handout.

• Unit 1b, Part 1, Activity 2 provides additional experience with the anchored inquiry-based reading, writing, and discussion process that will carry over and grow throughout the course. Students are provided with a Questioning Path Tool to set a focused purpose for the reading followed by general text-centered questions provided by the Guiding Questions handout. For this activity, the texts are visuals and the questions are adjusted accordingly, but remain text-centered and general: “What details stand out...as I examine this collection of images?” This question may be applied to any visual texts and encourages students to analyze across multiple visual texts. The questions are aligned to the four domains of focus for the materials - language, ideas, perspective, and structure of texts. This process becomes text-specific in the Deepening phase of inquiry: “How does the sidewalk influence Calvin’s thinking?” Students learn to independently develop original text-specific inquiries in proceeding activities.

• In Unit 2, Part 2, Activity 2, students listen to paragraphs 13-29 of President Ronald Reagan’s First Inaugural Address. A Questioning Path Tool is provided, and students will approach the text by focusing on Reagan’s perspective and ideas first. Instructional Notes are provided as additional guidance through the steps, such as the following: “Students will initially read this section of the speech by thinking about two Guiding Questions in the second model Questioning Path Tool related to Reagan's perspective and the texts’ ideas (‘What details or words suggest the author’s perspective’ and ‘What claims do I find in the text?’ and a related claim presented by the teacher (e.g ‘Reagan believes that through its struggles, America will lead by example’). Considering the questions and claim, students should search first for literal details about Reagan’s beliefs about America and its role in the world and discuss them as a class or in small groups before they engage in a second reading” (242).

• Unit 3, Part 3, Activity 4 is the second opportunity for students to develop an EBC using the inquiry-based close reading process. The teacher models this in Activity 3 and students now apply the process independently in small groups starting with a group discussion focused on text-specific questions from the Questioning Path Tool. The materials provide a check of the intended elements students should have analyzed at this point for teachers. Each text-specific question is taken from the Deepening phase as students should have already addressed the initial text-dependent questions in the Questioning and Analyzing phase of the process. The questions are provided to help students develop a “global claim” about the author’s literary technique and further questions are provided at the conclusion of the activity to support students and teachers.

• In Unit 4, Part 1, Activity 2, Instructional Notes are provided to assist in Introducing a Topic—Opening Avenues for Inquiry. Guidance provided includes the following: “Using the Guiding Questions Handout (located in the RC Literacy Toolbox), have the class select several questions that they think might help them view and think about the video more actively. Alternately, narrow the list for students and have them select from among these applicable questions: What new ideas or information do I find in the text? What ideas stand out to me as significant or interesting? How do the text's main ideas relate to what I already know, think, or have read?" (458). Students have the opportunity to explore various sources and engage in discussions relating to individual texts and connections can be made across these texts relating to the unit’s overarching title and question: “Design: How does it influence innovation and progress?” (459).

• Unit 5, Part 2 transitions from comprehending the texts to recognizing and analyzing the various perspectives or controversies of the issues presented. The materials instruct teachers to allow students to brainstorm a list of initial questions focused on the controversies and provides example questions with elaboration to demonstrate the intended expectations for student-generated questions by the point in the course of the materials. The materials also explicitly provide three expectations for framing the questions; for example, “suggest multiple ways of responding.” The main focused literacy skill for this unit is to support students’ understanding of an argumentative position. The brainstorm of questions lead to this with the inclusion of the visual text, i.e. political cartoons. Teachers model how to build background knowledge and understand a stance using the political cartoons and students respond to final Guiding Questions in small groups. The Guiding Questions are general text-dependent questions that are typically incorporated in the initial phases of the Questioning Tools Handout. The questions revolve around specific details and structures of the visuals, including printed text (language), that require students to uncover implicit ideas or messages.

The instructional materials reviewed for Grade 12 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 are designed from grade-to-grade with the same goals and intended outcomes based on standards for college-and-career readiness addressed at the onset of each unit. The materials state that the units do not necessarily require a linear following, but the skills between units do build upon each other and lead to culminating tasks within the unit and across the curriculum. For example, Unit 2 builds off the close reading skill by focusing on reading for evidence-based claims (EBCs) and utilizing the technique in writing. Unit 4 incorporates close reading by adding a new layer of focus--close reading for evidence to incorporate into academic research writing and discussions. Questions and tasks provide the teacher with usable information about the student’s readiness to complete the culminating tasks. The culminating tasks are multifaceted, requiring students to demonstrate mastery of several different standards at Grade 12; in addition, these culminating tasks provide students with the opportunity to demonstrate comprehension and knowledge of a topic through integrated skills and throughout the course of each unit.

Speaking and listening are also prevalent in each unit as a way for students to demonstrate knowledge of the topics in the materials. Class discussions about the findings from close readings, an essential stage in the collaborative writing process, are used frequently.

The following is evidence to support that the materials meet the criteria:

• In Unit 1, in the Reading Closely for Textual Details Developing Core Literacy Proficiencies Literacy Toolbox, the culminating task provides students with opportunities to demonstrate proficiency of skills practiced throughout the unit “as an investigator of texts” (123). Students have practiced the following:
  • "Ask and think about good questions to help you examine what you read closely
  • Uncover key clues in the details, words, and information found in the texts
  • Make connections among details and texts
  • Discuss what you have discovered with your classmates and teacher
  • Cite specific evidence from the texts to explain and support your thinking
  • Record and communicate your thinking on graphic tools and in sentences and paragraphs" (123)

The final writing and discussion task will help students: 1) Become a text expert, 2) Write a Text-Based Explanation, and 3) Lead and Participate in a Text-Centered Discussion. The Instructional Notes include, “These skills and habits are also listed on the Student RC Literacy Skills and Discussion Habits Checklist, which you can use to assess your work and the work of other students” (125).

• In Unit 1b, “students learn about, practice, develop, and demonstrate foundational skills necessary to read closely, to participate actively in text-centered questioning and discussion, and to write text-based explanations.” The Targeted Literacy Skills include the following:
  • Questioning
  • Attending to Details
  • Identifying Relationships
  • Summarizing
  • Interpreting Language
  • Recognizing Perspective

In addition, students will apply and develop Literacy Skills and learn Academic Habits to participate in text-centered discussions, such as the following: Preparing, Collaborating, and Communicating Clearly (142). The texts students are provided include Questioning Path Tools to assist them in analyzing and deepening their understanding of the text, followed by a discussion of the texts. For example, after reading closely for details of Dr. Viktor Frankl’s “A Case for a Tragic Optimism,” which is the final entry of Man’s Search for Meaning, students will consider the questions of others and answer the following questions:

• "How does the phrase ‘swine and saints’ further develop Frankl’s view of human nature?
• To whom does Frankl refer to as ‘saints’?"

In Unit 1b, Part 5, Activities include the teacher guiding students in reflective conversations about productive, text-centered discussions, students preparing for a text-centered discussion, and students leading a text-centered discussion (176).

• Unit 2’s culminating task is a final, multi-paragraph, evidence-based essay demonstrating students’ ability to independently close read for EBCs and form their own in writing. The materials’ anchor texts for this unit are centered around the topic of the economy. Unit 2, Parts 1 and 2 model close reading for evidence with the first anchor texts, and Parts 3 and 4 present the second anchor text with which students work with increasing independence as they begin to develop and discuss evidence to incorporate into the final written summative assessment. Questions leading up to the task begin by asking students to identify “words that suggest the author’s perspective.” After establishing this academic skill, students are explicitly asked to state the author’s perspective or point of view in the next text selection. This first question allows students to begin to develop a recognition of the elements of perspective and the second provides the opportunity to command this skill.

• In Unit 3, in the Making Evidence-Based Claims About Literary Technique Developing Core Literacy Proficiencies Literacy Toolbox, the culminating tasks will include students completing the following: 1) Developing and Writing an EBC and 2) Writing and Revising a Global Evidence-Based Essay. Students have been practicing making text-based claims about literary techniques and how to prove them with evidence from the text which will prepare students for the culminating task (422-423). Students will demonstrate with the following skills:
  • Attend to Details
  • Interpret Language
  • Identify Relationships
  • Recognize Perspective
  • Make Inferences
  • Form a Claim
  • Use Evidence
  • Present Details
  • Organize Ideas
  • Use Language
  • Use Conventions
  • Publish

Students will have an opportunity to reflect on habits they have developed, including the following:

• Engage Actively
• Collaborate
• Communicate Clearly Listen
• Understand Purpose and Process
• Revise
• Remain Open

Questions provided in the Questioning Path Tool and tasks students complete throughout Unit 3 will provide the practice of skills necessary to be successful with the culminating tasks. Guiding questions assist students to analyze and deepen their understanding of the texts, as well as learn how to pose their own questions when reading texts in the future. In addition to class discussions of student EBCs and text-specific questions, in Unit 3, Part 2, the Formative Assessment Opportunities section provides Support EBC Tools for teachers to assess students’ understanding of the relationship between claims and textual evidence.

• Unit 4’s culminating Summative Assessments focus on producing a research portfolio, research narrative, or similar research-based product with the intent of students demonstrating an understanding of academic research skills and habits, such as generation of ideas and organization of work according to the materials. Unit 4, Part 5, Activity 4 incorporates speaking and listening by tasking students with the development of a multimedia presentation to “communicate their perspective” on the research topic - the impact and influence of design. The materials follow an inquiry-based approach to research that includes a series of questions for assessing sources for specific criteria. Unit 4, Part 1, Activity 2 initially uses inquiry to explore a topic but the materials become more specific to criterias of research. Unit 4, Part 1, Activity 4 introduces the Area Evaluation Checklist with guiding questions to help students determine a research path with broad questions: ”What is the Area of Investigation?” and “What do I need to know to gain an understanding of the Area of Investigation?” Unit 4, Part 2, Activity 4 uses inquiry to assess criteria such as Accessibility and Interest Level: ”Am I able to read and comprehend the text easily?” and “Which Inquiry Questions does the text help me answer? How?”

• In Unit 5, in the Building Evidence-Based Arguments Developing Core Literacy Proficiencies Literacy Toolbox, students’ final writing task includes Building Evidence-Based Arguments: “The assignment will also represent your final work in the Developing Core Literacy Proficiencies' sequence and should demonstrate all that you have learned as a reader, thinker, and writer this year” (682). The culminating task asks students to develop, write, and review an evidence-based argumentative essay. Students can use the Delineating Arguments Tool that they have utilized previously to assist them in planning the essay. For example, in Unit 5, Part 4, Activity 3, the teacher models “the use of an Organizing EBC Tool or a Delineating Arguments Tool for a teacher-developed argument related to the unit’s issues or problem." Teachers can utilize the students’ completed Delineating Arguments Tools during Formative Assessment and prior to students writing their final arguments in Part 5. The Texts students read throughout Unit 5 are accompanied by Questioning Path Tools to assist in students deepening their understanding of the text and pose questions, such as the following when reading Text 4.5 Book of Luke, Chapter 6: “What evidence does this text provide that influences my understanding or perspective of the issue of poverty and how or whether society should work to address the problem? In what ways?” (633). Instructional Notes are provided in the teacher’s edition to guide discussions of the texts, including the Guiding Questions Handout and Delineating Arguments Tool. (634)

The materials reviewed for Grade 12 meet the criteria that materials contain a yearlong, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.

Within every unit, students practice writing and speaking from sources. The mode of writing they practice, the process they use and the independence varies based on the focus of the unit and where the unit is placed in the year. Students use graphic organizers to develop short sentences and paragraphs that communicate their thinking as they read texts. Students write formal paragraphs and short expository essays. Students then break claims into component premises and develop arguments. By the end of the year, students plan, write, and publish thesis-driven academic arguments, making the case for a position related to texts and their content.

The collaboration workshop is a question-based approach for developing writing. Students work through a process that is collaborative, question-based, and criteria-driven. Students are taught to think of essays as a process rather than a product and that conversation, contemplation, consideration, and revision are part of the process.

The following learning principles are used to facilitate student writing development:

• Independence: Students are encouraged to be reflective and develop their own writing process rather than following the writing process in a rote and mechanical way.
• Collaboration: Students are encouraged to seek and use constructive feedback from others.
• Clear Criteria: Criteria is provided to describe the essential characteristics of a desired writing product.
• Guiding Questions: Students are expected to use guiding and text-based questions to promote close reading and developing their drafts.
• Evidence: Students use and integrate evidence through references, quotations, or paraphrasing.

Each writing activity includes a teacher demonstration lesson and class time is dedicated for student to free write, experiment, draft, revise, and edit their writings. Students engage in discussions surrounding their writings and ask and answer questions about their writing. Students are also given multiple opportunities to read aloud and share their writings throughout the process to receive feedback. The writing process moves through an increasingly focused sequence of activities, such as: getting started, thinking, organization, evidence, connecting ideas, expression, final editing, and publication.

In Grade 12 the yearlong plan of writing instruction builds from Unit 1 where students are writing a text-based explanation focused on the topic of the US Constitution and the separation of religion and government in the United States to Unit 3 where students write an evidence-based claims essay based on Raymond Carver’s short story, “What We Talk about When We Talk about Love.” Unit 5 ends the year with an evidence-based argumentative essay focused on the topics poverty and charity.

The instructional materials reviewed for Grade 12 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.

The materials provide multiple opportunities involving elements of research, although only Unit 4 explicitly addresses a research process. The instructional materials for Grade 12 include research projects with a progression of research skills that build to student independence. Students read to gather specific details from multiple texts to support or respond to a claim in speaking and listening activities and writing. For example, students close read and evaluate sources to the purpose of a task and identify details that will support a summative writing task in each Unit. Each step is facilitated by the Literacy Tools resources used repeatedly in each unit. The processes are intentionally designed for students to also incorporate texts not included in the instructional materials. At points, the included texts are intended only for modeling purposes and the materials provide the opportunity for students to independently use the Habits in outside texts.

Teacher guidance is provided to assist in employing projects that develop students’ knowledge of different aspects around a topic. Students are provided opportunities to apply reading, writing, speaking and listening, and language skills to synthesize and analyze multiple texts and source materials about a topic. The instructional materials provide resources for student research to aid instruction, and projects are varied throughout the course of the year.

• In Unit 1, Reading Closely for Textual Details “A Wall of Separation,” students read multiple texts relating to “the First Amendment of the US Constitution and the separation of religion and government in the United States” (2). Throughout the unit, students are provided an opportunity to engage in close reading of the texts; in Activity 5, Instructional Notes are provided for students to complete a short research task: “The recommended website (Text 4) is PBS’s God in America. This site provides full episodes of the series, as well as timelines, interviews, and articles about faith in the United States. Of particular interest is the series on the religious beliefs of US presidents, “Gods in the White House.” Students can also scroll through the “Timeline: Faith in America” and read interesting thumbnails of key people and events in American religious history” (26). The source is provided in the instructional materials.
• In Unit 1b, the instructional materials provide a text set relating to a common topic about human nature. In Unit 1b, Part 1, Activity 5, students will complete an independent reading and short research task using the website and source, Life, provided in the instructional materials. In Unit 1b, Part 5, students prepare to lead a text-centered discussion “with other students who have analyzed different texts” (176).
• Unit 2, Part 2, Activity 4 is a collaborative task providing the opportunity for students to discuss supporting textual evidence for the claim established in the preceding activity. Students will have already worked in pairs to identify evidence in the texts. The materials provide guidance and support for the teacher to model the evidence-based discussion process in the Literacy Tools, specifically the EBCs Tool. The materials support students’ synthesis and understanding of the topic by directing the discussion to focus on “evaluating how each piece [of textual evidence] supports the claim.” Stating direct quotes demonstrates only surface level understanding of the texts and Literacy Skill of Using Evidence. Students must elaborate and synthesize their reasoning with the evidence and the claim.

• In Unit 3, Making Evidence-Based Claims about Literary Technique: “I could hear everyone’s heart” resources for students to research, students read a short story by Raymond Carver, “What We Talk about When We Talk about Love.” Students are provided an opportunity to write EBCs about literary technique, and teacher modeling takes place relating to organization of the EBCs in Part 3, Activity 3. In Part 1, Activity 1, Guiding Questions are provided relating to Language Use:
  • What is the range of word choice?
  • What language features stand out?
  • What is the significance or effect of words being repeated in the story?
  • What motifs are developed throughout the story?
  • How do specific words and phrases express the motifs?
  • How do the motifs contribute to the overall theme? (344)
• Unit 4, Part 4, Activity 4, functions as a checkpoint for the research process. Students evaluate feedback about the development of their research and determine the degree to and how their inquiry path should be refined and extended. Unit 4 is the only unit explicitly addressing research skills. In this particular activity, students synthesize the feedback of peers and the teacher with their current progress. The materials provide explicit support for three paths a student could determine to progress toward or determine the need to incorporate a combination of the three. These paths include the following:

• Refining investigation
• Extending research
• Reading and analyzing new sources with details about the function of each

The material’s Literary Tools provide aids for teachers and students depending on which path or combination of paths a student determines is necessary.

• In Unit 5, the Unit Overview provides information relating to the Topic and Texts; the texts “focus on our duties to others, or our ‘Social Responsibility,’ specifically concerning the issues of poverty and charity” (581). Throughout the unit, students are provided with an opportunity to engage in close reading of the texts and write their own argumentative essays incorporating academic and disciplinary vocabulary (584). In Part 5, Activity 2, students have the opportunity to participate in a text-centered discussion as “their first criterion- and question-based review of their writing. This initial review team conference is structured and facilitated by the teacher based on the modeling and practice just completed with the draft paragraph. Protocols are provided for the discussion and include Listening skills: Listen fully to what readers have observed; Consider their ideas thoughtfully; Wait momentarily before responding verbally" (667).

The materials reviewed for Grade 12 meet the criteria that materials are well-designed and take into account effective lesson structure and pacing. Each unit is divided into five parts, with each part 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 1b, 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 1b, Part 1 should take two to three 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

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. 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 12 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:

• Grade 12 is distinct from Grades 9-11 because it includes an additional unit that provides the opportunity for students to develop Reading Closely for Textual Details literacy skills with new texts.
• 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 12 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 at Grade 12 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) “I Have Been to the Mountaintop” by Martin Luther King Jr., 2) “Divinity School Address” by Ralph Waldo Emerson, 3) “Church and State” by W.B. Yeats, and 4) “What Does the First Amendment’s Establishment Clause Really Mean” by Tom Head. These texts are located prior to Part 1 in the student edition. Text 1 consists of an image that is printed with an appropriate label on the right: “Thomas Nast, Harper’s Weekly, 1871.”

• 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, though a teacher will need to ensure the address is correct first and point out if there are typos so that the student can correct in their student edition. For example, “‘By Design: A Crystal-Crusted Gown Made with a 3-D Printer’ by Brooke Hodge, June 10, 2013—available on Tmagazine.blogs.ntimes.com [sic].” It should be listed as Tmagazine.blogs.nytimes.com; otherwise, using the link included in the student edition will take the student to a different website published by edupang.

• 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 12 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, and 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 12 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.

• In Unit 1, Part 1, Activity 2, Instructional Notes focus on the extending part of the Questioning Path Tool in the student edition materials and suggest that if time allows, students explore extending questions through internet research, i.e. finding more about Thomas Nast, Harper’s Weekly, Lady Justice, Lustitia, Themis, or any of the religions represented in the cartoon.

• In Unit 3, Part 1, Activity 3, the Instructional Notes give an overview of the goal of the unit, which is to make global EBCs about literary technique, and direct students to the Making EBCs about Literary Technique - Final Writing Tasks Handout included in the student edition.

• In Unit 5, Part 3, Activity 2, the Instructional Notes encourage teacher modeling with the Delineating Arguments Tool in the student edition, specifically in demonstrating how to move students two ways in their thinking - inductively and deductively.

The materials reviewed for Grade 12 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 year-long 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 12 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 12. 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 12 meet the criteria that materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. The Grade 12 materials contain a clear explanation of the instructional 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 versions 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 12 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 for teachers to 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 12 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. By design, the materials provide all students with the opportunity to interact with grade-level texts. The materials allow 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 be grouped by reading level and assigned texts at their current level.

The materials reviewed for Grade 12 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.
• Grade 12 materials offer a complete additional unit for students to develop close reading for evidence with additional texts. Unit 1b provides an additional text set to “further challenge students.” The materials direct teachers to use Unit 1 as a template.

The materials reviewed for Grade 12 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 1b, Part 5, Activity 2, students share their text-specific explanations in small groups to demonstrate and clarify understanding of the texts.
• In Unit 2, Part 4, Activity 8, students work in editing teams or pairs to elicit feedback and revise their first draft evidence-based essays using the material’s collaborative writing protocols.
• In Unit 3, Part 3, Activity 3, in pairs and then to the class, students share revised claims and supporting textual evidence in preparation to organize and draft a multi-paragraph essay on literary technique.