Alignment: Overall Summary

The materials for Grade 12 do not meet the expectations of alignment to standards. The texts and tasks partially meet the demands to support students' development of literacy skills in reading, writing, speaking and listening, and language. While materials do include texts that are organized to support students' understanding of topics and/or themes, the materials only partially meet the expectations of comprehensive support for writing, vocabulary development, and text-based questions and tasks that build critical thinking and grow knowledge to prepare them for post-high school literacy tasks.

Alignment

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Does Not Meet Expectations

Gateway 1:

Text Quality

0
15
28
32
25
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Gateway 2:

Building Knowledge

0
15
28
32
14
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Usability

|

Not Rated

Not Rated

Gateway 3:

Usability

0
23
30
34
N/A
30-34
Meets Expectations
24-29
Partially Meets Expectations
0-23
Does Not Meet Expectations

Gateway One

Text Quality & Complexity and Alignment to Standards Components

Partially Meets Expectations

+
-
Gateway One Details

The instructional materials for Grade 12 partially meet the expectation of Gateway 1. Most of the texts are at the right level of quality and at the appropriate level for students to grow their literacy skills. The materials include a range of texts that are appropriately rigorous from a quantitative lens, although the qualitative factors vary. The placement of materials for students to get exposure to increasingly rigorous materials of the course of the year is inconsistent, and the teacher may need to supplement to attend to students' access to robust range and depth of reading. Most questions, tasks, and assignments are text dependent/specific, and culminating tasks represent the demands of the standards. Speaking and listening work is limited and does not include comprehensive supports for teachers to employ practice with academic vocabulary and discussion work over the course of the school year

Criterion 1a - 1f

Texts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.
12/16
+
-
Criterion Rating Details

The instructional materials for Grade 12 partially meet the expectation that texts are at the right level of quality and at the appropriate level for students to grow their literacy skills. The materials include a range of texts that are appropriately rigorous from a quantitative lens, although the qualitative factors vary. The placement of materials for students to get exposure to increasingly rigorous materials of the course of the year is inconsistent, and the teacher may need to supplement to attend to students' access to robust range and depth of reading.

NOTE: Indicator 1b is non-scored and provides information about text types and genres in the program.

Indicator 1a

Anchor/core texts are of publishable quality and worthy of especially careful reading.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 12 meet the criteria for anchor/core texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.

The texts are high quality and worthy of students’ attention, due to literary richness, rhetorical technique, or topical relevance. A large number or texts come from authors that are well-known, award-winning or iconic. A number of undisputed classic texts are present, including works for male, female, and multicultural authors. There is sufficient effort to include texts on topics of current interest or select older texts that have a potential to resonate with contemporary students.

Quality texts found in Grade 12 materials include (but are not limited to) the following high-quality text selections:

  • In Unit 1, From the Iliad by Homer is an epic poem that has students exploring common ideas and symbolism across texts, such as how people give value to their lives through achievement and failure and the costs of giving in to impulse, impiety, temptation, and recklessness.
  • In Unit 4, From Frankenstein by Mary Shelley is noted as a British Masterpiece. Frankenstein is infused with elements of the Gothic novel and the Romantic movement. At the same time, it is an early example of science fiction.
  • In Unit 4, “To Autumn” by John Keats is one of the most anthologised English lyric poems, "To Autumn" has been highly regarded by critics. Its vivid and rich language makes this text worthy of careful reading.
  • In Unit 5, “Sonnet 43” by Elizabeth Barrett Browning is celebrated English poetry from the Romantic Era.
  • In Unit 6, From Pygmalion by George Bernard Shaw is a drama noted as an Irish Masterpiece. In 1925, Shaw was awarded the Nobel Prize in Literature.
  • In Unit 6, From Things Fall Apart by Chinua Achebe is noted as a Legacy Masterpiece. The story's main theme concerns pre- and post-colonial life in late nineteenth century Nigeria. It is seen as the archetypal modern African novel in English, one of the first to receive global critical acclaim.

Indicator 1b

Materials reflect the distribution of text types and genres required by the standards at each grade level.
*Indicator 1b is non-scored (in grades 9-12) and provides information about text types and genres in the program.
0/0
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 12 reflect the distribution of text types and genres required by the standards at each grade level.

Materials reflect the distribution of text types and genres required by the standards at each grade level and consider a range of student interests. Over the course of a year, students are exposed to a variety of text types including, short stories, poems, drama, essays, and speeches. The materials provide a Table of Contents per unit that lists the text titles, authors, and types. Examples of texts include but are not limited to:

  • Unit 1: The Origins of a Nation
    • Epic: From Beowulf and From The Iliad
    • Poetry: “The Seafarer” (104), From The Canterbury Tales by Geoffrey Chaucer and From Sir Gawain and the Green Knight The Gawain Poet
    • Informational: From The Book of Margery Kempe Margery Kempe and From A Distant Mirror Barbara Tuckman
  • Unit 2: The Celebration of Human Achievement
    • Poetry: Text set of Renaissance sonnets from Spenser, Shakespeare, and Petrarch
    • Text set of Metaphysical and Cavalier Poets, including John Donne, Ben Jonson, Andrew Marvell, Robert Herrick, and Richard Lovelace
    • Drama: The Tragedy of Macbeth by Shakespeare
    • Epic:From Paradise Lost by John Milton
  • Unit 4: Emotion and Experimentation
    • Poetry: Text set of The Lake Poets, including “Lines Composed a Few Miles Above Tintern Abbey” by Wordsworth; “The Rime of the Ancient Mariner” and “Kubla Khan” by Coleridge.
    • Three odes by John Keats
    • Prose Fiction: From Frankenstein by Mary Shelley
    • Informational
    • Letter to Fanny Brawne by John Keats
  • Unit 6: New Ideas, New Voices
    • Informational: From Virginia Woolf by E. M. Forster , “Shooting an Elephant” by George Orwell, “Words and Behavior” by Aldous Huxley (1264), and From Night by Elie Wiesel
    • Prose Fiction: “The Rocking Horse Winner” by D. H. Lawrence , From 1984 by George Orwell , From A Portrait of the Artist as a Young Man by James Joyce , From Things Fall Apart by Chinua Achebe , and “Six Feet of Country” by Nadine Gordimer
    • Drama: From Pygmalion by George Bernard Shaw and From Waiting for Godot by Samuel Beckett
    • Poetry: “Digging” by Seamus Heaney and “Do Not Go Gentle Into That Good Night” by Dylan Thomas

Indicator 1c

Texts have the appropriate level of complexity for the grade level (according to quantitative analysis and qualitative analysis).
4/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 12 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

The materials include a variety of texts that are appropriate for 12th grade students and range in complexity for the grade level. Texts that are moderate in complexity are accompanied by tasks that increase the level of rigor by demanding higher order thinking skills and analyses. Texts that are exceedingly complex are accompanied by a variety of scaffolds such as graphic organizers and discussion questions. Texts range in quantitative measure from Lexile 810 to Lexile 1620, with one text that measure Lexile 640 and multiple challenging poems as well as Shakespearean works.

Texts that fall below the Grade 12 quantitative band include qualitative features or reader and task considerations that make them appropriate for Grade 12 students. For example:

  • In Unit 6, students read “A Cup of Tea” by Katherine Mansfield which measures at Lexile 640. This text is rich in period vocabulary which will make it more challenging for students. Students are also asked to draw conclusions about social context using the short story as will as the background information given about the 1900’s. This task helps to make the text appropriate for Grade 12 students.

Texts that rise above or meet the Grade 12 quantitative band include qualitative features or reader and task considerations that make them appropriate for Grade 12 students. For example:

  • In Unit 4, students read the challenging poem, “Rime of the Ancient Mariner: by Samuel Taylor Coleridge. The text has layers of meaning and purpose, complex poetic structures, archaic language and multiple parts to synthesize. With support and scaffolding from the teacher, students examine the essential question of “How Can Guilt Enslave Us?” as they engage in activities and questions that require them to analyze word choice, engage in tiered discussion prompts. The text and task are at the appropriate level for this grade due to the supports provided.
  • In Unit 6, students read “A Devoted Son” by Anita Desai which measures at Lexile 1460. This text includes multiple footnotes with definitions of unfamiliar words as well as sidebar notes that call attention for students to evaluate actions of characters in order to better understand the text. The scaffolds and questions in place make the text appropriate for Grade 12 students.

Indicator 1d

Materials support students' literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 12 partially meet the criteria for materials supporting students’ increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.) There is a clear variety and appropriate leveling of texts. The complexity of texts varies from passage to passage with each unit representing a range of text types and complexity levels.

Students are given opportunities to build literacy skills. Over the course of the year, students engage with texts that vary in rigor and complexity. Many texts are accompanied with guidance and tasks that build students’ skills over the course of the school year, and provide opportunities for growth. Questions placed alongside the text and after the text prompt students to identify and comment on the effect or meaning of focus text features. However, the level of questions does not increase significantly over the course of the year, and tasks are scaffolded and passages labeled consistently across the year. Students do not become prepared to execute these skills on their own.

Some examples of how students engage with differently rigorous activities and texts over the course of the school year include the following:

  • Unit 3: The Restoration and the 18th Century: The texts and tasks in this unit focus on text analysis of nonfiction in the 18th century, including diaries, videos, essays, biographies, poetry and short stories. There is a clear progression of complexity throughout the unit with the most challenging literacy skills found at the end of the unit. While the texts in the unit do not necessary increase in complexity from the the beginning to the end; the literacy skills do increase in complexity.The unit begins with a Text Analysis Workshop where students identify satire. Later in the unit, students will read the essay “A Modest Proposal” by Jonathan Swift which has a lexile of 1590 and will analyze satire in the essay. The rigor of texts are accompanied by tasks that increase in complexity.
  • Unit 6: Modern and Contemporary Literature: Students will analyze the impact of word choice on meaning and tone, grasp point of view by distinguishing what is directly stated from what is inferred as well as the follow the development of a theme across a text. The texts read in Unit 6 do not necessarily increase in complexity, but instead are used to support increasingly complex literacy skills. For example, students will practice and become proficient with point of view while reading the following texts;“A Cup of Tea” by Katherine Mansfield (Lexile 640), “Araby” by James Joyce (Lexile 940), a New York Times article and a TV newscast. In Unit 7 the students will write a personal narrative in which they establish a point of view as well as other skills practiced throughout the unit.

Indicator 1e

Anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 12 partially meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.

The materials provide text complexity analysis for texts throughout the materials. Lexiles, Fry, and Dale-Chall readability are provided in the unit overview at the beginning of each unit. There are no qualitative measurements, nor are any reader and task considerations included to create a complete text analysis. There is also no rationale included for the purpose or placement in each grade level. Examples include:

Unit 1: The Origins of a Nation: The Anglo-Saxon and Medieval Periods

  • Beowulf and the Iliad: (Epic Poems)
  • from “A History of the English Church and People”: Lexile:1270, Fry: 8, and Dale-Chall: 7.4
  • “Pilgrimages: Journeys of the Spirit” (Book excerpt, magazine article, a map and illustrations): lexile: 1601/1480, Fry: 11/12, and Dale-Chall: 8.0-8.5
  • from “Le Morte d’Arthur”: Lexile: 1080, Fry: 10, Dale-Chall: 7

Unit 2: A Celebration of Human Achievement: The English Renaissance

  • The Tragedy of Macbeth: drama: no text complexity rating.
  • “The Real Macbeth”: (Historical Account and Newspaper Article) Lexile: 1630/1400; Fry 10/9; Dale-Chall: 8.0-8.9
  • from “The Pilgrim’s Progress: Lexile 1300; Fry 9; Dale-Chall 6.9

Unit 3: Tradition and Reason: The Restoration and the 18th Century

  • from “The Diary of Samuel Pepys: Lexile: 1240; Fry: 7; Dale-Chall: 5.6
  • “A Modest Proposal”: Lexile: 1590, Fry: 10, Dale-Chall: 9.0
  • from “Gulliver’s Travels”: Lexile: 1330, Fry: 9, Dale-Chall: 7.5
  • from “The Life of Samuel Johnson”: Lexile: 1060, Fry: 7, Dale-Chall: 6.9
  • from “A Valediction of the Rights of Women”: Lexile 1350, Fry12+; Dale-Chall 9.0.

Unit 6: New Ideas, New Voices: Modern and Contemporary Literature

  • “A Cup of Tea,”: Lexile 640; Fry 5; Dale-Chall 5.7
  • “The Rocking Horse Winner”: Lexile 690; Fry 5; Dale-Chall 5.7
  • from “Night: Lexile 570; Fry 5, Dale-Chall 5.7

Indicator 1f

Anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.
1/2
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-
Indicator Rating Details

The instructional materials reviewed for Grade 12 partially meet the criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.

Students will read a range of texts and a variety of genres but reviewers noted that additional guidance may be needed to help students develop stamina for long complex texts. Texts (in the print edition) are generally short works, or very short excepts (1-4 pages) of longer works, meaning students do not have ample opportunities to engage in reading large volumes.

Volume: While materials offer support via NovelWise, “a Website that helps students choose a novel or other book-length work to read.” There is no tracking or monitoring of independent reading in these materials and lack explicit instructions on implementation. Students are provided a variety of supports through the NovelWise site, including “study guides, reading strategies and literary elements instruction, presentations to introduce classic novels, and project ideas.” Some of the suggested independent reading texts are as follows:

Unit 4: The Flowering of Romanticism

  • Emma by Jane Austen
  • Songs of Innocence and of Experience by William Blake
  • Mary Shelley by Miranda Seymour
  • A Literary Guide to the Lake District by Grevel Lindop

Unit 6: Modern and Contemporary Literature

  • Miss Dalloway by Virginia Woolf
  • Collected Poems, 1909-1962 by T.S. Eliot
  • A Passage to India by E.M.. Forster
  • Testament of Youth by Vera Brittain

Range: The materials contain a range of texts, including by not limited to:

  • Poetry
  • Letters
  • Ballads
  • Essays
  • Speeches
  • Short Stories
  • Scripture
  • Film Clip
  • Film Review
  • Drama
  • Debate

Criterion 1g - 1n

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
13/16
+
-
Criterion Rating Details

The instructional materials partially meet the expectations of the criteria around alignment to the standards. Most questions, tasks, and assignments are text dependent/specific, and culminating tasks represent the demands of the standards. Speaking and listening work is limited and does not include comprehensive supports for teachers to employ practice with academic vocabulary and discussion work over the course of the school year. Writing lessons are many and include connections to the types and on-demand requirements put forth by the standards, and the materials include support for teaching revision. The grammar instruction included partially prepares students for the needs of the grade level.

Indicator 1g

Most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 12 meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text; this may include work with mentor texts as well).

The materials include a range of text dependent questions and tasks throughout each unit. Questions and tasks cover a wide continuum of standards and strategies. Each unit offers many opportunities for students to engage in evidence-based discussions and activities. Most of the questions and tasks are text-dependent and ask students to engage with the text directly. Students are given opportunities to use evidence pulled directly from the text as well as make inferences.

Before each text, students are directed to take notes in the Reader/Writer Notebook as they read. Most questions in the margins of the text require students to note and interpret grammatical, literary, and rhetorical features. Each excerpt has close read questions which are on the page next to the text itself for students and teachers to reference directly. Key passages are outlined in a red box with text-dependent questions for the teacher. At the end of each selection or compared groups of selections there is a section of three to five questions sub-headed Text Analysis Questions. These questions guide students directly back to the text. Questions and tasks cover comprehension, summarizing, clarifying, drawing conclusions, making inferences evaluating, synthesizing ideas, and analyzing and identifying literary devices.

Students engage with and draw evidence from the texts through Tiered Discussion Prompts, After Reading Questions, Analyzing Visuals and Reading-Writing Connection questions and tasks. Examples of these include but are not limited to:

  • In Unit 1, students are asked to identify particular characteristics of medieval romance evident in designated passages in Sir Gawain and the Green Knight. Other questions ask students to make character inferences based on designated passages in the poem.
  • In Unit 2, while reading Pastoral Poems and Sonnets, students answer questions such as:
    • “What characteristics of pastoral poems do you find in lines 9-14?”
    • “Reread lines 13-16. How does the nymph directly refute the shepherd's promises?”
    • ”A paradox is a statement that seems to contradict ordinary experience but actually reveal the hidden truth. What paradox does Spencer develop in Sonnet 30?”
    • “Notice that in lines 11–14, Duncan admits he misjudged the thane of Cawdor, who proved a traitor. What might this admission foreshadow about the king?
  • In Unit 3, page 615, in the Language Coach Textbox, in lines 81 through 86, Pope refers to an everyday object through metaphors: weapon, spear, and engine.”What do these metaphors refer to?”
  • In Unit 5, several questions alongside Alfred, Lord Tennyson’s “The Lady of Shalott” ask students to identify particular words and images that contribute to the poem’s mood in designated passages: “What mood is created by the description of the island in lines 10-18? Identify words contributing to the mood.”
  • In Unit 6, James Joyce’s “Araby” is followed by three comprehension questions and six text analysis questions that ask for direct engagement with the text. “What does Araby symbolize, or represent, to the narrator? Support your response with details from the story.”

Indicator 1h

Materials contain sets of sequences of text-dependent/ text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding
2/2
+
-
Indicator Rating Details

The materials reviewed for Grade 12 partially meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks that build to a culminating task that integrates skills (may be writing, speaking, or a combination).

The materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts and integrates strategies to help students build literacy skills. The materials contain sets of high-quality sequences of text-dependent/specific questions and activities which build to a variety of tasks, including, but not limited to: hort, on-demand written responses, longer (processed) essays, storyboards, re-writing in the author’s style, and movie scripts. These tasks and activities often ask students to compare/contrast works that have been presented as sets or series or synthesize the meaning, themes, or central ideas of the text sets.

Additionally, tasks often connect to a non-traditional text form such as a news report or movie scene.

At the end of majority of the texts or text sets, a culminating activity is provided. Each of the culminating activities within the unit lead to a larger culminating task for the unit. At the end of each unit there is a Writing Workshop, including a Timed Writing Practice, along with a Multiple Choice Assessment Practice. Also at the end of each collection of texts within an Era, there is a Wrap-Up Writing where students are asked to evaluate or analyze the texts from the time period.While these culminating activities seem to build off of each other, the standards associated with the writing and speaking activities are not well-supported throughout the entire unit; either through other writing tasks nor the reading questions aligned with core passages .

For example:

In Unit 3, students read “A Vindication of the Rights of Woman” by Mary Wollstonecraft and evaluate claims and counter arguments while reading. Students discuss, “ What claim, or position on a n issue, does Wollstonecraft making in her essay? and How well does Wollstonecraft use counter-arguments in developing her points?” Then at the end of the unit the culminating writing states, “In this unit, you have read works with persuasive elements and have seen how writers use persuasive elements to change the way others think about a subject. In this workshop, you will attempt to influence the attitudes or actions of a specific audience by writing a persuasive essay. Write a persuasive essay that asserts a strong claim on an issue that is important to you. Think of issues that make you react strongly. In your essay, you will support your claim with reasons and evidence in order to convince a particular audience to adopt your position or take a specific action.”

In Unit 6 students complete a wrap up after reading an essay, a poem, a short story, and a memoir about Responses to War. Students review the stories and poems on pages 1118-1187 and choose one that conveys a strong sense of detachment. Analyze how the writer creates this sense of emotional distance and what ideas or values the piece seems to express. Students address the prompt, “The Postwar Writers: Writing to Evaluate-Imagine Seamus Heaney, Ted Hughes, Stevie Smith and William Trevor have been nominated for a prestigious literary award whose winner you will declare. Based on the selections you have just read, who should win? To help you consider carefully, use a chart like the one shown to help you organize your ideas about each piece; you can use the suggested criteria or develop your own. Then, write two or three formal paragraphs in which you explain the reasons for your choice, linking your ideas with appropriate transitions and concluding with the work’s overall impact.”

Students then prepare for the end of unit Writing Workshop by completing the following two on demand writings:

  • Page 1151, “Write a Narrative: What might have happened when Oliver visited the Duchess and her daughter Diana in the country? Use what you know about the personalities of Olive and the Duchess to write a three-to-five paragraph descriptive narrative.”
  • Page 1171, “Write an Analysis: What could the adults in “The Rocking Horse Winner” have done to prevent Paul’s death? Write a three-to-five paragraph essay analyzing the steps each adult could have taken to save Paul.”

The Writing Workshop prompt states, “Write a personal narrative in which you describe for a specific audience a meaningful experience in your life.”

Indicator 1i

Materials provide 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.
1/2
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-
Indicator Rating Details

The materials reviewed for Grade 12 partially meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and synthesis.

Within the teacher’s edition of the text, a focusing question is posed, which is general and broad. The “big” question is used direct students to major themes. This question is repeated with supporting discussion questions throughout the sets of texts. Additionally teachers are provided “Tiered Discussion Prompts,” that are text specific and connect to the big question. For example, The Big Question on Unit 2, page 127 “Life in 21st- century America is radically different from life in 15th-century England, but events can still intrude upon our security. Working with a partner, think of a global, national, or local event that shook your sense of security. Prepare for a thoughtful discussion by researching details of the event that you might not have previously known. Discuss why you found the event disturbing and what you did to attempt to regain your peace of mind.”

Some evidence of developing discussion protocols is present, it is not frequent throughout the teacher’s guide. Tiered Discussion Prompts, accompanying texts appear in the teacher edition which provide some protocols for discussion. There is limited guidance for small-group or peer-to-peer discussions or student-led conversation. The Speaking and Listening Handbook placed after the main units outlines basic principles and strategies for discussing and listening. For example,in Unit 4,page 699, Extension Activity, “With several classmates stage a performance of the dialogue recorded by Boswell in the excerpts from the life of Samuel Johnson. In preparation, review each section of the dialogue. Discuss the traits of the people speaking as well as the ideas communicated by the dialogue, considering how to best convey both. After your performance, hold a wider discussion of the ideas that were presented. Do you agree with any of the speakers? Disagree? Why?” This does require discussion, interpretation of the text, text support, and a peer-to-peer discussion with student leadership. However, it is an “extension” activity and not part of the curriculum. There are also no protocols for how to do this and no scaffolding to lead to this type of activity.

Throughout the unit, there are opportunities for discussion prompted by the teacher in whole class instruction. There are few noted opportunities for students to discuss in a variety of groupings. Only a few mentions of small group discussion are present in the materials. For example, page 1113 prompts a partner discussion, “Discuss with a partner, choose Peter Pan, The Lion, the Witch and the Wardrobe, Winnie the Pooh, or another classic work of British children's literature which was written in the 20th or 21st century. Read, or reread, the story and discuss it with your partner. Why do you think the work became a classic? Is it enjoyable to read as a teenager? Are the elements of the story that you may have missed as a child?” This prompt does require critical support from a text, but is not at academic grade-level. The discussion task is not practical since it asks the students to read/re-read an entire novel as part of just a simple introductory activity.

Modeling of academic vocabulary is limited. The function of most of the discussion questions is as an ice-breaker and/or interest grabber before reading rather than an evidence-based discussion encouraging the use of academic vocabulary.

Indicator 1j

Materials support students' listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports.
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 12 partially meet the criteria for materials supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence.

Activities requiring students to listen and speak to share information are embedded across the year’s instruction. Throughout the textbook, there are opportunities for discussion prompted by the teacher in whole class instruction. There are few noted opportunities for students to discuss in a variety of groupings. Some activities include discussion about what has been read and researched as well as preparing for group discussion. However, most activities, especially those placed at the beginnings of units, rely on opinion or life-experiences rather than research or textual evidence. Fewer activities involve gaining understanding from multiple sources or include follow-up questions.

The speaking and listening tasks are often presented as “Extension” activities, but they connect to readings or the section as a whole. There are tasks in the Speaking & Listening Workshop section of each unit in which students re-work a written assignment and create a speech or powerpoint presentation. Teachers have some guidance throughout the units, but could use more explicit details to help engage all learners with speaking and listening skills.

Examples include but are not limited to:

  • In Unit 1, before reading a section of text titled “Stories in Songs” “ask students what they think of when they think of “stories in song. Have students think of contemporary songwriters or musicians who tell stories in song, including rock band, folk singers, and other artists. Invite volunteers to share lyrics that show the perspective of the songwriter or singer. Discuss what the songs have in common.”
  • At the end of In Unit 1, “Divide into teams to debate this statement, Chivalry is dead. You may use your persuasive essays as a jumping-off point, but with your team members find additional examples from today’s world to prove that chivalry is alive and well or has withered and died in the face of our modern sensibilities and values.”
  • In Unit 4, teacher directed discussion questions are provided throughout the unit to guide students in the reading.For example, after reading the poem “To A Mouse” by Robert Burns, students engage with the following discussion prompts.“Discuss, In lines 31-36, what is commonplace about the farmer’s encounter with the mouse? What is unusual about it?”“Discuss, In what ways does the boatman display recklessness?” “Discuss, In lines 185-198, Life-in-Death and Death gamble for possession if the mariner. What does the appearance of these two figures suggest about the mariner’s guilt and the severity of the crime?”
  • In Unit 5, after reading “from Middlemarch” by George Eliot discussion prompts include, “In a small group, choose two specific examples from the excerpt that illustrate the difference between what the character says and what they really feel. How does each character’s choice of words help conceal his or her true feelings? What clues about the characters’ true feelings can you gather from the narrator’s comments? What do these narrative techniques add to the realism of the scene? Do they make the scene more believable or true-to-life? Explain.” At the end of In Unit 5, students are to create a Power Presentation with the following directives, “Adapt your literary analysis into a power presentation that conveys your controlling idea and supporting evidence in a clear and visually interesting way.”

Indicator 1k

Materials include a mix of on-demand and process writing grade-appropriate writing (e.g. grade-appropriate revision and editing) and short, focused projects.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 12 meet the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

The 12th grade textbook offers opportunities for students to write in both process and on-demand formats and incorporates technology when appropriate. Throughout the units, short-constructed, on-demand writings are found. In addition, the end of units provide a processed writing task in a Writing Workshop strategy. The Writing Workshop strategy provides guidance in the steps of the writing process. The process writing assignments include segments on: planning, drafting, revising and editing, publishing with several opportunities for publishing. Digital publishing is often encouraged.

Examples of the mix of on-demand and process writing include, but are not limited to:

  • In Unit 2, pages 538-546, during Writing Workshop students, “Write a critical review of the key scene from a movie or theater adaptation of a play. Assert a claim that states whether the adaptation does justice to the source material – the original play.”
  • In Unit 3, on page 589, students, “Write a Diary Entry: What kind of information about life today could your diary provide to readers centuries from now? Write a three-to-five paragraph diary entry in which you describe how you spend your time. Describe your day in chronological order. Make sure you include clear, detailed references to specific objects and activities.”
  • In Unit 4, on page 892, during Writing Workshop students, “Write an online feature article about a topic, trend, person, or phenomenon that interests you.”
  • In Unit 4, students incorporate digital resources when they publish their writings. The directions state, “After you finish proofreading your article, you are ready to post it online. Consider these ideas; embed a link to your article on any social networking sites that you visit, send the email to your contacts to let them know that your art article is online and ready to view, create a class menu of feature articles on the website that is hosting your work--group related articles under descriptive boldfaced headings, and include links to everyone's articles.”
  • In Unit 5, on page 929, complete an on demand writing, “Think about either a person who lives life fully or a person whose life is lacking or incomplete. Based on your thoughts about this person, list five experiences you think are essential for a life lived to the fullest. Discuss your list with a small group of classmates. What are the benefits of having these experiences? Are there any downsides?”
  • In Unit 6, page 1379, students complete a brief writing to address the prompt, “The American public relies on major news organizations to be society’s ‘window on the world’, providing context for and insight into unfolding historical events while maintaining a level of objectivity. Choose one of the news reports in this lesson. Based only on this report, describe your perceptions of the parties involved, including the nations it focuses on, the reporter, and the new sources. Express your views in a brief written analysis.”

Indicator 1l

Materials provide opportunities for students to address different types/modes/genres of writing that reflect the distribution required by the standards. Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.
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Indicator Rating Details

The instructional materials reviewed for Grade 12 meet the criteria for materials providing opportunities for students to address different text types of writing (year long) that reflect the distribution required by the standards. May include “blended” styles.

The 12th grade curriculum provides opportunities to meet the variety of writing styles mandated by the standards. These styles include: argumentative, explanatory, and narrative writing. Some of the styles could be considered “blended” writing styles

Examples of opportunities for students to address the different types of writing reflected by the standards include, but are not limited to:

  • Blended Style: In Unit 1 on p. 123, an example of a blend of explanatory and narrative writing is found.“Think about a time when you or someone you know recovered from an injury, illness, or some other difficult experience. Draft a one-page personal narrative in which you describe the attitudes and strategies that made it survivable, Conclude by reflecting on the importance of the experience.”
  • Argumentative: In Unit 3 on p.575, an example of argumentative writing is found. “Many pundits have predicted the demise of the novel, especially in its printed form, as other forms of literature and technology have gained popularity. Write several paragraphs to explain why you think the novel endures despite so many distractions.”
  • Explanatory: In Unit 2 on p.451, an example of explanatory writing is found. “In the selection from Utopia, Sir Thomas More explains how a good king should behave. Think of a few important leaders today. Choose one and write a three-to-five paragraph editorial in which you express your opinions about this leader.. Consider both positive and negative aspects of this leader’s performance. Be sure to provide instruction on how he or she could become a better leader.”
  • Narrative: In Unit 3 on p. 589, an example of narrative writing is found. “WRITE A DIARY ENTRY: What kind of information about life today could your diary provide to readers centuries from now? Write a three-to-five paragraph diary entry in which you describe how you spend your time. Describe your day in chronological order. Make sure you include clear, detailed references to specific objects and activities.” Also, In Unit 6, on p. 1249, “An effective eyewitness report puts the reader in the midst of the action while providing the context needed to understand the events described. Write a three-to-five paragraph eyewitness report on an event of your choosing, such as a sporting event or a community gathering. Use precise language.”

Indicator 1m

Materials include frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 12 meet the criteria for materials including frequent opportunities for research-based and evidence-based writing to support analysis, argument, synthesis and/or evaluation of information, supports, claims.

Throughout the text, a variety of writing tasks provide opportunities for research-based, evidence-based writing. Writing tasks include formal and informal writing to support analysis of poetry and prose, arguments based on reading, synthesis of texts across genres and time periods, and evaluation of literary selections. Evidence and research provides information that supports claims, and provides claims for the writing. At the end of units, some of the writing tasks require research while others are narratives. Examples include but are not limited to the following:

  • In Unit 2, writing to evaluate and synthesize is found. “Briefly discuss how Holinshed’s negative portrayal of Macbeth differs from Traves’s positive one. If Shakespeare had based his play on Traves’s historically accurate, positive Macbeth instead of Holinshed’s version, how would the play have changed? Do you think audiences would prefer to see a play about the positive Macbeth rather than the negative one? Why or why not? Include specific evidence from Holinshed, Traves, and Shakespeare’s play in your essay.”
  • In Unit 4, written analysis is found. Materials state, “Review the Coleridge and Wordsworth poems in this unit. Write an analysis of the poems, explaining how the illustrate the principles outlined in the excerpt from “Biografia” Litteraria. Consider the kinds of events and people depicted; the portrayals of nature; the attitudes of the speakers towards their subject matter.”
  • In Unit 5, materials state, “Choose one country in the Commonwealth of Nations . . . and find out what aspects of British culture remain in that country today. Report your findings to the class, using visual aids to enhance your presentation.”
  • In Unit 6, writing involving the use of evidence to support a claim is found. “In ‘Breaking the Chain,’ Nomfundo Mhlana says that she believes ‘whites [in South Africa] still have apartheid in their hearts.’ Clarify what she means by this, reviewing what you’ve learned about apartheid from Gordimer’s ‘Six Feet of the Country’ as well as from two interviews. Then tell whether you agree, disagree, or partially agree with her statement. Support your opinion with evidence from the interviews and your own reflections about human nature.”
  • In Unit 10, students are asked to analyze a piece of literature through comparison and contrast. “Launcelot, or Lancelot, is an archetypal hero. How does Malory's portrayal of the knight differ from Steinbeck's? What aspects of the archetypal hero do Launcelot and Lancelot have in common? Compare and contrast the way the two authors depict this famous knight in a 3 to 5 paragraph response.”

Indicator 1n

Materials include instruction and practice of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in context.
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Indicator Rating Details

The instructional materials reviewed for Grade 12 partially meet the criteria for materials including instruction of the grammar and conventions/language standards for grade level. Over the course of the year’s worth of materials, grammar/convention instruction is provided, however it does not increase in sophisticated contexts.

The materials offer grammar instruction and support over the course of the year. The Essential Course of Study (ECOS) table at the beginning of the Teacher’s Edition identifies grammar and language instruction and exercises present in each unit. (T23-T28) This page shows the progression of skills and language standards, starting with Latin roots, and moving on to dialect and language devices (such as alliteration), and ending the unit with the mechanics of excerpting poetry and punctuating quotations. Some grammar, mechanics, and conventions are taught explicitly (e.g., use alliteration) providing opportunities for students to grow their fluency through practice and application.The materials offer a “Language Coach” and “ Grammar and Style” notation embedded in most texts as well as a “Grammar and Style” practice activity at the end of some selections. Additionally, the materials offer “Grammar in Context” support with samples in the “Writing Workshop” section of each unit as well as a “Grammar Handbook,” along with other support resources, at the end of the text.

Examples include, but are not limited to:

  • Unit 1, Grammar and Style, page 245, students are instructed to, “Review the Grammar and Style note on page 237. The lilting quality of the Gawain Poet’s verse owes much to his use of alliteration, the repetition of consonant sounds at the beginning of words-- a technique that can add emphasis, heighten mood, or create a musical effect in a line or passage. Many of the alliterative elements in the poem consist of participles, verb forms that function as adjectives, and participial phrases, participles plus their modifiers and complements.”
  • Unit 3, Grammar in Context, the materials provide instruction on proper usage of correlative conjunctions, “Parallel words or word groups are often joined by correlative conjunctions (both...and; either...or; neither...nor; not only...but also; whether...or). Correlative conjunctions help writers show relationships between ideas. When using them, make sure the verb agrees in number with the subject.
  • Unit 5: Grammar and Style, page 1043, students are told to, “Review the Grammar and Style note on page 1040. Writers often use rhetorical questions-- questions asked only for effect-- to drive home a point or evoke an emotional response. Carlyle uses these interrogative sentences throughout his essay, as in this example, ‘Notice how the questions express Carlyle’s points in a more dynamic and compelling way than would be achieved had he merely stated his position.’” The students are instructed to, “Rewrite the following paragraph, changing at least two sentences into rhetorical questions to make the paragraph more persuasive. Then, add at least one additional rhetorical question.”

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Does Not Meet Expectations

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Gateway Two Details

The materials for Grade 12 do not meet the expectations of Gateway 2. While the texts are organized around topics and themes in service of building students' knowledge, the tasks and question sequences only partially support students in building critical thinking skills. The year long instructional components supporting research, and vocabulary development partially meet the expectations. The instructional materials do not meet expectations for growing students' writing skills over the course of the school year.

Criterion 2a - 2h

14/32

Indicator 2a

Texts are organized around a topic/topics or themes to build students' knowledge and their ability to comprehend and analyze complex texts proficiently.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 12 meet the criteria that texts are organized around a topic/topics to build students’ knowledge and their ability to read and comprehend complex texts proficiently.

Each unit has texts that connect through time period and are sub-grouped around a particular literary movement. The materials are arranged chronologically beginning with the Anglo-Saxons and Medieval Periods (449-1485) and progress through the centuries ending with Modern and Contemporary Literature (1901-present). Within each unit, there are several selections to represent the time periods, including poetry, drama, and prose selections. The materials connect the texts by providing “Questions of the Times” that help provide context for each of the texts read. Examples include but are not limited to:

  • In Unit 1: The Anglo-Saxon and Medieval Periods (449-1485) Students are presented the following questions that will focus their reading/learning:What makes a hero? Who really shapes society? Does fate control our lives? Can people live up to high ideals?Examples of texts include but are not limited to:
    • “from Beowulf”, Epic Poem
    • “Themes Across Cultures: from the Illiad”, Epic Poem
    • “The Seafarer/The Wanderer/The Wife’s Lament”, poetry from the Exeter Book
    • “Barbara Allen/Robin Hood and the Three Squires/Get up and Bar the Door” Ballads
    • “from Sir Gawain and the Green Knight”, translated by John Gardner
    • “from Le Morte d’Arthur” retold by Keith Raines
  • In Unit 5: The Victorians (1832-1901) Students are presented with the following questions that will focus their reading/learning:When is progress a problem? Can values be imposed? Is it better to escape or face reality? Why do people fear change? Examples of text include but are not limited to:
    • “My Last Duchess/Porphyria’s Lover”, by Robert Browning
    • “Malachi’s Cove” by Anthony Trollope
    • “Christmas Storms and Sunshine” by Elizabeth Cleghorn Caskell
    • “Media Study: from A History of Britain” , Documentary
    • “To An Athlete Dying Young/When I was One-and-Twenty” by A.E. Housman

Indicator 2b

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.
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 12 partially 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 sequence of units reflects an effort to apply a coherent sequence of increasingly sophisticated skills. Most discussion questions and tasks include analysis of language, key ideas, details and craft and structure. The sequenced questions allow for making meaning and building understanding of texts. Within the Tiered Discussion Prompts, there are questions labeled “evaluate” or “analyze.” These questions often refer to the “big question”, a broad, general focusing question offered at the beginning of text sets. Questions and tasks cover a wide continuum of standards and strategies. Examples include but are not limited to:

Examples of questions and tasks in Unit 1 after reading the text, “Beowulf” include:

  • “Notice the use of alliteration with the repetition of letters p and d. What mood or feeling does the alliteration convey?”
  • “What does the passage describe?
  • “What words and phrases does the poet use to establish Grendel as a fearsome creature?
  • “ How effective is the poet in conveying Grendel’s assault on the Danes? Explain.”
  • “Reread lines 768-778. What theme do the lines suggest?”
  • ”What does Wiglaf’s speech in lines 851-862 tell you about the importance of honor and the consequences of dishonorable behaviour in Beowulf’s time?”
  • Beowulf is able to defeat Grendel and Grendel’s mother, yet he loses his life when he battles the dragon. What themes does this suggest about the struggle between good and evil?

Examples of questions and tasks in Unit 3 after reading the text, “The Diary of Samuel Pepys” include:

  • “Reread lines 5-13. What details tell you that Pepys was an eyewitness in Charles II’s return to England?”
  • “Which details indicate that this ceremony was meant to impress- and that it indeed did so?”
  • “Which event from Pepy’s diary entry for April 23, 1661, does this scene capture?” (583)
  • “What details hint that Pepys is a little nervous about the dinner party that he has planned:”

Examples of questions and tasks in Unit 4 after reading the text, “The Rime of the Ancient Mariner” include:

  • “Explain why the spell begins to break at this point. What does this event suggest about the relationship between humans, nature and the supernatural.”
  • “In a narrative, the climax is the moment of greatest interest and intensity. What shocking discovery does the Mariner make in lines 331-344?”
  • “ Reread lines 377-392. What supernatural element does Coleridge introduce to enhance the nature of his tale?”
  • Identify several examples of archaic language in lines 564-573. What effect do these antiquated expressions help to create?”

Indicator 2c

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.
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 12 partially meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.

Anchor texts are accompanied by linked activities and questions before, during, after reading, which are text-dependent and text-specific. The threads of questions connected to anchor texts are coherently sequenced due to a repeated three-part structure: Test Analysis and Reading Skill tasks, which students are directed to complete in their Reader/Writer Notebooks, introduce skills and topics such as reading folk literature, analyzing structure, rhetorical devices, diction, satire, imagery, figurative language. There are some opportunities for students to build knowledge between multiple texts. Questions placed alongside the text and after the text prompt students to identify and comment on the effect or meaning of focus text features. However, the level of questions does not increase significantly over the course of the year, and tasks are scaffolded and passages labeled consistently across the year. Students do not become prepared to execute these skills on their own.

In Unit 3 students respond to a Task Across Texts: Compare Texts: “Recall that on page 609, you learned the difference between Horatian and Juvenalian satire. Compare the tone of “The Rape of the Lock” with the tone of “A Modest Proposal”/ Why is Pope’s poem considered Horatian and Swift’s essay considered Juvenalian? Support your answer with examples from the text.” Questions during the unit include:

  • “What is Swift calculating? What exceptions does he list as he adjusts his final number?”
  • “Why does Swift use this mathematical language to discuss the issue?”
  • “How effective is Swift’s satire in presenting his social critique about the state of the poor in Ireland? Explain.”.
  • “How do we fight injustice?” In lines 123-131 what does the speaker’s story about the island of Formosa make about the existence of injustice in the world?” (627)
  • What is Swift’s proposal for easing poverty in Ireland?
  • How will the proposal benefit Irish Parents?
  • What verbal irony does Swift use in each of the following parts of “A Modest Proposal” (text citations are provided) (632)
  • Review the chart you created as you read. Regardless of your emotional response to the essay, do you consider the proposal to be well supported? Explain why or why not.

Questions placed alongside the text and after the text prompt students to identify and comment on the effect or meaning of focus text features. Lines are called out with each question. Students do not become prepared to execute these skills on their own.

In Unit 5 students read the text, “Christmas Storms and Sunshine” by Elizabeth Cleghorn. Students are directed, “As you read, use a chart like the one shown to record the elements Gaskill uses to create mood in her short story and note any changes in the mood.” The chart shows three columns with three rows. Columns read literary element, examples, and mood created. The rows underneath ‘literary element’ read; imagery/descriptive details, word choice and setting. The changes in mood are noted throughout the text with specific, guiding questions to identify the changes in mood. Examples include:

  • “Reread lines 40-45. In setting up these two opposing families, what mood does Gaskell create? Cite Details that help the author establish this mood.
  • How would you describe the mood at this point in the story? Reread lines 150-176, identifying the descriptive details and word choices that allow Gaskell to build the mood to a crescendo.
  • Tiered Discussion Prompts: In lines 212-234, use these prompts to help students understand the interaction between Mary and Mrs. Jenkins. Connect: “Think about the exchange between the two women, in which one adversary asks for help from another. Would you have responded as each woman did? Why or why not?”. Analyze: “In what way is Mrs. Jenkin’s interaction with Mary concerning the kettle parallel to Mary’s earlier encounter with Mrs. Jenkins regarding the cat?” Evaluate: “Is the interaction between Mary and Mrs.Jenkin’s believable? Why or why not?”
  • Review the chart you filled in as you read. What shifts in mood occur as the story progresses? Citing specific examples, describe the literary elements Gaskell employs to create a distinct mood.”
  • Critical Interpretations: “Critics have praised Caskell’s “refusal to give easy answers to social and spiritual dilemmas” “Do you think this comment applies to the problems Caskell explores in this story? Cite evidence to support your opinion.”

The level of questions does not increase significantly over the course of the year, and tasks are scaffolded and passages labeled consistently across the year. Students are frequently directed where to look for evidence when analyzing a text.

Indicator 2d

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).
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 12 partially 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).

Culminating task include the Wrap-Up activity after major text sets within each unit, the multi-step project at the end of each unit, and the end-of-year research project that makes up Unit 7. Activities that are related to culminated activities are sprinkled through the units, without explicit connections to the upcoming culminating task and the skills and knowledge students will be expected to demonstrate. Culminating tasks, and the activities leading to them, integrate reading, writing, speaking, and listening skills. The questions and tasks partially support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills. The majority of the culminating tasks do not support students’ ability to demonstrate knowledge of a topic, but rather students are demonstrating skills gained.

In Unit 1: The Origins of a Nation: The Anglo -Saxon and Medieval Periods, after reading autobiographies such as Margery Kempe’s, and letters such as Margaret Paston’s, a reader can learn more intimately about what life was like during the writer’s time; in this case, the Middle Ages.

  • Task: Write a comparison of two of the major figures in the nonfiction selections in the ‘Reflections of Common Life’ section, using a chart like the one below (included on page 139) to help you organize your thoughts. What major similarities or differences do you notice about the two figures based on these categories? What generalization can you make about what their lives might have been like in the middle ages based on the similarities or differences? Include evidence from the two texts to support your analysis. Organize your essay by category to build toward your generalization.” (139)
  • The Unit 1 cumulative writing is an analysis of a poem with grammar in context. “In this workshop you will examine a poem of your choice and will present your findings in an analysis. Prompt, “Write an essay in which you analyze a poem. Help your audience understand the poet’s use of stylistic elements.”

These task show an understanding of skill but not have students demonstrate their knowledge of a topic.

Unit 6: New Ideas, New Voices: Modern and Contemporary Literature (1901-Present)

  • The cumulative activity for Unit 6 is personal narrative; “in this unit writers transform their personal experiences and observations about life into short stories, plays, and poems. Other writers choose the genre of a personal narrative to record their experiences – for themselves, for publication, or for a college application. In this workshop you will write a personal narrative focusing on a pivotal experience or event in your life.” (1380)

Reviewers noted that more support may be needed leading up to the writing task to complete a personal narrative.. Examples that may be linked to narrative writing throughout the unit include but are not limited to:

  • Quickwrite: “...some situations can cause a disconcerting sense that you’re invisible. WIth a partner, list four or five such situations. Try to identify aspects of contemporary life that might contribute to this feeling. Then, on your own, choose one of the situations you listed and describe it in a paragraph or two. What emotions might this kind of situation trigger” (1175)
  • Quickwrite: “Recall a time or incident when you had to “save face.” Try to remember why you reacted to the situation as you did. Write a short description of what happened, how you “saved face,” and what you might do differently today in a similar situation”.(1251)
  • Review the selections by Soyinka, Gordimer, and Desai. Choose one piece and write an essay in which you reflect on the various responses it might have provoked when it was first published. Use 2 details from the text and explain how they might affect sympathetic or unsympathetic readers. Finally, conclude by explaining your own view of the piece, both as a work of literature and as a work of social commentary. (1375)

The Unit 6, cumulative activity is personal narrative page 1380 through 1389; “in this unit writers transform their personal experiences and observations about life into short stories, plays, and poems. Other writers choose the genre of a personal narrative to record their experiences – for themselves, for publication, or for a college application. In this workshop you will write a personal narrative focusing on a pivotal experience or event in your life.”

  • There is little support throughout the 282 pages leading up to the writing task unit to complete a personal narrative and/or to practice many of the skills listed--especially if you follow the ECOS units.
  • Examples that may be linked to narrative writing throughout the unit:
    • Page 1175: Quickwrite: “...some situations can cause a disconcerting sense that you’re invisible. WIth a partner, list four or five such situations. Try to identify aspects of contemporary life that might contribute to this feeling. Then, on your own, choose one of the situations you listed and describe it in a paragraph or two. What emotions might this kind of situation trigger” As a “quickwrite” there is no help on style, formatting, and this example is optional.
    • Page 1189: Extension: “Suggest that students review “Musee des beaux Arts” to study the ways in which Auden conveys theme through his narrative. Then have them independently identify their own themes and story ideas based on CHildren’s Games. They may use a Sequence Chain to outline the major events in their stories”. Again, there is not firm context for feedback/formatting that would lead to growth. This is an extension activity.
  • Page 1249: Reading-Writing Connection: “Compose a Euology. Suppose that a military pilot has been recently shot down and killed during battle. IN the spirit of Yeat’s “An Irish Airman Foresees His Death,” write a two-paragraph Eulogy for him. Invent a history for the pilot and include details that convey his personality and outlook on life. Revising tips: Maintain a consistent and appropriate tone. Use repetition and parallel structure to enhance the emotional effect of your words.” This does hint at narrative style and gives revising tips for growth.These prompts are optional.
    • Page 1375: “What do children OWE their parents? According to INdian tradition, what obligations do children have toward their parents? In your own family, what obligations do you feel you owe to your parents?
    • page 1375, “review the selections by Soyinka, Gordimer, and Desai. Choose one piece and write an essay in which you reflect on the various responses it might have provoked when it was first published. Use 2 details from the text and explain how they might affect sympathetic or unsympathetic readers. Finally, conclude by explaining your own view of the peace, both as a work of literature and as a work of social commentary. This is analysis of someone else’s writing rather than practice writing a personal narrative.

Also, in Unit 6, one of the culminating tasks in this unit is a speaking and listening workshop--participating in a job interview. This interview activity is not an aligned speaking and listening task. It does seem interesting and students may find it relatable. But it is not evidence-based discussion but it does offer unique protocol and covers non-verbal interactions such as appearance; on page 1391, “make sure that you are neatly dressed and well groomed for your interview. First impressions are very important. Voice: even if you feel nervous or excited, stay calm. Sit with your hands in your lap. Breathe normally. Maintain eye contact with your interviewer and smile politely. Nod to show your understanding. If you don't know how to answer, calmly ask the interviewer to rephrase the question. Use active listening skills. An interview is an opportunity to show that you are a good listener. Your interviewer will ask you specific questions. Pay attention to his or her questions, and never interrupt the interviewer. Use your listening skills to know what keywords and phrases and to identify the point of the question. If necessary, ask the interviewer for clarification”.

Indicator 2e

Materials include a cohesive, consistent approach for students to regularly interact with word relationships and build academic vocabulary/ language in context.
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 12 partially meet the criteria that materials include a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts. Materials attempt a year-long plan for students to interact with and build key academic vocabulary words in and across texts. Each text is provided with the following vocabulary components located in the Teacher’s Edition:

  • Vocabulary Skill: “Vocabulary in Context” and “Vocabulary to Preteach” based on the text.
  • Own the Word: As students read, opportunities are provided for the teacher to stop to teach vocabulary words in context.
  • Differentiated Vocabulary Support: Vocabulary support is sporadic throughout each unit.
  • For English Language Learners: Language Coach: These are tips found in the teacher’s edition that assist in teaching specific vocabulary strategies for words such as roots, affixes, etymology, multiple meanings, word origins, etc… These are designed to use with English Language Learners but can be helpful to all students.
  • For Struggling Readers - Additional words from the text are identified as ones that students may need more support.
  • For Advanced Learners - Challenge vocabulary suggestions.
  • After Reading Vocabulary Assessment: This is found at the end of each text and includes true/false, multiple choice, short answer, and/or fill in the blank questions for students based on the words taught throughout the story.

Reviewers noted that the vocabulary strategies and tasks are often repeated and lack variety in how students engage with vocabulary. Materials lack consistent protocols for presentation as well as opportunities for students to review and reuse previously learned vocabulary. These factors may limit students’ abilities to build words across texts.

Unit 3:

Text: “A Modest Proposal” by Jonathan Swift

  • Vocabulary Skill: “Have all students complete Vocabulary in Context, Check their words and phrases against the following.” (words and definitions provided). (621) There are no words that are to be pre-taught in the selection.
  • Vocabulary: Own the Word: Sustenance: “ Ask students to define sustain, “to keep in existence.” Then tell them that sustenance is food needed to sustain their bodies. Its connotation is not one of indulgence or of lavish meals, just the daily requirement to stay alive.” (622)
  • Vocabulary Assessment:

Vocabulary Practice: “Indicate whether the words in each pair are synonyms or antonyms” (633)

  • “propagation/reduction”
  • “famine/feast”
  • “encumbrance/advantage”

“Academic Vocabulary in Writing”

  • Words listed: “affect”; “challenge”; “consent”; “final”; “respond”
  • Prompt: “How might a food shortage affect our society today? How would we respond to such a disaster, and what kinds of cracks or divisions might it reveal in society? In your response, use at least two additional Academic Vocabulary words.” (633)

Unit 6:

Text: “The Rocking-Horse Winner” by D.H. Lawrence

  • Vocabulary Skill: “Have all students complete Vocabulary in Context, Check their words and phrases against the following.” (words and definitions provided). (1153) Preteach Vocabulary with the following copy master. Read each item aloud. (Copy provided in Resource Manager). (1153)
  • Vocabulary: Own the Word: Reiterate: “Remind students that the prefix re- means “again”. To iterate means “to say or perform.” (1163)
  • Vocabulary Assessment:

Vocabulary Practice: “Indicate whether the words in each pair are synonyms or antonyms” (633)

  • “materialize/vanish
  • career/slacken
  • steed/stallion
  • reiterate/echo
  • uncanny/ordinary”
  • Academic Vocabulary Analogies: “An analogy compares two things to clarify the less familiar one. Vocabulary analogies compare word pairs. For example, “Iridescent is to dull as uncanny is to familiar.” Even if you can’t remember what iridescent means, you may remember that uncanny means “strange.” Therefore, the second pair of words are opposites, or antonyms. That means the first pair are also opposites, and iridescent is an antonym of dull.” (1170)

Additional resources such as copy masters, can be found in the Resource Manager. Think Central is an online tool that provides additional vocabulary resources for students to practice and review vocabulary. Directives are provided in the Teacher’s Edition.

Indicator 2f

Materials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.
0/4
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Indicator Rating Details

The instructional materials reviewed for Grade 12 do not meet the criteria that materials contain a year long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.

While the materials provide a variety of writing forms prescribed by the CCSS, they do not show evidence of a cohesive plan for building and applying skills with increasing mastery and complexity through the year. The largest writing assignments, placed at the end of units as culminating tasks, do not appear to be sequenced in way that builds on increasing mastery. The shorter writing tasks and instruction in each unit sometimes help build coherently toward the longer tasks, though not consistently. The writing instruction offered is often vague and general, not reflective of a coherent approach to writing. The instruction offered in the Writing Workshop sections of the culminating writing tasks demonstrates more coherence , leading students systematically through the steps of topic selection, planning/prewriting, drafting, revising, and editing and publishing, although the teacher may need to supplement to ensure time for these components.

Examples include but are not limited to:

Unit 2: The English Renaissance

Throughout the unit there are frequent writing opportunities for students. Students engage in various types of writing and culminates in students writing a critical review.. Some examples include:

  • Writing to Compare: “Write a three-to-five paragraph essay comparing two or more of the poems you have read in this section, focusing on the theme of each poem and the literary devices used to develop the theme. Consider:
    • “how you would summarize the theme of each poem”
    • “the use of literary devices such as symbolism, imagery, metaphor, and simile”
    • “domain-specific words like quatrain, sestet, couplet, and octave” (339)
  • Culminating Writing Task: Writing a Critical Review
    • Write a critical review of a key scene from a movie or theater adaptation of a play. Assert a claim that states whether the adaptation does justice to the source material - the original play.” (538)

Some of the supports provided for students include, but are not limited to the following:

  • Organization of Ideas.
    • “organizes reasons and evidence in a logical way”
    • “uses varied transitions to create cohesion and clarify the relationships among ideas” (538)
  • Planning/Prewriting . . .
    • “State your Claim and Reasons. . . . You will prove your claim with valid reasons--logical and insightful statements that support you claim. If you find that your claim can’t be fully supported, revise it or try a new approach” (539)

Unit 3: The Flowering of Romanticism: Throughout the unit there are frequent writing opportunities for students. Students engage in various types of writing and the unit culminates in students writing a Persuasive Essay. Some examples include:

Write a Satirical Proposal: “In the spirit of Swift’s essay, write a three-to-five-paragraph satirical proposal on an issue you’ve heard or read about recently. The issue could relate to something at school, a problem in your town, or an issue that challenge thee nation.” (634) Reviewers noted that while satire addressed throughout the text, students may need more support when writing a proposal.

Culminating Writing Task: Writing Workshop Persuasive Essay (Reviewers note that this the materials for this task provide a systematic and supportive structure for students). Writing Prompt: Write a persuasive essay that asserts a strong claim on an issue that is important to you. Support your claim with reasons and evidence that will convince a particular audience to adopt your position or take a specific action” (730). A number of supports are provided for each phase of the writing process. Some of these include:

  • Development of Ideas
    • “introduces a precise, knowledgeable claim and establishes its significance.”
    • “provides valid reasons and relevant evidence to support the claim.”
    • “acknowledges opposing claims and refutes them with counterclaims.”
    • “offers a concluding section that follows from and supports the claim.”
  • Organization of Ideas.
    • “organizes the claim, counterclaims, reasons, and evidence in a logical sequence” (730)
    • “uses varied transitions to create cohesion and clarify the relationships among ideas” (730)
  • Planning/Prewriting (731-732)
    • Choose a Substantive Issue (731) “In your essay, discuss an issue--a topic about which reasonable people can disagree. Make sure you select a substantive issue--one you feel strongly about that is meaningful, not trivial. . . .” (731)
    • State Your Claim (731) “Decide what you want to say about the issue you have chosen and adopt a viewpoint, or position, about it. This is your claim. State it precisely, so it makes a significant impression . . . .” (731)
    • Think About Audience and Purpose (731)
    • Support Your Claim (731)
    • Gather Solid Evidence (732)
    • Consider Opposing Claims (732)
  • Drafting (733)
    • “The following chart shows a structure for organizing an effective persuasive essay” (733) (The chart defines features or the introduction, body, and concluding section.)
  • Revising (734)
    • “As you revise, evaluate the content, development, and style of your essay. Your goal is to determine if you have achieved your purpose and effectively communicated your ideas to your intended audience. The questions, tips, and strategies in the following chart will help you revise or rewrite where necessary” (734)
  • Editing and Publishing

Indicator 2g

Materials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 12 partially 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 occasional opportunities for research, but research is mostly not connected to writing until the final chapter. In Units 1-6, activities requiring research are attached to discussion and class presentation, but rarely to writing.

These research activities are typically connected to topics addressed in neighboring texts (such as satire, colonialism), but are not arranged to support a progression to work of increasing complexity or sophistication. Other short writing activities in Units 1-6 involve incorporation of secondary critical texts that are excerpted in the book. Consequently, prior to Unit 7, students are not asked to find, assess, or interpret outside sources for the purpose of incorporating into their own written arguments. Unit 7, “The Power of Research,” at the end of the book, provides instruction on evaluating sources in the context of a sustained, long-term research project. However, no activities in the preceding chapters have supported development of skills needed to incorporate research materials into their writing. The highest-level material on evaluating and interpreting sources is found in the appendix (called the Student Resource Bank), signaling that it is supplemental rather than integral to instruction on conducting and using research.

Examples of activities that require independent research related to primary texts, but not writing include, but are not limited to:

Unit 3: The Restoration and the 18th Century

  • Research: Find two examples of modern-day satire, one in the light Horatian style of Pope and one in the darker Juvenalian style of Swift. Share your examples with the class and discuss how they compare with the work of 18th century satirists” (575)

Unit 4: The Flowering of Romanticism

  • Research and Discuss: As a class, consider recent issues involving the environment. You might bring in newspaper or magazine articles and summarize them for classmates. Then consider the degree to which love of nature motivates environmentalists. What are some of the other motivations they may have for their efforts?” (767)

Unit 6: Modern and Contemporary Literature

  • Extension Online. Inquiry and Research. Use the Internet to research the political and cultural conditions surrounding the Irish Literary Renaissance. What values were being expressed? How did the movement spread? How was this literature received by the public? Write a brief report to explain your findings.” (1239)

Unit 7: The Power of Research: This unit consists of two interactive workshops that guide students through the research and writing process.

The Research Strategies Workshop (1404-1419) offers strategies for organizing, selecting, and evaluating information to answer both academic and real-world questions. Students practice accessing and navigating Web-based, electronic, audio-visual, and print resources. A wide range of activities allows students to practice their research skills in specific situations. Research skills aligned to the standards include: (1400)

  • Select and shape a topic
  • Plan research
  • Identify relevant and credible sources
  • Choose the best research tools, including primary and secondary sources and online resources
  • Evaluate information and sources, including nonfiction books, newspapers, periodicals, and Web-sites
  • Make source lists and take notes
  • Synthesize multiple sources
  • Avoid plagiarism by quoting directly and crediting sources
  • Verify information, detect bias, and develop a personal perspective

The Writing Strategies Workshop (1420-1441) provides a systematic approach for students to apply the strategies they have learned. Students will plan and write a research paper, adapting the strategies to their own projects and achieving mastery of research skills through practice and reflection. Writing skills aligned to the standards include: (1400)

  • Conduct sustained research projects
  • Apply research skills
  • Document sources
  • Prepare Works Cited list
  • Format your paper
  • Use punctuation with parenthetical citations
  • Use correct style for direct quotations

Indicator 2h

Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.
0/4
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Indicator Rating Details

The instructional materials reviewed for Grade 12 do not meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

At the end of each unit is a page that introduces “Ideas for Independent Reading.” Included in this page are novels/ independent readings that relate to the questions from the unit. There is no design, accountability, nor suggested pacing for these novels. Additionally there is no information regarding the qualitative or quantitative information around these novels to support teachers in providing guidance for student choice.

Gateway Three

Usability

Not Rated

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Gateway Three Details
This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

Criterion 3a - 3e

Indicator 3a

Materials are well-designed (i.e., allows for ease of readability and are effectively organized for planning) and take into account effective lesson structure (e.g., introduction and lesson objectives, teacher modelling, student practice, closure) and short-term and long-term pacing.
N/A

Indicator 3b

The teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.
N/A

Indicator 3c

The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).
N/A

Indicator 3d

Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.
N/A

Indicator 3e

The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
N/A

Criterion 3f - 3j

Materials support teacher learning and understanding of the Standards.

Indicator 3f

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.
N/A

Indicator 3g

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.
N/A

Indicator 3h

Materials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.
N/A

Indicator 3i

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
N/A

Indicator 3j

Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.
N/A

Criterion 3k - 3n

Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.

Indicator 3k

Materials regularly and systematically offer assessment opportunities that genuinely measure student progress.
N/A

Indicator 3l

The purpose/use of each assessment is clear:
N/A

Indicator 3l.i

Assessments clearly denote which standards are being emphasized.
N/A

Indicator 3l.ii

Assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
N/A

Indicator 3m

Materials should include routines and guidance that point out opportunities to monitor student progress.
N/A

Indicator 3n

Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.
N/A

Criterion 3o - 3r

Materials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.

Indicator 3o

Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.
N/A

Indicator 3p

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.
N/A

Indicator 3q

Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.
N/A

Indicator 3r

Materials provide opportunities for teachers to use a variety of grouping strategies.
N/A

Criterion 3s - 3v

Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.

Indicator 3s

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. This qualifies as substitution and augmentation as defined by the SAMR model. Materials can be easily integrated into existing learning management systems.
N/A

Indicator 3t

Materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate and providing opportunities for modification and redefinition as defined by the SAMR model.
N/A

Indicator 3u

Materials can be easily customized for individual learners.
N/A

Indicator 3u.i

Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
N/A

Indicator 3u.ii

Materials can be easily customized by schools, systems, and states for local use.
N/A

Indicator 3v

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.)
N/A
abc123

Report Published Date: 2017/08/31

Report Edition: 2012

Title ISBN Edition Publisher Year
Holt McDougal Literature Gr 12 Student Edition 978‑0‑5476‑1842‑5 Copyright: 2012 Houghton Mifflin Harcourt 2012
Holt McDougal Literature Gr 12 Teacher Edition 978‑0‑5476‑1849‑4 Copyright: 2012 Houghton Mifflin Harcourt 2012

The publisher has not submitted a response.

Please note: Reports published beginning in 2021 will be using version 1.5 of our review tools. Version 1 of our review tools can be found here. Learn more about this change.

ELA High School Review Tool

The ELA review criteria identifies the indicators for high-quality instructional materials. The review criteria supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For ELA, our review criteria evaluate materials based on:

  • Text Quality and Complexity, and Alignment to Standards with Tasks Grounded in Evidence

  • Building Knowledge with Texts, Vocabulary, and Tasks

  • Instructional Supports and Usability

The ELA Evidence Guides complements the review criteria by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

The EdReports rubric supports a sequential review process through three gateways. These gateways reflect the importance of alignment to college and career ready standards and considers other attributes of high-quality curriculum, such as usability and design, as recommended by educators.

Materials must meet or partially meet expectations for the first set of indicators (gateway 1) to move to the other gateways. 

Gateways 1 and 2 focus on questions of alignment to the standards. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?

Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. 

In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

For ELA and math, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to college- and career-ready standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For science, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to the Next Generation Science Standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use.

Math K-8

  • Focus and Coherence - 14 possible points

    • 12-14 points: Meets Expectations

    • 8-11 points: Partially Meets Expectations

    • Below 8 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 18 possible points

    • 16-18 points: Meets Expectations

    • 11-15 points: Partially Meets Expectations

    • Below 11 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 38 possible points

    • 31-38 points: Meets Expectations

    • 23-30 points: Partially Meets Expectations

    • Below 23: Does Not Meet Expectations

Math High School

  • Focus and Coherence - 18 possible points

    • 14-18 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 16 possible points

    • 14-16 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 36 possible points

    • 30-36 points: Meets Expectations

    • 22-29 points: Partially Meets Expectations

    • Below 22: Does Not Meet Expectations

ELA K-2

  • Text Complexity and Quality - 58 possible points

    • 52-58 points: Meets Expectations

    • 28-51 points: Partially Meets Expectations

    • Below 28 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 3-5

  • Text Complexity and Quality - 42 possible points

    • 37-42 points: Meets Expectations

    • 21-36 points: Partially Meets Expectations

    • Below 21 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 6-8

  • Text Complexity and Quality - 36 possible points

    • 32-36 points: Meets Expectations

    • 18-31 points: Partially Meets Expectations

    • Below 18 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations


ELA High School

  • Text Complexity and Quality - 32 possible points

    • 28-32 points: Meets Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

Science Middle School

  • Designed for NGSS - 26 possible points

    • 22-26 points: Meets Expectations

    • 13-21 points: Partially Meets Expectations

    • Below 13 points: Does Not Meet Expectations


  • Coherence and Scope - 56 possible points

    • 48-56 points: Meets Expectations

    • 30-47 points: Partially Meets Expectations

    • Below 30 points: Does Not Meet Expectations


  • Instructional Supports and Usability - 54 possible points

    • 46-54 points: Meets Expectations

    • 29-45 points: Partially Meets Expectations

    • Below 29 points: Does Not Meet Expectations