9th Grade - Gateway 1

The instructional materials reviewed for Grade 9 meet the criteria for anchor texts being of publishable quality, worthy of especially careful reading, and consider a range of student interests.

The materials reviewed for Grade 9 meet the criteria as the vast majority of anchor texts are widely read works that have been in the public eye for a length of time. The texts vary from seminal works to enduring classics that are worthy of especially careful reading. Additionally, the scope of texts—considering both theme and format—address a range of student interests. All of the anchor texts have been previously published and represent various cultures and histories. A few of the more modern anchor texts are of reputable publications. The qualities of the text, whether classic or modern, provide opportunity to study the careful and intentional use of language, impact on audience, purpose in the wider world, and development of ideas such that they are both timely and timeless.

Examples of publishable and worthy texts that meet the criteria for this indicator include, but are not limited to:

• “A Quilt of a Country” (essay) by Anna Quindlen
• “The Immigrant Contribution” from A Nation of Immigrants (essay) John F. Kennedy
• “American History” (short story) by Judith Ortiz Cofer
• “The Seventh Man” (short story) by Haruki Murakami
• “The Moral Logic of Survival Guilt” (editorial) by Nancy Sherman
• “The Key to Disaster Survival? Friends and Neighbors” (radio broadcast) by Shankar Vedantam
• “I Have a Dream” (speech) by Dr. Martin Luther King, Jr.
• “Letter from Birmingham Jail” (letter) by Dr. Martin Luther King, Jr.
• “Remarks on the Assassination of Dr. Martin Luther King, Jr.” (video) by President John F. Kennedy
• “By the Waters of Babylon” (short story) by Stephen Vincent Benèt
• “There Will Come Soft Rain” (short story) by Ray Bradbury

The instructional materials reviewed for Grade 9 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.

Many units employ a tiered level of text presentation, ranging from high, middle, and low Lexile measures. Texts are accompanied by a qualitative analysis based on knowledge demands, structure, language, and levels of meaning/purpose. Most texts are selected according to the connection of complexity and instructional purpose and tasks associated with whole or small group learning and independent learning. For example, though it may seem that students read texts at a high Lexile level at the beginning of the year, the complexities of texts generally align to the instructional purpose. More complex texts are used for whole group instruction and less complex texts are for small group or independent learning tasks. Materials offer support for text complexity through sections such as Making Meaning and Vocabulary Acquisition. All texts are accompanied by Performance Tasks that consist of essay writing or speaking and listening tasks aligned to the purpose of the text.

Examples of the appropriate level of text complexity that meet the criteria for this indicator include, but are not limited to:

Unit 1: “The Immigrant Contribution”

• In this unit, students read “The Immigrant Contribution,” an essay from “A Nation of Immigrants,” by John F. Kennedy. Based on quantitative analysis, the Lexile level stands as 1320 with 1,702 words which is above the recommended Lexile range for ninth grade. While the text seems quantitatively challenging for a freshman reader, publishers recommend the text based on its qualitative complexity: the text “will help students understand the crucial part that immigrants have played historically in the creation, development, and success of America and understand why this country’s future wealth and vitality depend on continuing immigration.” Also, to aid in comprehension of a slightly, more difficult text, students are required to complete a first read and then a close analysis of the text via the Making Meaning section of the student textbook; the task of reading is completed via whole class.

Unit 3: Poetry Collection

• During Small Group Learning, students read two poems: Margaret Walker’s “For My People” and Natasha Trethewey’s “Incident.” While these two poems do not have quantitative Lexile measures, based on the instructor’s edition, the texts are appropriately complex via “Knowledge Demands.” Materials state: “‘For My People,’ about slavery is fairly accessible without background. ‘Incident’ requires specific knowledge of the Klu Klux Klan. References will be unfamiliar without background.” For instructional support, materials call out that both poems are in free verse and have repetitive patterns that aid students in comprehension.

Unit 5: “The Ugly Duckling”

• Students read the short story by Hans Christian Andersen, “The Ugly Duckling,” during Independent Learning. While the Lexile level of 1020 is within the range of student reading ability on the ninth-grade reading level, the length of the text could make reading independently more difficult. The rationale for text complexity is that the story “is a familiar classic fairy tale about identity and fitting in.” The publisher explains further: “The story is linear and contains long paragraphs and dialogue.” To add meaning, the text supports the Essential Question: “What can we learn from a journey?” “At its lowest point, the bird realizes it is no longer ugly. Its view of itself completely changes.”

The instructional materials reviewed for Grade 9 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.)

Within the Grade 9 textbook, materials support students’ increasing literacy skills over the course of the school year, and series of texts are at a variety of complexity levels appropriate for the grade band. Within all units in the textbook, students are supported in their increasing literacy demands by engaging in reading and writing tasks in whole and small groups as well as independently during which they typically have a choice of texts. Students read, write, and discuss for a purpose, which is generally supported by the unit Essential Question, selected texts, Performance Tasks, and Performance-based Assessments. Within each unit, texts vary across a wide range of text complexities, based on quantitative and qualitative measures. To increase students’ literacy skills, the earlier texts tend to be at a higher complexity measure; but these are utilized in whole group instruction with less complex tasks. By the end of the year, more texts fall at the lower end of the recommended Lexile range; however, students engage in these texts in Small Group and Independent Learning with the expectation that they carry more individual responsibility for reading and writing tasks.

Examples that materials support students’ increasing literacy skills across the year to meet the criteria for this indicator include, but are not limited to the following examples:

Unit 1 “The Immigrant Contribution”

• Lexile: 1320
• Length: 1,702
• Qualitative Analysis:
  • Knowledge Demands: 3/5
  • Structure: 4/5
  • Language Conventionality and Clarity: 4/5
  • Levels of Meaning and Purpose: 3/5
• Performance Task: "Think about how the authors of “A Quilt of a Country” and “American History” explore American identity. Consider how the idea of American identity has changed over time. Then, use your own experience, or that of someone you know or have studied, to write a brief narrative that explores this question: How does your generation define what it means to be an American today?"

Unit 1 from "When I was Puerto Rican" by Esmeralda Santiago

• Lexile: 900
• Word count: 3,771
• Qualitative Analysis:
  • Knowledge Demands: 3/5
  • Structure: 3/5
  • Language Conventionality and Clarity: 3/5
  • Levels of Meaning and Purpose: 3/5
• Text Questions:
  • Distinguish: From whom did Esmeralda receive help along the way from high school to Harvard?
  • Assess: Why do you think they helped her?
  • Interpret: What does Esmeralda mean when she says, "Same jibaro, different horse,” after her audition?
  • Contrast: Describe at least one way in which Esmeralda has changed by the end of the story.

Unit 6 “There will Come Soft Rains” by Ray Bradbury

• Lexile: 920
• Word count: 2,102
• Qualitative Analysis
  • Knowledge Demands: 2/5
  • Structure: 2/5
  • Language Conventionality and Clarity: 2/5
  • Levels of Meaning and Purpose: 3/5
• Performance Task: "Use your knowledge of 'By the Waters of Babylon' and 'There will Come Soft Rains' as inspiration to write a narrative that answers this question: After the end of the world, how do we begin again?"
• While this text's quantitative level is lower than some texts preceding it, the associated tasks and questions make this text appropriate for building skills comparatively to the tasks assigned earlier in the year.

The instructional materials reviewed for Grade 9 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.

In the teacher edition, a planning section is provided for the anchor texts and series of connected texts. The planning sections include a summary of the text, insight into why the text was chosen, connection to Essential Question, connection to Performance Tasks, an outline of lesson resources, and a text complexity rubric. The text complexity rubric includes quantitative measures and qualitative measures. Quantitative measures include Lexile score and word count. Qualitative measures are scored and discussed by category: knowledge demands, structure, language conventionality and clarity, and levels of meaning/purpose.

The following is an example of a text complexity analysis and rationale like those that accompany all the texts in the materials:

Unit 1: PLANNING: ‘A Quilt of a Country’ by Anna Quindlen

• Insight: Reading ‘A Quilt of a Country’ will help students begin to reflect on the complicated nature of a nation made up of people from so many other nations, some of whom have fought wars over their cultural and religious differences. The author delivers criticism and praise in almost equal measure as she analyzes the paradox of America as a great nation.
• Instructional Standards: RI.10, RI.5, RI.6, RI.4, L.4.b
• Quantitative Measures:
  • Lexile: 1310
  • Text Length: 1,082 words
• Qualitative Measures:
  • Knowledge Demands (4 out of 5): Numerous historical and literary references may be unfamiliar (names of historians, writers, theorists); many challenging abstract concepts; historical context necessary for selection written just after Sept 1, 2001.
  • Structure (4 out of 5): Complex structure and organization with multiple pathways that are not sequential or predictable; shifts between statements of political opinion and historical examples.
  • Language Conventionality and Clarity (4 out of 5): Long and complex sentences with multiple clauses and challenging vocabulary; abstract descriptions and metaphorical language.
  • Levels of Meaning/Purpose (4 out of 5): Multiple levels of meaning not always explicit; subtle concepts; abstract and theoretical elements.

The instructional materials reviewed for Grade 9 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.

The materials for Grade 9 include anchor and supporting texts that provide students with multiple opportunities to engage with a wide range and volume of readings in achieving grade-level reading proficiency. The six units of study are thematically designed with multiple texts that assist students with answering the unit’s essential question. Across the year, students are exposed to texts in a variety of print and digital media. Each unit begins with anchor texts as the focus of whole-class learning, followed by selected texts for small-group learning, and independent learning choices of text. Volume of reading is achieved through the variety of texts genres and lengths presented and the pace at which students are expected to complete each unit. The cumulative total of texts assigned varies by unit but offers a voluminous amount of reading.

Examples of the range and volume of reading that meet the criteria for this indicator include, but are not limited to:

Unit 1: American Voices

Anchor texts:

• “A Quilt of a Country” (essay) by Anna Quindlen
• “The Immigrant Contribution” from A Nation of Immigrants (essay) John F. Kennedy
• “American History” (short story) by Judith Ortiz Cofer

Supporting Texts:

• “Rules of the Game” from The Joy Luck Club (novel excerpt) by Amy Tan
• “The Writing on the Wall” (blog post) by Camille Dungy

Unit 2: Survival

Anchor texts:

• “The Seventh Man” (short story) by Haruki Murakami
• “The Moral Logic of Survival Guilt” (editorial) by Nancy Sherman
• “The Key to Disaster Survival? Friends and Neighbors” (radio broadcast) by Shankar Vedantam

Supporting Texts:

• “The Voyage of James Caird” from The Endurance (narrative nonfiction) by Caroline Alexander
• Excerpt from The Life of Pi (novel) by Yan Martel
• “The Value of a Sherpa Life” (argument) by Grayson Schaffer

Unit 3: The Literature of Civil Rights

Anchor texts:

• “I Have a Dream” (speech) by Dr. Martin Luther King, Jr.
• “Letter from Birmingham Jail” (letter) by Dr. Martin Luther King, Jr.
• “Remarks on the Assassination of Dr. Martin Luther King, Jr.” (video) by President John F. Kennedy

Supporting Texts:

• “For My People” (poetry) by Margaret Walker
• “Incident” (poetry) by Natasha Trethewey
• “Traveling” (memoir) by Grace Paley

Unit 6: World’s End

Anchor texts:

• “By the Waters of Babylon” (short story) by Stephen Vincent Benèt
• “There Will Come Soft Rain” (short story) by Ray Bradbury

Supporting Texts:

• “The Nuclear Tourist” (magazine article) by George Johnson
• “the beginning of the end of the world” (poetry) by Lucille Clifton
• “The Myth of the War of the Worlds Panic” (magazine article) by Jefferson Pooley and Michael Socolow

The instructional materials reviewed for Grade 9 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 provide a consistent format for students to engage with text-dependent questions and/or tasks. Questions, tasks, and assignments are evident in each of the unit’s three sections: Whole-Class Learning, Small-Group Learning, and Independent Learning. Within the units, each module begins with a First Read guide which provides general text-dependent questions. The module also includes Comprehension Checks, Close Reads, and Analyze sections that provide text-specific questions. Each unit is designed in this manner to provide a scaffold-approach to text-dependent and text-specific questioning. Students are required to provide support from the text in most of the work they complete within the unit.

Examples of questions, tasks, and assignments that meet the criteria for this indicator include, but are not limited to:

• In Unit 2, students review previously conceived notions based on evidence from the texts and compare to their opinions “currently.” Based on this exercise, students write a formal argumentative essay, which stands as the Performance-based Assessment. The essay response question is: “Should people in life-or-death situations be held accountable for their actions?” With this question, students use “credible evidence from at least three selections...read and researched in this unit to support [said] claim.”

• In Unit 3, after reading several works by Dr. Martin Luther King, Jr., students are assigned a Comprehension Check where they answer questions using their reading. Following his Letter from Birmingham Jail, students are assigned the following questions:
  • “What circumstance or event is Dr. Martin Luther King, Jr. responding to in this letter?”
  • “According to Dr. King, what are the four basic steps that a nonviolent campaign must face?”

• In Unit 5, after reading Robert Frost’s “The Road Not Taken,” students use the First-Read and Close-Read Guides to demonstrate their level of engagement with the poem. Under the First-Read, students are required to Notice, Annotate, Connect and Respond as separate steps as a means of examining the poem.

The instructional materials reviewed for Grade 9 meet the criteria for materials containing sets of high-quality sequences of text-dependent and text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding.

The materials for Grade 9 contain text-dependent questions and tasks that build to a culminating task integrating a combination of writing skills with speaking and listening skills. Each unit is thematically organized to answer an Essential Question throughout the distribution of texts and assignments in Whole-Class Learning, Small-Group Learning, and Independent Learning.

The text-dependent and text-specific questions are incorporated in activities that culminate in a Performance-based Writing Assessment, backward mapped from all unit activities. These culminating writing tasks are different genres of writing such as argument essay, informative essay, explanatory essay, and nonfiction narrative. Examples of culminating tasks include, but are not limited to:

• In Unit 1, students are asked to create a podcast in a group setting, based on the question, “How do the realities of immigrants’ experiences reflect or fail to reflect American ideals?” This question is directly related to and supports the EQ: “What does it mean to be ‘American’?” Within this specific activity that will further reinforce the narrative writing at the summation of Unit One, students must begin collecting specific evidences based on page twenty-four’s instructions: “Identify specific examples from the selections to support your group’s claims.”

• In Unit 5, students are required to complete an explanatory essay that is a major writing Performance Task. The prompt states, “How are personal strengths and weaknesses magnified during the course of a journey at sea?” This question is considered a culminating, text-dependent task considering students must “refer to ideas from the texts” (the Odyssey, the graphic novel, and the application for a mariner’s license).

• In Unit 6, the Performance-based Assessment is to write a short story in which students develop a theme related to the following question: “Which matters more - the present or the future?” The second part of that assessment is for students to employ speaking and listening skills where they have to record a dramatic reading of their original short story. To prepare for this Performance-based Assessment students do the following:
  • Whole-Class Learning: Students read two short stories and then follow through the writing process, highlighting elements of a short story, to write their own original short story for a Performance Task.
  • Small-Group Learning; Student groups review the unit’s readings (two magazine articles, two poems, and a radio broadcast) as the foundation for creating a podcast that addresses the question, “What do stories about the future say about the present?”
  • Independent Learning: Students review their Evidence Log to see if they have enough evidence to write a narrative. If not, they have to make a plan to do more research, talk to classmates, reread a selection, and/or ask an expert.

The instructional materials reviewed for Grade 9 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 syntax.

The materials for Grade 9 provide frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax. Each unit is organized to answer an Essential Question (EQ) as each text is read and dissected. All speaking and listening assignments are performance-based for language development and require students to directly reference the text so that all students participate in accountable academic talk. Within each of the learning modules, Whole-Class Learning, Small-Group Learning, and Independent Learning, students are given materials with assignments and tasks to expand skills in academic vocabulary and syntax. During their reading, students see key words highlighted and defined. In ensuing sections, students demonstrate a variety of strategies for learning and using academic vocabulary. Many individual tasks and lessons encourage and prompt peer-to-peer discussions. There are instructions for teachers that include questions to lead whole class discussions.

Examples of opportunities and protocols include, but are not limited to:

• In Unit 1, Rules of the Game, students discuss the selected concept vocabulary words and demonstrate conceptual understanding. For example, “With your group, determine what the words have in common. Write your ideas, and add another word that fits the category.”

• In Unit 3, Traveling, students reflect on whether they learned the noted vocabulary words by using specific types of context clues. For example, “For each concept vocabulary word, determine the meaning. Indicate the strategies that helped you determine meaning.”

• In Unit 3, The Literature of Civil Rights, students engage in Small-Group Learning to develop learning strategies. The materials outline the strategies and actions that are suggested for working in groups. These protocols support students as they have evidence-based discussions. For example, students are asked to come to class “prepared for group work,” “make eye contact to signal” their listening, “use text evidence,” “build off ideas from others,” and “invite others who have not yet spoken to join.” These prompts provide students with the directions necessary to initiate and sustain evidence-based discussions.

• In Unit 4, students are required to respond to the following discussion questions: “Is luck another way to talk about destiny? Or are luck and destiny totally different concepts?” Teachers are encouraged, within the instructions, to reinforce group rules, “Remind groups to let all members share their responses,” and to encourage students to participate in accountable talk, “Would you give me an example?”

The materials reviewed for Grade 9 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 as each unit is designed with several intentional, clearly labeled and supported speaking and listening activities, prompts, and presentations. In each unit, the Small-Group Learning texts and tasks provide relevant follow-up questions and supports that direct students to speak with and listen to their peers. The Small-Group Learning sections also provide a speaking- and listening-focused Performance Task. Additionally, speaking and listening is supported through Performance-based Assessments within each unit.

Examples of student opportunities for speaking and listening include, but are not limited to:

• In Unit 1, within the “Small Group Learning” task, students are asked to take a position on a guided question: “Which do you think would be easier, immigrating to America from another country, or emigrating from America to another country?” Previous to this question, students are given a rubric that is to guide them in their small-group discussion that states “Use text evidence when making a point.” This section also has students make a schedule as a group that revolves around the texts, which requires them to “preview the texts and activities with [their] group[s] and make a schedule for completing the tasks.” This activity directly supports students listening about what they are reading. Both rubrics (planning and guiding) support students’ abilities to participate in high-quality discussion.

• In Unit 4, “Star-Crossed Romances,” the “Speaking and Listening Focus” for the Performance Task requires students to follow this process:
  • Present an Argument: Students are provided with supports to present an argument as a group. Students will be producing a presentation that includes text, graphics, and sound.
  • Plan With Your Group: Students are prompted to discuss “the ways in which the characters react to their tragic circumstances and that Twenty Years On discusses a real-life tragic romance.” Additionally, the teacher is provided with further questions to cultivate discussion and support students as they actively listen.
  • Rehearse With Your Group: Teachers are prompted to explain “the different parts of a presentation” and the need for improvement as they “fine tune” their product. Students are supported as they to edit their work as a group and as they practice speaking and listening as a small group to collaboratively identify areas of improvement.
  • Present and Evaluate: Teachers are provided with reflection questions that will support students as they listen to their peers and evaluate their presentations.

The materials reviewed for Grade 9 meet the criteria for materials including a mix of on-demand and process writing as there is a variety of opportunities for on-demand and process writing throughout each unit in a variety of styles, formats, and lengths. Each unit contains several Performance Tasks that can be found at the end of each learning module (Whole-Class Learning, Small-Group Learning, and Independent Learning). The materials provide short and long on-demand writing assignments that prepare students for process writing projects.

Brief, on-demand writing assignments occur in relation to a single text or pair of texts and often lead to synthesis across assignments. Examples of on-demand assignments include journal logs for reflection, writing alternative endings, creating encyclopedia entries, and responding to audio texts. Process writing in this series requires analysis and response to multiple texts and often occurs at the end of a unit as the Performance Task. Process writing assignments also support a presentation of the materials within the written assignment.

Examples of on-demand and process writing that meet the criteria for this indicator include, but are not limited to:

• In Unit 2, students are required to review previously conceived notions based on evidence from the texts and compare to their opinions “currently.” Based on this exercise, students write a formal argumentative essay for the Performance-based Assessment. The essay prompt is: “Should people in life-or-death situations be held accountable for their actions?” With this question, students are required to use “credible evidence from at least three selections,...read and researched in this unit to support [said] claim.” What makes this example to be considered process writing is the fact that students have been keeping an evidence log throughout the unit based on the question and on reevaluating their positions: “At the beginning of this unit, you took a position on the following question,” (see above) “Has your position changed?”

• In Unit 3, the Performance Task following the Whole-Class Learning asks students to think about civil rights through their studies of Dr. Martin Luther King, Jr. and President John F. Kennedy. The assignment requires students to conduct research to write an informative essay. The instruction takes students through the writing process from prewriting/planning and researching sources to drafting and revising. Students are asked to reflect on what they learned while writing the essay. This Performance Task is a practice for the Performance-based Assessment at the end of the unit where students are asked to write an informative essay that is later presented in a three-to-five minute multimedia presentation.

• In Unit 5, students do a QuickWrite, where students present their own response to the prompt, “When does the journey matter more than the destination?” This initial response will help inform their work when they complete the Performance-based Assessment at the end of the unit. Students should make sure they state a clear thesis, develop their topic with supporting details, and use transitions to connect ideas.

The instructional materials reviewed for Grade 9 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 and may include “blended” styles.

The materials for Grade 9 provide opportunities for students to address different text types of writing that reflect the distribution required by the standards as each unit focuses on a different writing style and provides lesson-by-lesson support for teachers and students as they build towards a Performance-based Assessment. Within each unit, all writing tasks are directly related to the text and/or essential questions for the units. In addition to low-stakes, informal writing opportunities, students are provided with writing tasks through the Performance-based Assessments that are varied throughout the units and reflect the distribution required by the standards. Students engage in writing nonfiction narrative, informative, literary criticism, and argumentative pieces across all units as demonstrated in the evidence below.

Examples of different writing types addressed to meet the criteria for this indicator include, but are not limited to:

• In Unit 1, students write a nonfiction narrative essay where they are expected to reference prior notes and close reads in response to this prompt: “How is an ‘American’ identity created?”

• In Unit 2, students write an argument in which they state and defend a claim responding to the following question: “Should people in life-or-death situations be held accountable for their actions?”

• In Unit 3, as a part of the unit topic of literature in the Civil Rights Movement, students write an informative essay in response to this prompt: “Explain how words have the power to provoke, calm, or inspire.”

• In Unit 4 for their Performance Task, students write a piece of literary criticism when they explore the texts to explain whether the opinions of others affect our own choices and destinies.

• In Unit 5, students write an explanatory essay to address whether the journey matters more than the destination.

• In Unit 6, for their Performance Task, students write a short story to develop a theme about which matters more, the present or the future.

The instructional materials reviewed for Grade 9 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, and claims.

The materials reviewed for Grade 9 include frequent opportunities for research-based and evidence-based writing to support careful analyses, arguments, synthesis and/or evaluation of information, supports, and claims. Each unit has multiple opportunities for students to practice research skills that allow them to synthesize and evaluate a wide range of materials in order to enhance the quality of their writing. In each unit, students are prompted to explore a topic to deepen their learning or answer a question to gather evidence all in preparation for a culminating assignment. Some texts are accompanied by tasks which require writing to sources. These may embed short research to enhance the evidence later used to support writing and presentations. In each writing assignment, students are directed to use information from a variety of sources, synthesizing information from reading, research, experience, and other texts.

Examples of research and evidence-based writing that meet the criteria for this indicator include, but are not limited to:

• In Unit 2, after reading The Life of Pi, students choose at least one unfamiliar detail from the text to briefly research. Students explain how the information they found supports or clarifies their understanding of the story. NOTE: this is a common construct in the Making Meaning section associated with several texts across the units. Reflections are recorded in the writer’s notebooks.

• In Unit 3, students are assigned to read Remember Civil Rights History, When 'Words Meant Everything.' The newscast refers to a number of important events from the Civil Rights era. They are to chose one, research the event, and then write a report of their findings. Students are assigned to focus on the issues of equality and freedom during the Small-Group Learning. In order to write evidence to support a debate on the topic, they are instructed to research the topics based on example questions: “Is the struggle for equal rights over? Do we now have a society in which all citizens are treated equally?”

• In Unit 6, after reading The Nuclear Tourist, students are assigned to research the Chernobyl disaster and focus on finding out what happened before, during, and after the accident. Students are then directed to write a newspaper article using facts from their research.

• In Unit 6, students are assigned to watch a newscast, entitled “A Visit to the Doomsday Vault,” during Independent Learning. After answering comprehension questions to check for their understanding, they are asked to to research in order to gain more clarity about the topic. The instructions are as follows: “Choose at least one unfamiliar detail from the video. Briefly research that detail. In what way does the information you learned shed light on an aspect of the newscast?”

The instructional materials reviewed for Grade 9 meet the criteria for materials including instruction of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application context.

Within the Grade 9 textbook, most of the materials include instruction of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application. All texts within Whole-Class Learning and Small-Group Learning have a section labeled “Language Development.” The subsections within Language and Development vary based on the selection and may include, but are not limited to: “Concept Vocabulary,” “Word Study,” “Word Network,” “Conventions and Style,” and “Author’s Style.” Under “Conventions and Style,” materials provide instruction and opportunities for application of grammar and conventions/language skills. The holistic approach to grammar and language instruction follows this pattern throughout the textbook.

Examples of instruction of the grammar and conventions/language standards include, but are not limited to:

• Unit 1: “American Voices,” Anchor Text: “The Immigrant Contribution” from, "A Nation of Immigrants" by John F. Kennedy (essay): During whole-class learning, students complete the “Language Development” section after reading Kennedy’s essay. Students analyze “Concept Vocabulary” from within the text: descendants, stock, minority, naturalization, factions, [and] assimilation. Students then complete these tasks: Select two concept vocabulary words other than descendants. How does each word relate to ideas about populations and group identities? Explain.” and “What other words in the selection connect to the concepts of populations and group identities?” and after answering the above questions, students complete a “Practice,” “Word Study,” “Word Network,” “Conventions,” “Read It,” and “Write it” section that supports the language standards that address word change patterns and the various types of phrases and clauses to convey meaning.

• Unit 5: “Journeys of Transformation,” Anchor Text: Page 129 from, Hero’s Adventure by Joseph Campbell and Bill Moyers (interview): During Small-Group Learning, students read the interview by Campbell and practice “Language Development” within these four task areas: “Concept Vocabulary,” “Word Study,” “Word Network,” and "Conventions.” Specifically focusing on “Word Study,” students analyze the etymology (word origin) of Greek names in these two tasks: “Research the etymology of each of these other words that come from Greek mythology: draconian, herculean, iridescent, lethargic.” and “Share with your group information about the original Greek names, and discuss how words’ origins are reflected in their English meanings.” While this may seem detached from the actual text, this supports students prior to the reading of The Odyssey.