The instructional materials reviewed for Grade 10 partially meet the criteria for materials providing frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax.

The materials include routine opportunities for text-dependent and text-specific academic conversations; however, these discussions do not consistently incorporate students' use of rich academic vocabulary and syntax. Supports to build students’ skills in speaking and listening in general are strong, but guidance and support for practicing the application of academic vocabulary and syntax is minimal and inconsistent across the school year. In the Teacher’s Edition, ideas for different discussions types are included throughout each chapter, such as Think-Pair-Share, to encourage the modeling and use of academic vocabulary and syntax. Notes in the Teacher’s Edition wrap occasionally suggest that teachers could have students discuss a text, but there are no directions or protocols given for such discussions.

In each of the theme-based chapters, there are two Conversation sections that contain a collection of texts with instruction and activities focused on the discussion of a topic and associated essential questions; however, the activities and directions suggest little actual discussion, nor are there protocols for evidence-based discussions. In some of the chapters, students might engage in a post-reading discussion or performance task, but these are infrequent opportunities.

While there is a seven-part Guide to Speaking and Listening in the appendix, it mainly focuses on crafting presentations and speeches. Two topics that could provide opportunities for specific instruction on discussion are Listening Effectively and Effective Group Communication. The Listening Effectively section provides many tips to help students; however, the information in Effective Group Communication is largely theoretical and fails to provide clear, student-friendly models or protocols. Overall, the Grade 10 materials lack adequate protocols and opportunities to support students in evidence-based discussions.

Examples of how the materials provide multiple opportunities and questions for evidence-based discussions include, but are not limited to:

In Chapter 4: Thinking About Synthesis, Section 3: Entering the Conversation, Activity 3: Finding and Evaluating Sources, the Teacher’s Edition suggests, “Have students work in pairs to research, then add the sources(s) they’ve found with responses to the three questions about bias and share what they found electronically with the whole class.”
In Chapter 5: Identity and Society, students are asked to read the Central Text, “Shooting an Elephant" by George Orwell. The Teacher’s Edition in a Close Reading supplement suggests, “Working in groups or pairs, students might start listing out such unsettling references as the basis for a discussion of whether the narrator Orwell is himself racist — or the extent to which such rhetoric reflects his fear and discomfort with the unfamiliar.”
In Chapter 8: Cultures in Conflict, Conversation: Stories of War, students read a selection from “The Storytellers of Empire” by Kamila Shamsie and participate in a Think, Pair, Share outlined by the Teacher’s Edition: “After they talk in pairs, rotate them to groups. The groups should develop their ideas and consider exactly how they want to present the range of ideas to their classmates. They could work to express their ideas visually.”
In Chapter 9: (Mis)Communication, students use the following discussion prompts to open the chapter on communication: “Think of a situation in your life, current events, or history when the pen (or the spoken word) was mightier than the sword. What happened and what part did language play? What made language such a powerful force in this situation?” The associated Teaching Ideas activities help extend discussions and transition into small group discussions: “The more personal, the better here. Encourage students to explain in a narrative the nature of the situation. Was it a sermon a local minister delivered, a speech in front of thousands on the steps of the U.S. or state capitol? Was it a eulogy at a relative’s or friend’s funeral or memorial service? Was it a humorous or satiric piece that made you rethink a viewpoint? Was it advice from a family member? Was it a poem posted in the subway or on a bus? Was it something you read online from someone you’ve never met? Set a brief time limit, say three minutes, but take some time to listen to and share these in a relaxed, nonjudgmental setting that will lay the foundation for the conversation on ‘language and power.’”
In the Guide to Speaking and Listening appendix, detailed descriptions of evidence-based discussion skills include: Steps to Creating a Speech, Informative Speeches, Persuasive Speeches, Citing Sources in Speeches, Presentation Aids, Listening Effectively, and Effective Group Communication. Additionally, the Teacher’s Resource Flash Drive includes protocols for the following discussion strategies: Think-Pair-Share, Socratic Seminar, Silent Discussions, and Fishbowl.

Examples of opportunities that do not adequately address and promote students’ ability to master grade-level speaking and listening standards include, but are not limited to:

Chapter 3: Thinking about Rhetoric and Argument is devoted to constructing good arguments in writing; however, it does not provide instruction on evidence-based, argumentative discussions. Students could make the connection to apply rhetorical skills to conversations, but the materials do not include instruction on how to transfer them to discussion.
In Chapter 4: Thinking About Synthesis, Section 2: Working with Multiple Sources, Activity 6: Role Playing, a Teaching Idea suggests an alternate option for the activity where students simulate the conversation: “Another possibility for this Activity is to simulate a literal conversation. Give students name tags, an even number for each of the sources (e.g. Amanda Ripley, Kai Sato), and have them circulate as though they were at a party or reception and speak in character to another. You might assign them a specific number of interactions with other sources. Encourage discussion and challenges! Time frame for this might be five minutes or a little more. Then come back as a group to discuss what they learned: to process the process.” There are no protocols included for the teacher to teach how to encourage discussion or process.
In Chapter 5: Identity and Society, students read the Central Text, “Shooting an Elephant” by George Orwell. After reading, the Topics for Composing section, “Discussion or Performance” activity states, “Hold a mock trial to debate the speaker’s actions. There should be a prosecutor who is trying to convict the speaker of property damage, a defense attorney who is trying to justify the speaker’s actions, a judge, and a jury to determine guilt or innocence. Be sure that all of the evidence you consider comes directly from the text itself and any relevant research you conduct on the time period and location.” There are no guidelines provided for conducting a mock trial or debate.
In Chapter 6: Ambition and Restraint, Conversation: Risk and Reward, students read an excerpt from Don Quixote by Miguel de Cervantes. In the Teacher’s Edition, a Close Reading aside suggests: “To help them examine Sancho Panza’s character and ethics, ask students to examine paragraph 32. Is he a victim here or does he on some level deserve his punishment? Sancho Panza said earlier that ‘all laws, human and divine, permit each one to defend himself whenever he is attacked’ (par. 22): students could debate whether he is the attacker or the attacked in this scene.” No specific protocols are included for how to conduct a debate.
In the Guide to Speaking and Listening appendix, Section: Effective Group Communication, the following topics provide definitions and information to students: Setting an Agenda, Understanding Small Group Roles, How to Frame Disagreements, Resisting Groupthink, and Group Decision Making. However, there are no specific models or explanations for how those strategies could be used in a conversation. For example, in Group Decision Making, students are encouraged to utilize the argumentation strategies of devil’s advocacy and dialectical inquiry in order to make the best decision for the group, but only a description of the strategy is provided.

Downloadable Resources

2018

Foundations of Language and Literature; Advanced Language and Literature

Publisher

Bedford, Freeman, & Worth High School Publishers

Subject

ELA

Grades

9-10

Report Release

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10/16/2019

Review Tool Version

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v1

Alignment

Usability

Downloadable Resources

Additional Publication Details

Report Overview

Summary of Alignment & Usability: Foundations of Language and Literature; Advanced Language and Literature | ELA

ELA High School

ELA High School

9th Grade

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10th Grade

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