Report Overview
Summary of Alignment & Usability: MyPerspectives | ELA
ELA 6-8
The instructional materials for myPerspectives 6-8 meet the expectations of alignment, building knowledge, and usability. The materials include anchor texts that are well-crafted, content-rich, and rich in language and academic vocabulary. The tasks, questions, and assignments are connected to the texts students read and require students to collect textual evidence. Units are grouped around topics/themes to grow students’ knowledge over the course of the school year. Throughout the program, there are culminating tasks and research opportunities that require students to expand and show their knowledge and understanding of the topics/themes in each unit.
There is sufficient support provided for teachers to implement the program with fidelity. The materials provide comprehensive guidance, correlation information to the ELA standards, information for students and families to support learning, and a list of supplemental resources in order to support the teacher with instruction. The materials also include strategies, supports, and resources for diverse learners to work with grade-level content and to meet or exceed grade-level expectations.
6th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
7th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
8th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
ELA High School
The instructional materials for myPerspectives 9-12 meet the expectations of alignment, building knowledge, and usability. The materials include opportunities for students to read a wide variety of texts, including classics by well-known authors. The texts are well-crafted and content-rich and should build students’ overall vocabulary and knowledge base. Units are organized around cohesive topics/themes that build students’ ability to read and comprehend complex texts independently and proficiently. Throughout the program, there are culminating tasks and research opportunities that require students to expand and show their knowledge and understanding of the topics/themes in each unit.
There is sufficient support provided for teachers to implement the program with fidelity. The materials provide comprehensive guidance, correlation information to the ELA standards, information for students and families to support learning, and a list of supplemental resources in order to support the teacher with instruction. The materials also include strategies, supports, and resources for diverse learners to work with grade-level content and to meet or exceed grade-level expectations.
9th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
10th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
11th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
12th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
Report for 9th Grade
Alignment Summary
The grade 9 myPerspectives materials meet the expectations for alignment. The materials include opportunities for students to read a wide variety of texts, including classics by well-known authors. The texts are well-crafted and content-rich and should build students’ overall vocabulary and knowledge base. There are high-quality questions and tasks sequenced in a way that is appropriate for the grade level and require students to cite specific evidence as well as draw inferences and conclusions to support their responses to questions.
Throughout the program, there are varied opportunities for students to demonstrate knowledge about what they are reading and learning through speaking and listening tasks. Students also have many opportunities to practice their writing both in on-demand and process writing tasks. Students engage in informative or expository, argumentative, and narrative writing at the distribution required by the standards, however, well-designed explicit instruction guidance is inconsistent or lacking in some areas.
While the materials provide a comprehensive year-long plan for students to interact with and acquire academic vocabulary in a systematic way, the explicit instruction of some grammar and usage standards is inconsistent or, in some cases, lacking.
The materials are organized around cohesive topics/themes that build students’ ability to read and comprehend complex texts independently and proficiently. Throughout the program, there are culminating tasks and research opportunities that require students to expand and show their knowledge and understanding of the topics/themes in each unit.
The pacing for the six units in the program is generally reasonable, and the suggested implementation schedule can be reasonably completed in one school year.
9th Grade
Alignment (Gateway 1 & 2)
Usability (Gateway 3)
Overview of Gateway 1
Text Quality and Complexity and Alignment to the Standards with Tasks and Questions Grounded in Evidence
Materials provide opportunities for students to read a wide variety of texts, including classics by well-known authors. The texts are well-crafted and content-rich and should build students' overall vocabulary and knowledge base. There are more informational texts than literary texts, and reflect a 54/46 balance, which should support achieving the 70/30 balance of informational and literary texts across the school day required by the standards. The materials provide a series of texts at a variety of appropriate complexity levels for the grade band, which support students’ literacy growth.
The materials have the appropriate level of complexity according to quantitative and qualitative analysis and the relationship to their associated student task. Text-specific and text-dependent questions and tasks support students in making meaning of the core understanding of the texts being studied. Text-based questions require students to cite specific evidence as well as draw inferences and conclusions to support their responses to questions.
There are varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. There are multiple opportunities over the school year for students to demonstrate what they are reading and researching through varied speaking and listening tasks.
The materials include various on-demand and process writing opportunities, and there are frequent opportunities for students to learn, practice, and apply writing using evidence. There is a yearlong writing plan provided that reflects the distribution of writing types of the standards and some guidance for teachers on explicit writing instruction.
While the materials provide a comprehensive year-long plan for students to acquire both academic and concept vocabulary in a systematic way, explicit instruction of grammar and usage standards is lacking.
Gateway 1
Criterion 1.1: Text Quality and Complexity
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.
Materials provide opportunities for students to read a wide variety of texts, including classics by well-known authors. The texts are well-crafted and content-rich and should build students’ overall vocabulary and knowledge base. Materials provide six units across the grade level with different themes and multiple texts to engage students. There are more informational texts than literary texts, and reflect a 54/46 balance, which should support achieving the 70/30 balance of informational and literary texts across the school day required by the standards.
The materials have the appropriate level of complexity according to quantitative and qualitative analysis and the relationship to their associated student task. While the materials provide an accurate text complexity analysis and rationale for educational purposes for the anchor and series of texts, a complexity analysis of the relationship to the associated student task is not provided.
The materials provide a series of texts at a variety of appropriate complexity levels for the grade band, which support students’ literacy growth. The complexity is mixed throughout the units. Six units offer a variety of texts for whole-class, small-group, and independent reading that encourage independent reading goals.
Indicator 1A
Anchor texts are of high quality, worthy of careful reading, and consider a range of student interests.
The materials reviewed for Grade 9 meet the criteria for Indicator 1a.
Materials provide opportunities for students to read a wide variety of texts, including classics by well-known authors. The texts are well-crafted and content-rich and should build students’overall vocabulary and knowledge base. Materials provide six units across the grade level with different themes and multiple texts to engage students.
Anchor texts are of high-quality and consider a range of student interests, are well-crafted, content rich, and engage students at their grade level. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Whole-Class Learning, students read “The Immigrant Contribution” from A Nation of Immigrants by John F. Kennedy, which builds student understanding of immigrants’ roles in the development of American society. In Small-Group Learning, students read “Rules of the Game” from The Joy Luck Club by Amy Tan, a novel about a Chinese-American family.
In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami, an award winning Japanese author whose works have been the most translated of any Japanese author of his era. The adventure story teaches students the power of a typhoon. In Small-Group Learning, students read an excerpt from Life of Pi by Yann Martel. Themes of survival and figurative language contribute to complex layers of meaning.
In Unit 3, The Literature of Civil Rights, Small-Group Learning, students read a poetry collection, including “For My People” by Margaret Walker, the first African American to win the Yale Younger Poets Prize in 1942. Students also view “Remembering Civil Rights History, When ‘Words Meant Everything’” by PBS NewsHour, which provides historical contexts in multimedia format.
In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read “Pyramus and Thisbe” by Ovid, as retold by Edith Hamilton, which inspired The Tragedy of Romeo and Juliet by William Shakespeare. Edith Hamilton’s 1942 versions of myths are rich in language but accessible for modern students. Students also read The Tragedy of Romeo and Juliet by William Shakespeare. In Small-Group Learning, students read “Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet” by Gordana Sandić-Hadžihasanović, which provides background information on the Bosnian Civil War through a real-life, ill-fated relationship.
In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 1 by Homer, translated by Robert Fitzgerald, a classic adventure tale that will stretch students and build academic vocabulary. Students also read from The Odyssey, A Graphic Novel by Gareth Hinds, a modern adaptation of a classical work.
In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét, a coming-of-age post-apocalyptic short story on the detriment of war. In Small-Group Learning, students listen to “Radiolab: War of the Worlds” by NPR. This podcast walks students through the well-known 1938 broadcast of “War of the Worlds.” Students listen to both the original broadcast and the commentary provided by hosts Jad Abumrad and Robert Krulwich. Students also read “The Myth of the War of the Worlds Panic” by Jefferson Pooley and Michael Socolow, which provides students with a counter-argument to the 1938 “War of the Worlds” broadcast.
Indicator 1B
Materials reflect the distribution of text types and genres required by the standards at each grade level.
Materials include a variety of text types and genres across the year. Materials include more informational texts than literary texts and reflect a 54/46 balance, which should support achieving the 70/30 balance of informational and literary texts across the school day that is required by the standards. Text types include, but are not limited to, adventure, graphic novel, historical fiction, myth, realistic fiction, drama, poetry, argument, essays, historical accounts, memoirs, and speeches. The texts connect to a common topic or theme for each unit.
Materials reflect the distribution of text types/genres required by the grade-level standards. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Whole-Class Learning, students read the informational text, “The Immigrant Contribution,” an excerpt from A Nation of Immigrants by John F. Kennedy. Students also read the short story, “American History” by Judith Ortiz Cofer. In Small-Group Learning, students read the narrative nonfiction text, “The Writing on the Wall” by Camille Dungy.
In Unit 2, Survival, Whole-Class Learning, students read the informational text, “The Moral Logic of Survivor Guilt” by Nancy Sherman. In Small-Group Learning, students read a poetry collection, including “I am Offering this Poem” by Jimmy Santiago Baca.
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read the speech, “I have a Dream”, and the editorial piece, “Letter From Birmingham Jail”, by Dr. Martin Luther King, Jr. Students also view a news release, “Remarks on the Assassination of Martin Luther King, Jr.” by Robert F. Kennedy.
In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read the myth and short story, “Pyramus and Thisbe” by Ovid, retold by Edith Hamilton. Students also read the drama, The Tragedy of Romeo and Juliet, Act I by William Shakespeare.
In Unit 5, Journeys of Transformation, Whole-Class Learning, students read an excerpt from the epic poem, The Odyssey, Part 1 and Part 2 by Homer, translated by Robert Fitzgerald. In Small-Group Learning, students listen to and read a transcript from “The Hero’s Adventure,” an interview with Joseph Campbell by Bill Moyers.
In Unit 6, World’s End, Small-Group Learning, students read the magazine article, “The Nuclear Tourist” by George Johnson.
Materials reflect a balance of informational and literary texts that support the 70/30 balance required by the standards. Examples include, but are not limited to, the following:
Over the course of the year, 31 or 54% of the texts read are informational and 26 or 46% of the texts read are literary.
Unit 1 contains nine core texts with 56% being informational and 44% being literary.
Unit 2 contains 11 core texts with 55% being informational and 45% being literary.
Unit 3 contains nine core texts with 78% being informational and 22% being literary.
Unit 4 contains eight core texts with 75% being informational and 25% being literary.
Unit 5 contains 11 core texts with 36% being informational and 64% being literary.
Unit 6 contains nine core texts with 33% being informational and 67% being literary.
Indicator 1C
Core/Anchor texts have the appropriate level of complexity for the grade according to documented quantitative analysis, qualitative analysis, and relationship to their associated student task. Documentation should also include a rationale for educational purpose and placement in the grade level.
The materials reviewed for Grade 9 partially meet the criteria for Indicator 1c.
The materials have the appropriate level of complexity according to quantitative and qualitative analysis and the relationship to their associated student task. While the materials provide an accurate text complexity analysis and rationale for educational purposes for the anchor and series of texts, a complexity analysis of the relationship to the associated student task is not provided. In the Teacher’s Edition Planning section for each unit, a Text Complexity Rubric offers quantitative and qualitative analysis. Quantitative measures include Lexile score and word count. Qualitative measures are scored and explained by the following categories: knowledge demands, structure, language conventionality and clarity, and levels of meaning/purpose, including notes explaining the reason for the score in the category. All texts are rated as moderately complex, complex, or very complex based on the provided qualitative and quantitative measures. Texts that quantitatively fall below the grade level remain moderately complex due to their qualitative nature and student tasks. While no explanation of the relationship to their associated student task is provided, the Planning section provides a rationale for selecting each text in the Summary and Insight sections. The text selection rationale is divided into Launch Text, Whole-Class Learning texts, and Small-Group Learning texts. The Connection to Performance Tasks explains how texts are associated with Performance Tasks with a focus on writing or speaking and listening; however, there is no explanation for other tasks in the units.
Anchor/core texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Whole-Class Learning, students read “The Immigrant Contribution” from A Nation of Immigrants by John F. Kennedy, which has appropriate complexity for a shared learning experience. The quantitative measure is 1320L, and the qualitative measure is moderately complex. The associated student tasks are appropriate in complexity for the grade level. The Teacher’s Edition, Planning section states: “Purpose of text is clear and explicit (exploring the contribution of immigrants). However, some of the concepts and details through the text are intricate or theoretical.” The text connects to a Performance Task: Writing Focus when students write a nonfiction narrative that explores the question: “How does your generation define what it means to be an American today?”
In Unit 2, Survival, Whole-Class Learning, students read “The Moral Logic of Survivor Guilt” by Nancy Sherman, which has an overall complexity level of complex. The quantitative measure is 1100L, and the qualitative measure is moderately complex. The associated student tasks are appropriately complex for the grade level. In Analyze Craft and Structure, students complete a chart of details Sherman uses to support her central claim. In the following question, students explain how those details are used to develop the main claim.
In Unit 6, World’s End, Whole-Class Learning, students read “There Will Come Soft Rains” by Ray Bradbury, which has an overall complexity level of moderate. The quantitative measure is 920L, which is below grade level, and the qualitative measure is moderately complex. The associated student tasks meet grade-level criteria. In the Analyze the Text, Evaluate section, students answer the question: “Reread the poem in paragraph 44. Is the story a ‘retelling’ of the poem? Explain.” Another task requires students to recite and interpret a poem.
Anchor/Core texts and series of texts connected to them are accompanied by an accurate text complexity analysis and a rationale for educational purpose and placement in the grade level; however, there is no complexity analysis for the associated task. Examples include, but are not limited to, the following:
In the Teacher’s Edition, every text includes a Text Complexity rubric for both quantitiave and qualitative measures. For example, in Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet by William Shakespeare, which does not have an overall complexity rating or Lexile level, but the qualitative measure is exceedingly complex. A Text Complexity Rubric is available. In the area of knowledge demands, structure, and language conventionality and clarity, the text scored a five out of five. For meaning/purpose, the text scored a three out of five. The rationales for the scores include the students' need for historical context, the text is written in blank verse with unusual line breaks, and the complex sentences, unfamiliar syntax, and Elizabethan language.
Although there is not an explicit rationale clearly stated for each text, there is an explicitly stated connection to the unit topic, essential question, and performance task for each text.
The accuracy of the provided quantitative measures was verified using MetaMetrics or determined using the Lexile Text Analyzer on The Lexile Framework for Reading site. The accuracy of the provided qualitative measures was verified using literary and informational text rubrics.
Indicator 1D
Series of texts should be at a variety of complexity levels appropriate for the grade band to support students’ literacy growth over the course of the school year.
The materials reviewed for Grade 9 meet the criteria for Indicator 1d.
The materials provide a series of texts at a variety of appropriate complexity levels for the grade band, which support students’ literacy growth. The complexity is mixed throughout the units. Overall, the quantitative measures generally increase across the year, and the qualitative measures are moderately complex throughout the year. The overall quantitative complexity measures across the year range from 520L–1320L. Over the course of the year, 46% of texts lack quantitative ratings. The qualitative measures increase through the first five units, though they decrease in the last unit. While this decrease in qualitative data suggests a decrease in complexity, the student tasks all meet or exceed the standards. All units consistently provide an opportunity for students to grow their skills with additional support during Whole-Class Learning activities as they engage in reading and writing in relation to the Essential Question. In Small-Group Learning, students have opportunities for repeated reading of texts accessible for the grade level. Students also have opportunities to read and analyze texts independently. In all activities, students have access to models of literacy skills which help them complete tasks that require appropriate application of depth of knowledge and work toward the speaking and listening performance task and Performance-Based Assessment. The text pairings work together to scaffold the student tasks with the scaffolding suggestions provided in the Teacher’s Edition. The students read and annotate the texts while teachers guide them with text-specific scaffolding options throughout the units. The scaffolding suggestions are found in clearly identified locations and are consistent, including providing specific suggestions for various student populations, such as English Language Learners, below level learners, on level learners, and above level learners. While the general scaffolding options remain static throughout units, the Teacher’s Edition provides specific options related to the texts.
The complexity of anchor texts students read provides an opportunity for students’ literacy skills to increase across the year, encompassing an entire year’s worth of growth. Examples include, but are not limited to, the following:
In Unit 1, the Lexile range is 770L–1320L. The qualitative range is Slightly Complex to Very Complex. In Unit 2, the Lexile range is 870L–1230L. The qualitative range is Slightly Complex to Moderately Complex. In Unit 3, the Lexile range is 820L–1190L. The qualitative range is Slightly Complex to Very Complex. In Unit 4, the Lexile range is 870L–1310L. The qualitative range is Slightly Complex to Exceeding Complex. In Unit 5, The Lexile range is 670L–1210L. The qualitative range is Slightly Complex to Exceedingly Complex. In Unit 6, The Lexile range is 520L–1280L. The qualitative range is Moderately Complex to Moderately Complex. The overall quantitative complexity measures across the year range from 520L–1320L. The overall qualitative range across the year is Slightly Complex to Exceedingly Complex.
In Unit 1, American Voices, Whole-Class Learning, students read "A Quilt of a Country” by Anna Quindlen (1310L) and determine author’s point of view with a first read, close read, and analysis of the text with teacher guidance, which meets grade level expectations. In Unit 3, The Literature of Civil Rights, Small-Group Learning, students read “Traveling” from Just as I Thought by Grace Paley (820L) and analyze point of view during small-group work as a close reading activity, which meets grade level expectations. The Teacher’s Edition suggestion states: “Circulate among groups and ask students to ‘make details in paragraphs 4–7 that reveal the author’s point of view.’” In Unit 5, Journeys of Transformation, Small-Group Learning, students read a poetry collection, including “The Narrow Road of the Interior” by Matsuo Bashō, translated by Helen Craig McCullough, and two other poems, “Courage” by Anne Sexton and “Ithaka” by C.P. Cavafy. Students complete a Read It activity individually, completing a chart to identify the point of view in each poem, including textual evidence. Then, students complete a Write It activity: “Write a paragraph using either the first-person or the second-person point of view.” As the units progress, the tasks connected to tracing point of view increase in complexity.
In Unit 2, Survival, Whole-Class Learning, students read the short story “The Seventh Man” by Haruki Murakami (910L). In the Analyze the Text section, students interpret with two questions: “What does the wave symbolize, or represent, to the seventh man? What do K’s watercolors symbolize to him?” In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read “Pyramus and Thisbe” by Ovid, retold by Edith Hamilton (870L). In the Analyze the Text section, students interpret with the question: “What does ‘The more that flame is covered up, the hotter it burns’ mean?” This task meets grade level expectations. In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét (810L). In the Analyze the Text section, students interpret with the questions: “(a) What phrase does John repeat in the beginning of paragraph 52? (b) What does this repetition suggest about his realizations in that particular moment? Explain.” This task meets grade level expectations. As the units progress, the tasks connected analyzing word choice increase in complexity.
As texts become more complex, appropriate scaffolds and/or materials are provided in the Teacher Edition (e.g., spending more time on texts, more questions, repeated readings, skill lessons). Examples include, but are not limited to, the following:
In Unit 2, Survival, Small-Group Learning, students read “The Value of a Sherpa Life” by Grayson Shaffer (1230L), which is near the top end of the grade level band. In the Teacher’s Edition, page 216b, a chart shows the available resources and supports for the text, such as English and Spanish versions of an audio, first read extension questions, and a mini-lesson and re-teaching materials for author’s craft. On page 216c, a text complexity rubric and a graphic organizer provide suggestions for support based on the text’s rubric scores. On page 216d, a flow chart assists teachers in identifying the standards being taught and what supports to use for students below and above the standard.
In Unit 3, The Literature of Civil Rights, Small-Group Learning, students read "Lessons of Dr. Martin Luther King, Jr." by Cesar Chavez (1060L), which is below grade level. The Teacher’s Edition suggests addressing hyperbole as a scaffold for English Language Learners and provides suggestions to “unpack the language” of the more complex sentences to access the effect of the language on the meaning.
In Unit 6, World’s End, Small-Group Learning, students read “The Myth of the War of the Worlds Panic” by Jefferson Pooley and Michael Socolow. In the Teacher’s Edition, page 774b, a chart shows the available resources and supports available for the text, such as English and Spanish versions of an audio, first read extension questions, and an accessible leveled text. On page 774c, there is a text complexity rubric and a graphic organizer providing suggestions for support based on the text’s rubric scores. On page 774d, a flow chart assists teachers in identifying the standards being taught and what supports to use for students below and above the standard.
Indicator 1E
Materials provide opportunities for students to engage in a range and volume of reading to support their reading at grade level by the end of the school year, including accountability structures for independent reading.
The materials reviewed for Grade 9 meet the criteria for Indicator 1e.
The materials provide opportunities for students to engage in a range and volume of reading, including accountability structures of independent reading. Six units offer a variety of texts for whole-class, small-group, and independent reading that encourage independent reading goals. Texts connect to a common topic or theme and the Essential Question for the unit. Teacher lesson plans include selection resources and explain the connections of the text to the Essential Question and to the performance task. Throughout the year, students engage with texts of a variety of types and genres, and the consistent structure of the materials provides support for students as they grow their skills and ability to read grade level texts. Each unit starts with a launch text which models a specific type of writing, followed by whole group reading and activities, small group reading and activities, and independent reading. There is sufficient guidance to foster independence for all readers, including independent reading procedures and texts for students to read independently. The Frontmatter also provides a selection of trade books with suggestions for how to incorporate them in each unit. Lesson plans for the trade books can be found on myPerspectives+.
Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and genres. Examples include, but are not limited to, the following:
In Unit 2, Survival, Whole-Class Learning, students read three texts, including a short story “The Seventh Man” by Haruki Murakami, an editorial “The Moral Logic of Survival Guilt” by Nancy Sherman and listen to a radio broadcast “The Key to Disaster Survival? Friends and Neighbors” by Shankar Vedantam. There are also six independent reading selections available from which to choose.
In Unit 5, Journeys of Transformation, Whole-Class Learning, students read an epic poem, a graphic novel, and a functional work document. In Small-Group Learning, students read an interview, a short story, and a poetry collection. The students choose between poetry, a short story, a photo essay, or a memoir tied to the unit’s theme in the independent reading section.
Instructional materials clearly identify opportunities and supports for students to engage in a volume of reading. Examples include, but are not limited to, the following:
In the Teacher’s Edition Table of Contents and Frontmatter and the Teacher’s Edition for each unit, the time for students to engage with texts during the Unit Introduction, Whole-Class learning, Small-Group learning, and Independent Learning is similar. There is one day for the Launch Text during the Unit Introduction, 14 days for the Whole Class Learning, 11 days for Small-Group Learning, and two days for independent learning. The Teacher’s Edition for each unit also notes, “Pacing is suggested for a 40- to 50-minute class period. If you use block scheduling, you may combine days to meet your schedule needs.” These opportunities to engage with multiple texts and a volume of reading are consistent across the school year.
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read four texts over 14 classes or seven blocks. In Small-Group Learning, students read four texts over eight regular classes or four blocks. Students end the unit by reading one independent text choice over two classes or one block before the final performance task. The Teacher’s Edition provides a pacing guide for each unit and suggests supports for various student needs in the wrap-around materials.
There is sufficient teacher guidance to foster independence for all readers (e.g., independent reading procedures, proposed schedule, tracking system for independent reading). Examples include, but are not limited to, the following:
The Teacher’s Edition Table of Contents and Frontmatter state: “Students self-select a text to explore an aspect of the unit topic and share their learning with the class.” Each unit includes options for students to choose an independent reading selection via the Interactive Student Edition, and the activity takes place over two days. Independent Learning strategies are available in the Teacher’s Edition, including a video. Students can use the “Create a schedule” strategy to track completion and “Assess whether you need to adapt your plan to meet all your goals and deadlines.”
In each unit, independent reading selections are listed at the end of the unit. The section provides guidance for students to pick an independent text. In the “Look Back” section, students review the texts already read in the unit for topics of interest, “Look Ahead” includes titles to see which is of interest, and “Look Inside” allows students to scan the selection they choose to be sure it meets their needs. A graphic organizer helps students plan their reading and study of the text. First Read and Close Read guides are included for students during reading to prepare for sharing with the class at the end of the independent reading.
In Unit 4, Star-Crossed Romances, Independent Learning, students can choose to read “Annabel Lee” by Edgar Allan Poe. Resources such as text questions, audio summaries, and a selection test are available. The materials include the connection to the Essential Question, including but not limited to “This poem encourages students to consider the Essential Question ‘Do we determine our own destinies?' Outside forces may have slew Annabel Lee. But, the narrator tells us, their love was so strong that even angels and demons could not separate them.”
Criterion 1.2: Tasks and Questions
Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
Text-specific and text-dependent questions and tasks support students in making meaning of the core understanding of the texts being studied. Text-based questions require students to cite specific evidence as well as draw inferences and conclusions to support their responses to questions.
The materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. The Teacher’s Edition provides suggestions to support student skills and growth, which includes a standard protocol for working in groups and developing presentations and various prompts and strategies to assist growth in both the content and the speaking and listening skills. Speaking and listening instruction for teachers includes facilitation, monitoring, evaluation guides, rubrics, and support. There are multiple opportunities over the school year for students to demonstrate what they are reading and researching through varied speaking and listening tasks.
The materials include various on-demand and process writing opportunities. On-demand writing tasks are offered throughout the year, connecting to the Introduction, Whole-Class Learning, Small Group Learning, and Independent Learning sections. They include a mix of summaries, quick writes, and responses to texts. Process writing tasks include essays using single or multiple texts as sources and following standard writing procedures from prewriting/planning to revising and/or editing. There is a yearlong writing plan consisting of a 35/39/26 balance of argumentative, informative or explanatory, and narrative writing, which mostly reflects the 40/40/20 distribution of writing modes as required by the standards. The Teacher’s Edition offers some guidance and includes explicit instruction within argumentative, informative, and narrative writing tasks. There are frequent opportunities for students to learn, practice, and apply writing using evidence.
While the materials provide a comprehensive year-long plan for students to acquire both academic and concept vocabulary in a systematic way, explicit instruction of grammar and usage standards is lacking.
Indicator 1F
Most questions, tasks, and assignments are text-specific and/or text-dependent, 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).
The materials reviewed for Grade 9 meet the criteria for Indicator 1f.
Text-specific and text-dependent questions and tasks support students in making meaning of the core understanding of the texts being studied. Text-based questions require students to cite specific evidence as well as draw inferences and conclusions using the cited evidence to support their responses to questions with every story in each unit. The uniform structure includes comprehension check questions, research prompts based on the anchor and exemplar texts, close reading tasks, analysis of craft and structure tasks and questions, vocabulary tasks and questions, author style analysis tasks, writing tasks that ask students to draw on their understanding of the texts, and core writing or speaking assessments that center around understanding from multiple texts in the unit. The questions following each text align with unit Essential Questions and text-specific guiding questions.
The Teacher’s Edition for each unit includes a list of Lesson Resources that include guidance for Making Meaning. The teacher materials provide support for planning and implementation of text-specific and/or text-dependent questions, tasks, and assignments. Guides are provided for choosing appropriate supports and additional text-based questions for students who need scaffolding to access the grade-level material or challenges to go beyond the grade-level material.
Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the texts being studied. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Whole-Class Learning, students read “The Immigrant Contribution” from A Nation of Immigrants by John F. Kennedy. Students answer questions: “1. According to Kennedy, why is it impossible to speak about a particular ‘immigrant contribution’ to the United States?; 5. According to Kennedy, what qualities in American culture impressed Alexis de Tocqueville?”
In Unit 2, Survival, Small-Group Learning, students read “The Voyage of the James Caird” from The Endurance by Caroline Alexander and answer the Comprehension Questions: “Which details help explain why Shackleton would call Photo 2 ‘The Beginning of the End’? What is happening to the Endurance in Photo 3? In Photo 5, which details show the conditions of the surf when the James Caird was launched?”
In Unit 6, World’s End, Whole-Class Learning, students read “There Will Come Soft Rains” by Ray Bradbury. In the Research section, students answer: “Choose at least one unfamiliar detail from the text. Briefly research that detail. In what way does the information you learned shed light on an aspect of the story?”
Teacher materials provide support for planning and implementation of text-based questions and tasks. Examples include, but are not limited to, the following:
In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami. In the Teacher’s Edition, Close Reading, teacher instructions state: “Walk students through the annotation model on the student page. Encourage them to complete items 2 and 3 on their own. Review and discuss the sections students have marked. If needed, continue to model close reading by using the Annotation Highlights in the Interactive Teacher’s Edition.”
In Unit 5, Journeys of Transformation, Small-Group Learning, students read a poetry collection, including “The Narrow Road of the Interior” by Matsuo Bashō, translated by Helen Craig McCullough. The Teacher’s Edition includes additional guidance before beginning the text collection by posing questions: “What are some reasons people choose to travel? How does one prepare to take a long journey to a new place? What may be gained from such a trip? Modeling the questions readers might ask as they read the poetry collection for the first time brings the text alive for students and connects it to the Small-Group Performance Task assignment.” In another Facilitating section, teacher instructions include: “Point out that in this text, the author is telling the story of his travels and includes a haiku related to his experience. Use this question to spark discussion: Why does poetry fit well in a travelogue format?” Possible responses are available for the teacher.
In Unit 6, World’s End, Independent Learning, students view the newscast, “A Visit to the Doomsday Vault” by Scott Pelley. In the Teacher’s Edition, Independent Reading, Author’s Perspective, the Advising section provides a brief overview of how to ask students good questions with examples of various types of questions: “Where in the text do you see that? Can you give me an example?”
Indicator 1G
Materials provide frequent opportunities and protocols for evidence-based discussions.
The materials reviewed for Grade 9 meet the criteria for Indicator 1g.
The materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. The Teacher’s Edition provides suggestions to support student skills and growth, which includes a standard protocol for working in groups and developing presentations and various prompts and strategies to assist growth in both the content and the speaking and listening skills. Speaking and listening instruction for teachers includes facilitation, monitoring, evaluation guides, rubrics, and support.
Materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. Examples include, but are not limited to, the following:
Materials include a Conversation and Discussion guide for high school. This web-based tool gives specific guidelines and directions on discussions such as:
Leading a Group Discussion
Formal Group Discussion Guidelines
Informal Group Discussion Guidelines
Debates
In the Conversation and Discussion guide, materials provide the following guidance for leading a group discussion: “Here are some guidelines for leading a group discussion:
Introduce the topic and purpose of the discussion.
Lay out any ground rules for the discussion.
Be objective when summarizing the group’s discussion.
Make sure that no one dominates the discussion. Invite and encourage contributions from all participants.
In the Conversation and Discussion guide, materials provide the following guidance for Formal Group discussion guidelines: “Here are tips for successful discussions and an exchange of ideas in a structured setting
Do not use an excessive amount of informal or colloquial speech in a formal discussion.
Manners are important in any discussion; make sure you allow others to speak, and do not interrupt.
Use exclamatory language, or dramatic language, sparingly; a little goes a long way.
Diction, or the proper use of vocabulary related to the topic of the discussion, is an important element of any discussion.
Stay focused on the subject under discussion.”
In the Conversation and Discussion guide, materials provide the following guidance for Informal Group discussion guidelines: “Informal discussion is open-ended and participants are free to speak in a more conversational manner, but most rules still apply.
Speech may be more colloquial but should still maintain a professional code of conduct.
Dramatic and exclamatory remarks help emphasize one's point of view, but overuse weakens their effectiveness.”
In the Conversation and Discussion guide, materials provide the following guidance for Practices that make for good Debates: “During the debate, be sure to adhere to these practices:
Be courteous and listen to your opponent's point of view; allow others the opportunity to speak.
If you are debating as a team, support your team members.
Speak only when it is your turn, and follow the moderator's instructions.
Speak clearly, slowly, and loudly enough to be heard and understood by the audience.
Speak with spirit, enthusiasm, and conviction.”
Speaking and listening instruction includes facilitation, monitoring, and instructional supports for teachers. Examples include, but are not limited to, the following:
In Unit 2, Survival, students read the Launch Text, “The Cost of Survival” (author not cited). The Teacher’s Edition provides teacher support for the Four-Corner Debate Launch Activity, reminding students that “they should be able to support their positions with evidence from the material.” Later in the Small-Group Learning, Performance Task, students read “The Seventh Man” by Haruki Murakami and present a retelling from a different point of view. Students use guidance to develop their presentation using the following structure: standard brainstorm (Choose a character), develop (Plan Your Retelling), practice (Prepare Your Delivery), and evaluate (Evaluate Retellings). The Teacher’s Edition also suggests “If… then…” style scaffolds for students who need support.
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students view “Remarks on the Assassination of Martin Luther King, Jr.” by Robert F. Kennedy and engage in a speaking and listening task by adapting their newspaper reports into a newscast. Teacher instruction states: “As students are practicing or recording their report, remind them to pay attention to speech patterns and pausing. Encourage them to check if they are using phrases like ‘um,’ ‘you know,’ or ‘like’ to fill the gaps in their report. These behaviors will take away from the professional tone of the report and should be avoided. For more support see, Speaking and Listening: Newscast.”
In Unit 5, Journeys of Transformation, Small-Group Learning, Performance Task, students deliver a multimedia presentation with a speaking and listening focus. In the Teacher’s Edition, Facilitating notes are available with details to assist students as they prepare to deliver the multimedia presentation, plan and rehearse with the group, and present and evaluate each other’s work. Teacher support includes, but is not limited to, “Before groups begin work on their projects, have them clearly differentiate the role each group member will play. Remind groups to consult the schedule for Small-Group Learning to guide their work during the Performance Task. Students should complete the assignment using presentation software to take advantage of text, graphics, and sound features.”
Indicator 1H
Materials support students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence.
The materials reviewed for Grade 9 meet the criteria for Indicator 1h.
The materials provide multiple opportunities over the school year for students to demonstrate what they are reading and researching through varied speaking and listening tasks. While not all sub-standards for speaking and listening are explicitly outlined in the Teacher’s Edition, varied opportunities are included to collaborate and synthesize ideas as a group. Opportunities are present during speaking and listening work for students to utilize, apply, and incorporate evidence from texts and/or sources. Students regularly speak and listen in Whole-Group Learning and Small-Group Learning with activities such as small-group discussions, oral presentations, and collaborative dramatic interpretations. Speaking and Listening activities are varied and included as a recurring component in the after-reading activities throughout the units. Small-Group Learning uses informal student discussions for each selection. There are protocols for students to establish norms and roles within the small group. When completing activities, students draw evidence and information from the texts they read and their prior knowledge or research. Each unit includes a speaking and listening-based Performance Task as a part of Small-Group Learning. The Teacher’s Edition includes suggestions for supporting students in successfully participating in these activities, such as guidance on incorporating structure to meet the requirements of the tasks and facilitate the successful demonstration of standards.
Students have multiple opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following:
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Examples include, but are not limited to, the following:
In Unit 2, Survival, Small-Group Learning, Performance Task, students read “The Seventh Man” by Haruki Murakami and present a “retelling” from a different point of view of the story. Students collaborate in pairs to answer the following questions: “How does your character see the story differently from the seventh man? What fresh perspective does he or she offer? Make a list of the story events as experienced by your character. Then, weave those events into a coherent retelling. Choose language that is appropriate to the character you chose. For example, a child would choose simple words and sentences and may not fully understand what he [sic] or she is observing.” Students must comprehend the text and show a nuanced understanding of the point of view in the story.
In Unit 3, The Literature of Civil Rights, Small-Group Learning, students read Traveling by Grace Paley and work in small groups to present “a debate about a question raised by Paley’s memoir.” Independently, students “identify at least three specific supporting reasons” for their position on the topic and share them with peers. The group must come to a consensus about their position on the debate questions and reach a conclusion.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. Examples include, but are not limited to, the following:
All units begin Small-Group Learning with an overview of how to work as a small group. Students practice taking a position on a question, sharing their views, and listening to others’ perspectives. Students then decide on group rules, apply the rules to a discussion of their prior learning on the topic, give their group a name, create a group communication plan, make a schedule for reading the texts, and assign roles for the culminating project.
In Unit 4, Star-Crossed Romances, Small-Group Learning, Performance Task, students present an argument. The Teacher’s Edition states, “Before groups begin work on their projects, have them clearly differentiate the role each group member will play.” Student instructions tell them to “come to a consensus” on what makes a tragic love story compelling. In the next step of the project, students should “allow all members of the group to make suggestions.” Students create and present a multimedia presentation, with each student actively taking part in choosing the media used, deciding on the order of presentation and evidence, and refining the presentation after practice.
In Unit 5, Journeys of Transformation, Small-Group Learning, students read a poetry collection, including “The Narrow Road of the Interior” by Matsuo Bashō, translated by Helen Craig McCullough, and create a project plan with their group for a nomination, debate, or radio broadcast. The materials include instructions for group processes, including “Review your group’s rules for discussion: What methods do you have in place for taking and holding the floor? How do you ensure that diverse perspectives are represented in [the] discussion? Decide how you will assign discussion roles to group members, and use this chart to record the responsibilities of each.”
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Examples include, but are not limited to, the following:
In Unit 3, The Literature of Civil Rights, Small-Group Learning, students read a poetry collection, including “For My People” by Margaret Walker, and create a multimedia presentation using one of the poems. There are three options for students to consider for this task: a soundtrack or playlist to “accompany an oral reading of one of the poems,” an oral report “that explains the circumstances” found in one of the poems, or an “annotated illustration” that connects to one of the poems.
In Unit 6, World’s End, Small-Group Learning, Performance Task, students create a podcast. After reading or listening to newspaper articles, poems, and a radio broadcast, students work in groups to create a podcast to answer the question, “What do stories about the future say about the present?” Students use specific evidence from the various texts they have read to support their answers. Each member of the group is assigned a specific role in the podcast.
Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following:
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Small-Group Learning, students read a poetry collection that centers on a common theme and “organize a panel discussion of the poems.” Students have three options for the panel discussion and are directed to “ask and answer questions to clarify and politely challenge one another’s ideas” as they develop their thoughts and ideas. Students work independently to cite text evidence to support ideas before the discussion. During the discussion, students are encouraged to “summarize” the ideas of others to confirm their understanding.
In Unit 3, The Literature of Civil Rights, Small-Group Learning, students read “Traveling” from Just as I Thought by Grace Paley and plan a debate. The materials provide guidance to arrive at a consensus: “Invite each member of your group to share their positions on the debate questions. Discuss one another’s positions, asking questions and clarifying your responses. Work together to reach a conclusion that identifies the strongest argument. This conclusion may draw on points from several group members.” Additional guidance is available in the Teacher Materials to prepare students for the debate and reminders to share with students for good speaking and listening skills.
In Unit 4, Star-Crossed Romances, Overview: Small-Group Learning, Working as a Group section, students begin by discussing the thematic concepts using the questions, “Is luck another way to talk about destiny? Or are luck and destiny totally different concepts?” Next, they set rules for the group, followed by practicing the rules by having a discussion of what they have already learned about destiny. The provided rules include “Everyone should participate,” and the Teacher’s Edition wrap-around material gives suggested reminders to provide students for Accountable Talk, such as, “Remember to ask clarifying questions, which sounds like I think you said ____. Did I understand you correctly?”
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Small-Group Learning, students read a poetry collection, including “Morning Talk” by Robert Hill Whiteman and “Immigrant Picnic” by Gregory Djanikian, and participate in a panel discussion. The materials provide a Participation Plan with expectations for students: “As you participate in the panel discussion, do not read your notes aloud, but use them to remind yourself of insights you had earlier. Speak clearly, using language that is appropriate for an academic setting. Make sure you understand one another’s points by summarizing them before contributing your own ideas. Ask follow-up questions respectfully.”
In Unit 2, Survival, Small-Group Learning, students read “The Voyage of the James Caird” from The Endurance by Caroline Alexander and complete a chart with their descriptions of the people in the store and cite evidence from the story to support their description. A “Group Discussion Tip” suggests, “Keep in mind that members of your group might have different impressions of Shackleton and the other sailors than you do. There’s no right impression or conclusion, but talking out differing opinions and the reasons for them will help you clarify your thoughts and learn from one another.”
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Small-Group Learning, Performance Task: Speaking and Listening Focus, students create and present a podcast to answer, “How do the realities of immigrants’ experiences reflect or fail to reflect American ideals?” In the Plan With Your Group section, students complete a chart in the materials for the five texts to “identify key immigrant experiences and whether or not they reflect American ideals, such as fairness and equality of opportunity.” Students should “consider having group members research various aspects of the immigrant experience” to supplement the text. They organize their ideas, write a script, and present their work to the class. There is no evidence of additional guidance to assist students in evaluating the credibility and accuracy of each source.
In Unit 2, Survival, Whole-Class Learning, students read “The Key to Disaster Survival? Friends and Neighbors” by Shankar Vendantam. In Effective Expression, the Speaking and Listening assignment states, “Consider this question: Does the radio broadcast present the full picture? With a partner, research disaster relief efforts. Consult primary and secondary sources: newspapers, broadcast media, and accounts written by disaster survivors. Plan, write, and present your findings in an informal oral presentation.” The Teacher’s Edition states: Remind students that there are many different types of evidence…In addition to ensuring they have sufficient evidence…students should evaluate the reliability of their evidence.” Three characteristics of reliable evidence are provided, including types of “reliable sources, the degree to which experts have reviewed the evidence for accuracy, and credibility of references and confirmation provided by the source of the evidence.”
In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét and create a multimedia timeline of the events: “Media, such as photographs, drawings, videos, audios, and so forth, highlight key events in the story. Be sure to choose high-quality examples, and give full credit to all your sources. Label each entry to explain what is being illustrated.” The materials provide examples of various media; however, there is no evidence of additional guidance to assist students in evaluating the credibility and accuracy of each source. Later in Unit 6, the materials ask students to create an oral presentation utilizing poetry from previous reading and label the activity to include integration of multiple sources and evaluating the credibility and accuracy of each source; however, students choose from one of those texts rather than incorporating evidence from all three, and it does not offer diverse media or formats.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Examples include, but are not limited to, the following:
In Unit 2, Survival, Whole-Class Learning, students read “The Key to Disaster Survival? Friends and Neighbors” by Shankar Vendantam. In Effective Expression, the Writing to Sources assignment states: “Write a listener comment about this radio broadcast. In one to three paragraphs, explain how the show affected you and evaluate the points of view of the people documented in the broadcast, their reasoning, and their explanations.” Questions are provided for students to answer as part of their evaluation, such as: “How do you think professional rescue workers might respond to this broadcast? What do you think a government official would say?” The task requires students to evaluate point of view and reasoning; however, there is no evidence that students identify fallacious reasoning or exaggerated evidence.
In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act IV by William Shakespeare, then conduct a class debate. In this task, student instructions explain how to evaluate responses: “Listen carefully as your classmates deliver their responses. Use an evaluation guide like the one shown to evaluate their responses.” In this evaluation, students complete the following evaluation rubric: “Each debater presents an oral response to the question, stating a claim and supporting it with relevant details from the text. A panel of judges or the class as a whole can evaluate the arguments and decide which has the most effective support.” Students evaluate peers on a scale that includes the following criteria: “The claim was clearly stated in the response; The claim was supported with relevant text evidence.” The task requires students to evaluate point of view and reasoning; however, there is no evidence that students identify fallacious reasoning or exaggerated evidence.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Small-Group Learning, students read “Rules of the Game” from The Joy Luck Club by Amy Tan and present a scene that further develops the characters and events the author describes. The materials guide students in planning the project and practicing the scene with reminders, including the following: “Speak clearly and comfortably without rushing. Use your voice in a way that reflects your character’s emotions and situation. Vary your tone and pitch and avoid speaking in a flat, monotonous style. Make sure your body language is appropriate for the character and is neither too limited nor too exaggerated.” A project evaluation guide is also available to analyze their classmates’ scenes during presentations.
In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act IV by William Shakespeare. The Speaking and Listening activity is a classroom debate to resolve the question: “Is Juliet’s drinking of the potion a brave act or a foolish act?” Additional instruction with the assignment prompt states: “Each debater presents an oral response to the question stating a claim and supporting it with relevant details from the text.” The Evaluation Guide includes statements for peers to rate each other: “The claim was clearly stated in the response. The claim was supported with relevant text evidence. The debater communicated his or her ideas clearly and convincingly. The debater used appropriate facial expressions, gestures, and eye contact.”
Indicator 1I
Materials include 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 materials reviewed for Grade 9 meet the criteria for Indicator 1i.
The materials include various on-demand and process writing opportunities. On-demand writing tasks are offered throughout the year, connecting to the Introduction, Whole-Class Learning, Small Group Learning, and Independent Learning sections. They include a mix of summaries, quick writes, and responses to texts. Process writing tasks include various types of essays using single or multiple texts as sources and following standard writing procedures from prewriting/planning to revising and/or editing. Students are provided step-by-step guidance for each task and a checklist or peer review process. At the end of each Whole-Class Learning section, students complete a writing Performance Task over the course of two days. A Performance-Based Assessment writing task is at the end of each unit with a Unit Reflection. Materials include digital resources where appropriate. The Teacher’s Edition provides guidance on how to model each type of writing, including a launch text to start the unit that functions as a model for the Performance-Based Assessment. The Teacher’s Edition also includes Digital Perspectives boxes in each unit that often suggest digital resources but do not provide the resource or links to the resources.
Materials include on-demand writing opportunities that cover a year’s worth of instruction. Examples include, but are not limited to, the following:
In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami. In the WriteNow: Express and Reflect, students write a one-page description of someone close to them, reflecting on what that person means to them. In the Teacher’s Edition, instructions state: “Remind students to include details that reveal the person’s personality, not just his or her appearance. Point out that the seventh man draws attention to K.’s physical attributes as well as his personality. Some of these details are positive, while others are somewhat negative. As a whole, they create a more complete picture of what K. was like.”
In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act lll, by William Shakespeare, and identify a foil found in the play and write a “dual character study in which you show how two characters in the play provide strong contrasts for one another.” Teachers review the nature of “the foil” in text. Students are encouraged to use the “concept vocabulary” in their writing, and the assignment is followed by a reflection on the process.
In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 2 by Homer, translated by Robert Fitzgerald, and complete a WriteNow on-demand activity in which they are asked to analyze and interpret an illustration: “Have students write a short analysis of the illustration showing Penelope weaving at her loom. Remind students to include details about her expression, the expression of the other women, and that of the young suitor on the right. Why does the artist depict Penelope standing and not sitting?”
Materials include process writing opportunities that cover a year’s worth of instruction. Opportunities for students to revise and edit are provided. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Whole-Class Learning, Performance Task, students write a nonfiction narrative for the prompt: “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?” Students complete the writing process with sections called prewriting/planning, drafting, revising, editing and proofreading, publishing and presenting, and reflecting. Each step includes directions and support.
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay over the course of two days to answer the question, “How did the selections in this section affect those who first heard them or read them?” The Teacher’s Edition provides Revision guidance including but not limited to: “1. Display your first draft on the screen. Use think-alouds as you use RADaR strategies for revision: REPLACE, ADD, DELETE, REORDER. For each change you implement, mark the type of change you made.” Students complete a full writing process, including editing for formal language and proofreading for accuracy.
In Unit 6, World’s End, Small-Group Learning, students read “The Myth of the War of the Worlds Panic” by Jefferson Pooley and Michael Socolow. In the Writing to Compare section, student directions state: “Both accounts of the 1938 radio broadcast offer a claim, or main idea, supported by evidence, or supporting details. Compare and contrast the claims and evidence in each. Then, create a script for an audio production that answers the following question: Did the 1938 radio broadcast cause mass hysteria?” The task then directs students through prewriting, gathering evidence, drafting, reviewing, revising, and editing. The Teacher’s Edition includes instructional support throughout the assignment.
Materials include digital resources where appropriate. Examples include, but are not limited to, the following:
All units include interactive digital components such as a reader’s notebook for answering specific questions and making notes about selections, audio summaries, video and audio selections, online annotations, and online assessments.
In Unit 1, American Voices, Small-Group Learning, students read “Rules of the Game” from The Joy Luck Club by Amy Tan. In the Teacher’s Edition, Digital Perspectives states: “The 1993 feature film The Joy Luck Club contains scenes based on this excerpt from the novel. After the students complete their close read, show these clips from the movie−particularly the scene where Waverly argues with her mother. Have students compare them with the written text. Ask them how the movie scenes contribute to their understanding of the narrative. Preview all videos before showing them in class.” However, there is no link to the clips or a suggestion of how to access them.
In Unit 3, The Literature of Civil Rights, Performance-Based Assessment, students create a multimedia presentation using the informative essay as a foundation. Students choose audio clips and visuals to support their presentations. In the Teacher’s Edition, the Digital Perspectives box gives suggestions for how teachers can prepare students for the assignment: “To help students understand what an effective multimedia presentation looks and sounds like, find examples of a Silicon Valley event in which a new product is being unveiled. Note that even though they won’t be able to match the high production values of these events, students will still be able to learn something about the characteristics of a strong presentation.”
In Unit 6, World’s End, Introduction, the Teacher’s Edition includes a link to a video on goal setting while reviewing the unit’s learning goals. The launch activity also states to show a video on “Refining Your Thinking” as a part of starting the unit.
Indicator 1J
Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.
The materials reviewed for Grade 9 meet the criteria for Indicator 1j.
The materials reflect a 35/39/26 balance of argumentative, informative or explanatory, and narrative writing, which mostly reflects the 40/40/20 distribution of writing modes as required by the standards. he Teacher’s Edition offers some guidance and includes explicit instruction within argumentative, informative, and narrative writing tasks. Where appropriate, writing opportunities are often connected to texts and/or text sets (either as prompts, models, anchors, or supports).
Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes/types of writing. Materials include an appropriate distribution of writing types with the following percentages for the different modes of writing: 35% argumentative, 39% informative, and 26% narrative. The number of writing opportunities in each mode is 11 argumentative, 12 informative, and eight narrative. Examples include, but are not limited to, the following:
Percentage or number of opportunities for argumentative writing: Three units address argumentative writing. 35% of writing opportunities over six units are argumentative.
Unit 1: 0
Unit 2: 4
Unit 3: 0
Unit 4: 6
Unit 5: 0
Unit 6: 1
Percentage or number of opportunities for informative/explanatory writing: Five units address informative/explanatory writing. 39% of writing opportunities over six units are informative/explanatory.
Unit 1: 2
Unit 2: 1
Unit 3: 4
Unit 4: 2
Unit 5: 3
Unit 6: 0
Percentage or number of opportunities for narrative writing: Two units address narrative writing. 26% of writing opportunities over six units are narrative.
Unit 1: 3
Unit 2: 0
Unit 3: 0
Unit 4: 0
Unit 5: 0
Unit 6: 5
Explicit instruction in argumentative writing:
In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet by William Shakespeare and “Pyramus and Thisbe” by Ovid, retold by Edith Hamilton. In the Performance Task, students argue a critical analysis based on the prompt: “Which has a greater impact on the characters in these texts: destiny or personal choices?” The text provides graphic organizers, sentence stems, and instruction in writing with literary analysis as a purpose. The Teacher’s Edition provides the suggestion to “Explain to students that the thesis is the building block of a piece of argumentative writing, noting that it’s called a ‘working’ thesis because it gives the writer something to work with.” The materials also provide instruction to focus on possible counterclaims to reinforce students’ own arguments. The performance task guides students to include appropriate textual evidence to support the claim they develop.
Explicit instruction in informative/explanatory writing:
In Unit 5, Journeys of Transformation, Whole-Class Learning, Performance Task, students write an explanatory essay answering the question, “How are personal strengths and weaknesses magnified during the course of a journey at sea?” The task walks students through the stages of the writing process with explicit instruction in all phases. Prior to starting the writing, students review the elements of the explanatory essay and a model essay. During prewriting, the focus is on writing a thesis and choosing effective evidence from multiple texts. While drafting, students receive instruction on organization, including what goes in the introduction, body, and conclusion, as well as choosing the right words to convey the writer’s thoughts and ideas. During revision, students are directed to look at their writing for logical organization, depth of evidence, and appropriate tone.
Explicit instruction in narrative writing:
In Unit 6, World’s End, Whole-Class Learning, students read There Will Come Soft Rains by Ray Bradbury and “By The Waters of Babylon” by Stephen Vincent Benet and write a narrative that answers the following question “At the end of the world, how do we begin again?” Prior to staring the writing, students preview the elements of a narrative and a model narrative. During prewriting, the focus is on “establishing a situation”by considering the key components of the narrative. While drafting, students receive instruction on the organization of their narrative and use a graphic organizer to clearly delineate the core components of their plot before creating a first draft. During revision, students are directed to edit their narratives for narrative techniques and the use of vivid details. Teachers walk students through a sequence of questions that they can ask themselves to make these revisions.
Different genres/modes/types of writing are distributed throughout the school year. Examples include, but are not limited to, the following:
Students have opportunities to engage in argumentative writing. Examples include, but are not limited to, the following:
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Examples include, but are not limited to, the following:
In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami, “The Moral Logic of Survivor Guilt” by Nancy Sherman, and “The Key to Disaster Survival? Friends and Neighbors” by Shankar Vendantam. In the Performance Task, students write an argumentative paper answering the prompt: “Should the narrator of ‘The Seventh Man’ forgive himself for his failure to save K.?” As a part of the task, students create a claim, develop their ideas by exploring counterclaims through the completion of sentence stems, and organize ideas with a graphic organizer that develops an introduction, body, and conclusion. Students gather evidence from texts in the materials and outside sources.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Examples include, but are not limited to, the following:
In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet by William Shakespeare and “Pyramus and Thisbe” by Ovid, retold by Edith Hamilton. In the Performance Task, students argue a critical analysis based on the prompt: “Which has a greater impact on the characters in these texts: destiny or personal choices?” As a part of the writing process, the materials guide students to gather and evaluate evidence from the anchor texts, providing the following instruction: “Do not include any points that you cannot support with multiple pieces of evidence from each text. Likewise, select evidence from the texts that you can use to address a possible counterclaim in a persuasive way that your audience will understand.” This is explicit guidance to provide multiple pieces of evidence while evaluating the validity of the claim and evidence.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Examples include, but are not limited to, the following:
In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami, “The Moral Logic of Survivor Guilt” by Nancy Sherman, and “The Key to Disaster Survival? Friends and Neighbors” by Shankar Vendantam. In the Performance Task, students write an argumentative paper answering the prompt: “Should the narrator of ‘The Seventh Man’ forgive himself for his failure to save K.?” In the writing process, students create transitions between ideas using appropriate words for the context of the transition needed. The textbook provides students with examples and choices for several scenarios of transitions.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Examples include, but are not limited to, the following:
In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet by William Shakespeare and “Pyramus and Thisbe” by Ovid, retold by Edith Hamilton. In the Performance Task, students argue a critical analysis based on the prompt: “Which has a greater impact on the characters in these texts: destiny or personal choices?” As a part of the writing process, the materials guide students to revise their drafts to eliminate language “such as ‘I believe that’ and ‘My interpretation is.’ Replace them with straightforward claims and explanations, such as ‘The quote shows . . .’
Provide a concluding statement or section that follows from and supports the argument presented. Examples include, but are not limited to, the following:
In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami, “The Moral Logic of Survivor Guilt” by Nancy Sherman, and “The Key to Disaster Survival? Friends and Neighbors” by Shankar Vendantam. In the Performance Task, students write an argumentative paper answering the prompt: “Should the narrator of ‘The Seventh Man’ forgive himself for his failure to save K.?” As a part of the writing process, students are guided to include a concluding statement in their first draft that “logically [completes their] argument.” The text outlines this standard in this unit but gives little support or instruction for providing concluding statements
Students have opportunities to engage in informative/explanatory writing. Examples include, but are not limited to, the following:
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Small-Group Learning, students read “The Writing on the Wall” by Camille Dungy. In the after-reading section, Research, students conduct research to create a digital presentation on one of three topics. The Teacher’s Edition information tells teachers to remind students this should be based on the same evidence as would be used in a written, informative text. Students combine the evidence with visual evidence of the same information to create the digital presentation.
In Unit 3, The Literature of Civil Rights, Small-Group Learning, Performance Task, students create a multimedia presentation for the prompt: “Explain how words have the power to provoke, calm, or inspire.” The Teacher’s Edition includes suggestions for instructing each part of the process. After writing the essay, students create a multimedia presentation based on the information.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Small-Group Learning, students read “With a Little Help from My Friends” from Funny in Farsi by Firoozeh Dumas. In Writing to Sources, students’ instructions state: “Write an essay in which you interpret an important detail or quotation from the selection. Explain what the quote you chose means and how it adds to the portrait Dumas paints of herself as a child, her family, and their relationship to their community in California.” The Teacher’s Edition suggests, “Have each student write their own rough draft. Then, partner students and have them read through each other’s essays with two colored pens. Using one pen, they should highlight the details from the text or important quotations. Then, in another color, they should highlight the explanations of these details.”
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Examples include, but are not limited to, the following:
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay to answer the prompt: “How did the selections in this section affect those who first heard them or read them?” In Revising for Focus and Organization, Use Transitions, instructions state: “Make sure the flow of your ideas is clear to your readers. Reread your draft, highlighting places where the addition of a transition word or phrase would clarify your thinking. Words or phrases such as in contrast, finally, additionally, and similarly serve as signposts for the next idea.”
Use precise language and domain-specific vocabulary to manage the complexity of the topic. Examples include, but are not limited to, the following:
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay to answer the prompt: “How did the selections in this section affect those who first heard them or read them?” One section of the task focuses on revising for precise language. Student instructions state: “As you choose precise words, make sure you avoid overgeneralizations. Look through your draft for clue words, such as all, none, or never that suggest an overgeneralization. Circle these words in your draft and—if you can’t back them up with support—consider qualifying, or limiting, your statements.” The Teacher’s Edition provides additional information when instructing students on writing with precision and clarity.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Examples include, but are not limited to, the following:
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay. In the final stages of the task, student instructions state: “Reread your draft to make sure that you did not use any slang or informal language. Also, keep in mind that informative writing requires an objective tone, so avoid adding personal opinions when presenting facts and information about the time period.”
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Examples include, but are not limited to, the following:
In Unit 5, Journeys of Transformation, Whole-Class Learning, Performance Task, students write an explanatory essay using the texts in the unit to answer the question, “How are personal strengths and weaknesses magnified during the course of a journey at sea?” The task provides step-by-step support for students in the writing process, including a clear introduction, body, and conclusion. Student instructions state: “In the conclusion, restate your thesis and summarize the information that you have shared.” The student checklist includes Focus and Organization guidance: “Provides a conclusion that follows from the thesis and the body paragraphs.”
Students have opportunities to engage in narrative writing. Examples include, but are not limited to, the following:
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Examples include, but are not limited to, the following:
In Unit 6, World’s End, Whole-Class Learning, students read By the Waters of Babylon by Stephen Vincent Benet and write a “sequel that begins after the last sentence” of the text. Students reflect on guiding questions that allow them to develop the context of the sequel. Student instructions state that the narrative must have “a beginning, a middle, and an end,” must have “realistic dialogue,” “detailed descriptions,” and “pacing that speeds up or slows down the action.” Students are reminded to “keep some constancy between the character in the original and the character in the sequel.”
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Performance-Based Assessment, students write a Nonfiction Narrative to the prompt, “How is an ‘American’ identity created?” Students use personal experiences as a reference for this assignment and should “consider geographical, social, legal, and emotional aspects of this question.”
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Examples include, but are not limited to, the following:
In Unit 6, World’s End, Whole-Class Learning, Performance Task, students write a narrative that answers the question, “After the end of the world, how do we begin again?” Students write “three descriptions of a civilization that has been destroyed by extremely powerful weaponry.” Students are reminded that a narrative has a “smooth and logical sequence of events.” Although transition words are not specifically referenced in this assignment, there are tasks directly related to pacing and logical movement from one event to the next.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Examples include, but are not limited to, the following:
In Unit 6, World’s End, Performance-Based Assessment, students write a short story that develops a theme related to the question, “Which matters more-the past, the present or the future?” Students “introduce a main character and a situation or problem and establish a narrator’s point of view.” As students write the narrative, they are encouraged to “use a variety of techniques and descriptive language to depict the setting, events, and characters.”
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Whole-Class Learning, students read American History by Judith Ortiz Cofer and write an alternative ending to the story that picks up “after Elena knocks on Eugene’s door.” Students are advised that their new ending should “flow logically from the story’s earlier events” and be “consistent with your understanding of the characters.” In addition, the new ending should address the conflicts in the story to maintain consistency.
Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Examples include, but are not limited to, the following:
In Unit 2, Survival, Small-Group Learning, students read from Life of Pi by Yann Martel and write an argument connecting to the text and the movie version. Students incorporate text evidence and complete an evidence log in which they record what they have learned from the text.
In Unit 5, Journeys of Transformation, Whole-Class Learning, Performance Task, students write an explanatory essay for the question, “When does the journey matter more than the destination?” The task requires students to “Use relevant evidence from at least three of the selections you read and researched in this unit to elucidate your ideas.”
Indicator 1K
Materials include frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.
The materials reviewed for Grade 9 meet the criteria for Indicator 1k.
The materials provide frequent opportunities for students to learn, practice, and apply writing using evidence. Writing opportunities are focused on students’ analyses and claims developed from reading closely and working with texts and sources to provide supporting evidence. The writing opportunities include shorter specific writing aligned with a specific text or texts, longer process writing in the performance tasks, writing as a preparation for a speaking task, and short, informal written responses to questions. During Whole-Class Learning, most units end with a writing task that involves explicit instruction in the skills needed to complete the task. During Small-Group Learning, students work collaboratively to complete research assignments and other writing projects that reference the text and often require support from the text or other credible sources. Graphic organizers are available to help students organize textual evidence to support a claim. Students are required to go outside the texts and conduct research to add additional evidence for some activities. All units have multiple opportunities to write using evidence, although it is more limited in Unit 6, which focuses on students doing narrative writing. The Teacher’s Edition provides guidance to assist students when completing writing tasks and can offer additional support in the form of modeling and graphic organizers.
Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Examples include, but are not limited to, the following:
In Unit 2, Survival, Whole-Class Learning, students read “The Cost of Survival” (author not cited). After reading, students write a summary of the text. The teacher is instructed to provide students with the following guidance for their summary paragraphs:
“Write in the the present tense.
Make sure to include a title of the work.
Be concise: a summary should not be equal in length to the original text.
If you need to quote the words of the author, use quotation marks.
Don’t put your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the author says, not to provide a critique.”
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay to answer the question, “How did the selections in this section affect those who first heard them or read them?” In the Pre-Writing section, teachers guide students through finding reliable evidence to support their answers. The Teacher’s Edition provides the following guidance for teachers as they give students feedback on their evidence selection “Tell students that there is a wealth of sources that could supply the information they’re seeking. Encourage them to be strategic when choosing sources for their research and to think about specific facts or details they would like to find” and “Remind students that their online sources should be credible and reliable.Help students see that all web addresses are not equally valid, and encourage students to review each site critically.” The rubric to evaluate the essay says the highest level of performance is using specific reasons, details, facts, and quotes to support the thesis.
In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey By Homer, translated by Robert Fitzgerald. After reading, they complete Writing to Sources activity in which they “write a short biography of Odysseus based on details presented in the Odyssey. Include the basic facts of the hero’s life and adventures, including his important relationships, and hold your reader’s attention by describing dramatic situations in detail.” The teacher is provided with the following guidance to provide students with feedback as they write:
“Explain to students that when they write a biography, they should focus on gathering factual information on a person’s life.
One way biographers can strengthen a biography is by including material about their subject’s youth, birthplace,and experiences.
Discuss with students how examining social and environmental influences on a person helps biographers draw inferences about that person’s character and behavior when he or she becomes an adult. Ask students why focusing on key events in a subject’s life and examining how that person’s response to a crisis might be informative to readers.”
Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with texts and sources to provide supporting evidence. Examples include, but are not limited to, the following:
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay, and the materials ask students to provide adequate support: “One of the main ingredients of a strong informative essay is the evidence you assemble to support your ideas. For example, you might be making a point about how Kennedy’s speech affected the mood of the crowd. You could support that point with an exact quotation from an eyewitness or with details about the emotions that people in the crowd experienced, based on your sources.”
In Unit 4, Star-Crossed Romances, Small-Group Learning, students view “Tragic Romeo and Juliet Offers Bosnia Hope” by Nic Robertson. In the analysis practice, students work in groups to respond to the prompt: “Review and Synthesize: With your group, review the entire newscast. What does the newscast convey about tragedy and about hope? Support your ideas with evidence from the media.”
In Unit 5, Journeys of Transformation, Performance-Based Assessment, students write an explanatory essay about how strengths and weaknesses can affect a journey using relevant evidence from at least three of the selections they read and researched in the unit.
Indicator 1L
Materials include explicit instruction of the grade-level grammar and usage standards, with opportunities for application in context.
The materials reviewed for Grade 9 partially meet the criteria for Indicator 1l.
The materials include opportunities to demonstrate the application of grammar and convention skills in context in writing tasks; however, explicit instruction of grammar and usage standards is lacking. Some grammar substandards include explicit instruction but have limited practice or are not outlined thoroughly, such as spelling and using a style manual. Some substandards are included when the explicit instruction is about a grammatical element connected to the substandard. Students apply grammar skills in context in Whole-Group and Small-Group Learning, though the opportunities are not always authentic. Students complete Language Development tasks that connect to a text they are reading; the tasks include a teaching component with sections for Language Development, such as Concept Vocabulary, Word Study, Conventions, and Author’s Style. The materials offer other practice opportunities in a Grammar Center that includes workbooks and tutorials for each grade level. The End Matter of the Teacher’s Edition provides a Grammar Handbook consistent for each grade level that provides a structure for teachers to scaffold grammar instruction.
Materials include some explicit instruction of some of the grade-level grammar and usage standards. Materials include some authentic opportunities for students to demonstrate application of skills in context, including applying grammar and convention skills to writing. Examples include, but are not limited to, the following:
Students have opportunities to use parallel structure. Examples include, but are not limited to, the following:
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “I Have a Dream” by Dr. Martin Luther King, Jr. and complete a Conventions task around parallel structure. The student materials provide examples of nonparallel and parallel structure, and student instructions state: “Read each sentence from Dr. King’s ‘I Have a Dream’ speech. Mark the elements that are parallel. Then, note what type of parallel structure is being used—words, phrases, or clauses.” An example includes the following: “This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism.” The Teacher’s Edition provides possible student responses. To conclude the task, students complete a Write It activity in which they add a parallel phrase or clause to three sentences from the text, such as “2. And so, we’ve come to cash this check.”
In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act V by William Shakespeare. After reading, students read explicit instructions, including an explanation and examples of parallel structure from the text. The Teacher’s Edition instructions state: “Have students write a sentence for one of the types of parallel structure (in a series, in a comparison, with a conjunction, with a correlative conjunction). Then, have partners swap sentences. Partners should rewrite each other’s sentences to make them nonparallel. Then have them discuss the differences and the impact of using parallelism in writing.” In the Read It section, student instructions state: “Mark the parallel words or phrases in each sentence. 1. It is easy to see Romeo’s romanticism, Mercutio’s courage, and Benvolio’s loyalty in The Tragedy of Romeo and Juliet. 2. Juliet tries to be both a good daughter and a faithful wife. 3. Friar Lawrence advises Romeo and comforts Juliet.” In the Write It section, instructions state: “Write a paragraph that includes at least three examples of parallelism. In each example, underline the parallel words or phrases.”
In Unit 6, World’s End, Whole-Class Learning, students read “There Will Come Soft Rains” by Ray Bradbury. In the Author’s Style activity, students read about Bradbury’s use of parallelism and review a chart of passages showing specific types of parallelism (adjectives, adverbs, adjective phrases, adverb phrases, verb phrases). Students analyze a passage to identify the parallelism and label it by type, then rewrite a paragraph to add a set of parallel adjectives or adjective phrases and a set of parallel adverbs or adverbial phrases.
Students have opportunities to use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Whole-Class Learning, students read “The Immigrant Contribution” from A Nation of Immigrants by John F. Kennedy. In the Conventions activity, students learn about independent and dependent clauses and the four types of sentences (simple, compound, complex, and compound-complex) that can be created using them. Students label four examples by the type of sentence and write a paragraph using all four types of sentences.
In Unit 2, Survival, Small-Group Learning, students read “The Voyage of the James Caird'' from The Endurance by Caroline Alexander and complete an Author’s Style task focusing on the “extensive use of participles and participial phrases.” Students read examples of participle and participial phrases and complete an activity: “Working individually, use this chart to identify each participle in these sentences from ‘The Voyage of the James Caird.’ Then, discuss with your group how each participial affects what you picture as you read the sentence.” An example passage includes the following: “. . . in the foaming, confused current, the Caird sheered away from the cliffs, and from destruction.” The Teacher’s Edition provides possible student responses. In the Write It activity, student instructions state: “Write a paragraph in which you explain what you learned about navigating uncharted waters from ‘The Voyage of the James Caird.’ Use participles and participial phrases to make your language more vivid and precise or create a sense of motion.”
In Unit 4, Star-Crossed Romances, Small-Group Learning, “Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet” by Gordana Sandić-Hadžihasanović. Students examine two types of phrases in the writing and use a chart to analyze the phrase choices in specific sentences, instructed to “identify the appositive phrase or absolute phrase in each sentence.” Then, students practice writing the types of phrases: “In your notebook, write one sentence about the article. In your sentence, include either an appositive phrase or an absolute phrase.”
Students have opportunities to use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. Examples include, but are not limited to, the following:
In Unit 2, Survival, Whole-Class Learning, students read “The Moral Logic of Survivor Guilt” by Nancy Sherman. In the Conventions activity, students learn when and how to use colons, semicolons, and dashes. After studying the chart on the three punctuation marks, students read three sentences and identify the punctuation marks being used. Finally, they write three sentences using at least one colon, semicolon, and dash as they write.
In Unit 3, The Literature of Civil Rights, Small-Group Learning, students read a poetry collection, including “For My People” by Margaret Walker and “Incident” by Natasha Trethewey, and complete an Author’s Style task “examining how poets use interior punctuation (punctuation within a sentence)” after reviewing the functions of commas, semicolons, and dashes. Students read examples of the proper use of commas, semicolons, and dashes. Students complete an organizer identifying how a comma, semicolon, and dash are used in both works and the effect. In their notebooks, students “identify and record examples of conventional and unconventional punctuation from the second stanza of ‘For My People.’ Think about the effect of the punctuation on the poem’s meaning, and jot down your ideas. Then, discuss your findings with your group.” The Teacher’s Edition provides guidance to Make It Interactive: “Have them use a separate color of marker or pen for the commas and the semicolons. Have them consider how difficult it would be to read and understand the sentences if the semicolons were incorrectly replaced with commas.” To conclude the task, students complete a Write It activity by writing a poem in which they “Use commas, semicolons, and dashes for effect.”
Students have opportunities to use a colon to introduce a list or quotation. Examples include, but are not limited to, the following:
In Unit 2, Survival, Whole-Class Learning, students read “The Moral Logic of Survivor Guilt” by Nancy Sherman and complete a Conventions task focusing on punctuation, including colons, semicolons, and dashes. Students read examples of using colons to introduce a list, a quotation, and a sentence that summarizes or explains the sentence before it. Students use sentences from the text and “mark each colon, semicolon, or dash. Then, explain its function in the sentence.” An example includes the following: “2. Objective or rational guilt . . . tracks real wrongdoing or culpability: Guilt is appropriate because one acted to deliberately harm...” The Teacher’s Edition provides possible student responses. To conclude the task, students complete a Write It activity: “Write three sentences about the editorial. Use at least one colon, one semicolon, and one dash.”
In Unit 4, Star-Crossed Romances, Whole-Class Learning, Performance Task, students write an argument. In the drafting step within Language Development: Conventions, students analyze a model passage for how to appropriately format direct quotations, including block quotations with a colon. While there is no practice incorporated into the instruction, students complete a chart of quotes they would like to use and how they will incorporate them.
Students have opportunities to spell correctly. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Whole-Class Learning, Performance Task, students write a nonfiction narrative. In the review, revise, and edit step, students are reminded to proofread for accuracy, including checking spelling. There is no explicit instruction provided on this skill.
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “I Have a Dream” by Dr. Martin Luther King, Jr. In the Word Study section, student instructions state: “Form nouns by adding the suffix -tion to verbs. Make any adjustments to spelling that might be required.” The Teacher’s Edition provides further suggestions to scaffold learning with a strategy and a digital resource: “If students misspell words, then point out that adding the suffix -tion can be challenging and have them use a dictionary to check spellings. For Reteach and Practice, see Word Study: Word Changes (RP).” The purpose of the word study is to analyze how the speaker utilizes various ways to transform verbs into nouns and how to do so while maintaining spelling standards. However, resources to support this suggestion are missing.
In Unit 6, World’s End, Whole-Class Learning, Performance Task, students write a narrative and engage in Editing and Proofreading. Student instructions state: “Read your draft carefully, correcting errors in spelling and punctuation.” The Teacher’s Edition includes guidance: “As students proofread, they should check for grammar, spelling, and punctuation errors. Remind them that they should not rely on word processing programs to find all mistakes, as programs may fail to recognize that the wrong form of homonym was used, for example. Students should also be aware that it’s easy to misspell names of people and places.” There is no explicit instruction provided on this skill.
Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Examples include, but are not limited to, the following:
In the Teacher’s Edition, End Matter, Tool Kit: Research, the materials provide guidance with Formats for Citing Sources: “In the body of your paper, provide a footnote, an endnote, or a parenthetical citation, identifying the sources of facts, opinions, or quotations. At the end of your paper, provide a bibliography or a Works Cited list, a list of all the sources referred to in your research. Follow an established format, such as Modern Language Association (MLA) style.” Additional information is available with sample parenthetical citations and instructions on how to create a Works Cited list with an MLA (8th Edition) Style for Listing Sources.
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay. In the drafting step in the Language Development: Author’s Style activity, students learn about integrating information and giving credit to the source of the information and are told to use a style guide such as MLA or APA. Still, it does not provide instruction on how to use the style guide or which one to use with this assignment. Instructions state to follow the citation format specified by the teacher. However, the Teacher’s Edition does not include any suggestions or resources for the teacher to use for a style guide.
In Unit 4, Star-Crossed Romances, Whole-Class Learning, Performance Task, students write an argument, and instructions state: “Consult a style manual to confirm how to incorporate quotations, paraphrases, or outside evidence into your essay correctly.”
Indicator 1M
Materials include a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts.
The materials reviewed for Grade 9 meet the criteria for Indicator 1m.
The materials provide a comprehensive year-long plan for students to acquire both academic and concept vocabulary in a systematic way. Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Materials include lessons and activities for vocabulary critical to understanding the text, the overall concept of the unit, and the genre of writing for each unit. Vocabulary is repeated in various contexts (before texts, in texts) and across multiple texts. Units systematically build vocabulary, as each unit includes academic vocabulary instruction before reading texts in the Introduction and builds during the reading of individual texts. Activities for demonstrating understanding of the Concept Vocabulary become more complex as the year progresses. Vocabulary is associated with the writing focus of the Performance Tasks, and students can incorporate vocabulary in authentic ways during the Performance Tasks and from their Word Networks during the Performance-Based Assessment. Stand-alone vocabulary assessments include a pre-test, mid-year assessment, and end-of-year assessment. The Vocabulary Center includes supplemental practice resources for students to work with common general academic and domain-specific words using Interactive Vocabulary Lessons, Word Study Worksheets, Domain-Specific Academic Vocabulary lessons, and General Academic Vocabulary lessons. Materials provide teacher guidance outlining a cohesive vocabulary development component.
Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:
In the Teacher’s Edition Table of Contents and Frontmatter, the materials include a Standards Correlation, including Language: Conventions, Effective Use, and Vocabulary: “The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words, and phrases.” Each unit includes Vocabulary/Word Study, and the Unit at a Glance includes the academic vocabulary, concept vocabulary, and word study, such as the following: Latin Prefix, Latin Root, Cognates, Connotation and Denotation, and Multiple-Meaning Words. The materials include a consistent approach for students to interact with word relationships and build academic vocabulary regularly. Each unit offers information in the Introduction regarding the Academic Vocabulary for students to interact with and with teacher guidance, such as offering possible student responses. The materials offer Language Development consistently in the Whole-Class and Small-Group Learning sections with Word Networks and through annotations when close reading. The Teacher’s Edition End Matter also includes a Glossary: Academic Concept Vocabulary and the academic vocabulary appears in blue type. The Index also offers a list of the academic vocabulary and concept vocabulary with corresponding page numbers.
In the Teacher’s Edition during the Launch text of each unit, the Vocabulary Development box provides teachers with additional Academic Vocabulary Reinforcement activities.
Vocabulary is repeated in contexts (before texts, in texts) and across multiple texts. Examples include, but are not limited to, the following:
In each unit, academic and concept vocabulary are embedded throughout. In each unit Introduction, students view a chart with academic vocabulary for the unit, read mentor sentences with the words, and complete a chart for the predicted meaning and related words. Each text Introduction includes a Concept Vocabulary section where students rank words from least familiar to most familiar. All words are defined in the footnotes of the text. After reading, the Concept Vocabulary section includes activities with words from the Introduction, and the Word Study section includes practice with Latin and Greek word parts. The structure of the vocabulary lessons remains consistent throughout the year.
In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami and encounter the vocabulary word desperate, ranking their familiarity before the reading, reading the word in context, and considering why the word is used after the reading. Later in the unit, during Small-Group Learning, students encounter the word again while reading “The Voyage of the James Caird” from The Endurance by Caroline Alexander. In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act III by William Shakespeare, and the vocabulary word desperate appears in the text. Students respond to questions as they analyze craft and structure, such as “2. What criticisms of Romeo does the Friar express in his Act III, Scene iii monologue beginning, ‘Hold thy desperate hand’? Cite details from the monologue in your response.” Students encounter the same vocabulary again in Act IV and V. They complete a Word Study: “1. Identify yet another word that belongs to the same family as desperate, despair, and desperation.”
In Unit 4, Star-Crossed Romances, Introduction, recurrent is one of the academic vocabulary words introduced. It is also used again in the Whole-Class Learning, Performance Task, where students are encouraged to use the academic vocabulary in their argumentative essay. In the Performance-Based Assessment, students are reminded they will need to know the meaning of the academic vocabulary to successfully complete the assessment. The vocabulary is included in three activities in Unit 4 but is not formally revisited when it is used in other units.
In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 1 by Homer, translated by Robert Fitzgerald, and encounter the vocabulary word craft. The word appears again during Part 2.
In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét and study the Concept Vocabulary, including purified, bade, stern, fasting, customs, and summoned. The summary paragraph explains, “These concept words all help to describe the elaborate ceremonies and rituals that Jaoh’s people have created.” In the Why These Words section, students answer questions such as, “How does the concept vocabulary help readers understand John’s culture?” Students use each one in a sentence to answer questions about the word, such as “How might you feel after fasting for 24 hours?”
Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Examples include, but are not limited to, the following:
In the Vocabulary Center, Interactive Vocabulary Lessons, Grades 9–10 General Academic Vocabulary, the lesson includes Show It, Try It, and Apply It sections. Examples of Vocabulary Terms include, but are not limited to: allusion, empathy, hypothesis, suspense, chronicle, and integral. The Interactive lessons include the following student activity: “Drag each vocabulary word in the left-hand column to match it with the word in the right-hand column that has the same root as the vocabulary word.”
In the Vocabulary Center, Interactive Vocabulary Lessons, Grades 9–10 Domain-Specific Academic Vocabulary, the lesson includes Show It, Try It, and Apply It sections. Examples of Vocabulary Terms include, but are not limited to: ideology, sovereignty, catalyst, monochrome, genetic mutation, local area network, and tangent. The Interactive lessons include the following student activity: “Identify the domain of each vocabulary word. Drag each word into the correct subject area column.”
In Unit 3, The Literature of Civil Rights, Introduction, the materials include academic terms that “appear in all subjects and can help you read, write, and discuss with more precision. Here are five academic words that will be useful to you in this unit as you analyze and write informative texts.” Students complete a chart to predict meaning and write at least two related words for the following: disrupt, coherent, notation, aggregate, and express.
In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 2 by Homer, translated by Robert Fitzgerald. The materials provide the Tier II words, craft, dissemble, incredulity, bemusing, guise, and deceived. The word craft is a multiple-meaning word, and the others are Tier II, high-frequency academic words.
Overview of Gateway 2
Building Knowledge with Texts, Vocabulary, and Tasks
The materials are organized around cohesive topics/themes that build students’ ability to read and comprehend complex texts independently and proficiently. There are high-quality questions and tasks sequenced in a way that is appropriate for the grade level and include text-specific and/or text-dependent questions and tasks. Throughout the program, there are opportunities for students to complete research to learn more about or expand their knowledge on topics. The multi-faceted culminating tasks require students to show their knowledge and understanding of a topic through integrated literacy skills. While the materials provide writing instruction that aligns with the standards for the grade level and include different types of writing tasks that connect with texts, well-designed guidance is lacking to help teachers implement and monitor student growth.
The materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments. Over the course of each unit, the majority of questions, tasks, and assessments are aligned to grade-level standards, and by the end of the academic year, every standard is addressed. The pacing for the six units in the program is generally reasonable, and the suggested implementation schedule can be reasonably completed in one school year.
Gateway 2
Criterion 2.1: Building Knowledge
Materials build knowledge through integrated reading, writing, speaking, listening, and language.
The materials are organized around cohesive topics/themes that build students’ ability to read and comprehend complex texts independently and proficiently. Each text builds knowledge in either the topic, literary skill, or historical time period the text represents. Historical, biographical, cultural, or textual references are included to build and support student comprehension of the anchor texts.
The materials include high-quality questions and tasks in which students analyze key ideas, details, craft, and structure within individual texts as well as across multiple texts. The tasks are sequenced in a way that is appropriate for the grade level and include text-specific and/or text-dependent questions and tasks. There are multi-faceted culminating tasks that require students to show their knowledge and understanding of a topic through integrated literacy skills. The program also provides research and writing activities and projects that are sequenced and encourage students to develop knowledge and understand different aspects of a topic. In each unit, there are opportunities for students to conduct both shorter and longer research tasks to build knowledge on topics and synthesize their learning.
While the materials provide writing instruction that aligns with the standards for the grade level and include different types of writing tasks that connect with texts, well-designed guidance is lacking to help teachers implement and monitor student growth.
Indicator 2A
Texts are organized around a cohesive topic(s)/theme(s) to build students’ ability to read and comprehend complex texts independently and proficiently.
The materials reviewed for Grade 9 meet the criteria for Indicator 2a.
The materials are organized around a cohesive topic(s)/theme(s) that build students’ ability to read and comprehend complex texts independently and proficiently. The materials include six units, each focusing on a topic related to the Essential Question, which can be found in the Teacher’s Edition Table of Contents and Frontmatter. Each section has a guiding question that builds to an answer for the unit Essential Question; texts are tied to these questions through a unifying theme. Students complete readings during Whole-Class Learning, Small-Group Learning, and Independent Learning. A variety of texts are provided with varying levels of complexity to build students’ knowledge and ability to navigate complex text independently and proficiently by the end of the year. Each text builds knowledge in either the topic, literary skill, or historical time period the text represents. Historical, biographical, cultural, or textual references are included to build and support student comprehension of the anchor texts. The Teacher’s Edition notes several areas of support for background knowledge and scaffolding support in vocabulary and knowledge acquisition, close reading annotations, and discussions. Texts are followed by a set of questions and activities divided into consistent sections: Before Reading includes Concept Vocabulary and First Read Strategies; After Reading includes Comprehension Check, Research, Close Read the Text, Analyze the Text, Analyze Craft and Structure, Concept Vocabulary, and Author’s Style.
Texts are connected by a grade-appropriate cohesive topic/theme/line of inquiry. Texts build knowledge and the ability to read and comprehend complex texts across a school year. Examples include, but are not limited to, the following:
In the Teacher’s Edition Table of Contents and Frontmatter, the materials consistently share how students engage with text around each unit topic. A Launch Text “introduces a perspective on the unit topic.” During Whole-Class Learning, teachers are directed to “lead the shared reading experience providing modeling and support, as students begin exploring perspectives on the unit topic.” The next step is for students to “encounter diverse perspectives on the unit topic, working in collaborative teams.” Finally, during Independent Learning, students choose “a text to explore an aspect of the unit topic and share their learning with the class.”
In Unit 2, Survival, the Essential Question is “What does it take to survive?” and students read multiple texts that connect to the topic, such as a Launch Text, “The Cost of Survival” (author not cited); a Whole-Class Learning text, “The Moral Logic of Survivor Guilt” by Nancy Sherman; a Small-Group Learning text, “I Am Offering This Poem” by Jimmy Santiago Baca; and, an Independent Learning text selection, such as “Seven Steps to Surviving a Disaster” by Jim Y. Kim.
In Unit 3, The Literature of Civil Rights, the Essential Question is “How can words inspire change?” and students read multiple texts in small-Group Learning that connect to the topic, such as “Remembering Civil Rights History, When ‘Words Meant Everything’” by PBS NewsHour; a poetry collection, including “For My People” by Margaret Walker; “Lessons of Dr. Martin Luther King, Jr.” by Cesar Chavez; and “Traveling” from Just as I Thought by Grace Paley.
In Unit 5, Journeys of Transformation, the Essential Question is, “What can we learn from a journey?” and students read multiple texts in Whole-Class Learning that connect to the topic, such as The Odyssey, by Homer, translated by Robert Fitzgerald; from The Odyssey, A Graphic Novel by Gareth Hinds; “Application for a Mariner’s License” by the United States Government.
Indicator 2B
Materials require students to analyze the key ideas, details, craft, and structure within individual texts as well as across multiple texts using coherently sequenced, high-quality questions and tasks.
The materials reviewed for Grade 9 meet the criteria for Indicator 2b.
The materials include high-quality questions and tasks in which students analyze key ideas, details, craft, and structure within individual texts as well as across multiple texts. The materials are organized in a consistent pattern across all units with multiple after-reading activities. The First-Read Guide requires students to note what they notice, annotate the text, connect ideas with other selections, and respond by writing a brief summary. The Close-Read Guide provides students with reminders to revisit sections and annotate what they notice. The Close-Read Guide includes the Analyze the Text and Analyze Craft and Structure sections in which they analyze key ideas and details as well as consider the author’s choices of patterns, structure, and techniques. All of the activities require students to revisit the text and use specific text evidence in their answers. In the Teacher’s Edition, the sample answers also include the depth of knowledge levels for questions; most are at DOK 2 or 3. For some texts, the questions lead to the subsequent Writing or Speaking and Listening activities. These questions also build toward the various Performance Tasks embedded after Whole-Class Learning, Small-Group Learning, and at the end of the unit. Students keep an evidence log and notebook throughout each unit to record responses and help them prepare for the culminating tasks.
For most texts, students analyze key ideas and details (according to grade-level standards). Examples include, but are not limited to, the following:
In Unit 2, Survival, Whole-Class Learning, students read “The Moral Logic of Survivor Guilt” by Nancy Sherman. In Analyze the Text, students answer a series of questions labeled with the analysis skill and use text evidence:
“Make Inferences: Why do many people consider survivor guilt to be irrational or unreasonable?
Draw Conclusions: How does Sherman respond to this opinion? Explain. Interpret: What does Sherman mean when she refers to ‘moral logic’ in the title of her essay?
Compare and Contrast: How are Captain Bonenberger’s and Captain Prior’s experiences similar and different?
Connect: What idea do both of their stories support? Explain.”
In Unit 4, Star-Crossed Romances, Small-Group Learning, students read “Romeo and Juliet is a Terrible Play and David Leveaux Can’t Change That” by Alyssa Rosenberg and “In Defense of Romeo and Juliet: It’s Not Childish, It’s *About* Childishness” by Noah Berlatsky. In Writing to Sources, students answer the following prompt: “Join the conversation between Rosenberg and Berlatsky by writing responses to these two essays about Shakespeare’s play The Tragedy of Romeo and Juliet.” Students analyze the different points the authors make to draw a conclusion.
In Unit 5, Journeys of Transformation, Small-Group Learning, students read from “The Hero’s Adventure” by Joseph Campbell and Bill Moyers. In Making Meaning, students analyze key ideas and details through analysis of how the author unfolds the events. The First Read asks students to annotate and “mark passages that are strong examples of the author’s use of diction when describing heroes in mythological stories.” During a Close Read, students consider: “What is an advantage of reading an interview with the author? How does this help you interpret the text? Are there any drawbacks to hearing what the author has to say about his or her work?” In the Teacher’s Edition, students take a Closer Look at the text and answer questions as teachers facilitate: “Guide students to consider what these details might tell them. Ask what a reader can infer from the author’s comparison…Ask students why the author might have included these details.”
For most texts, students analyze craft and structure (according to grade-level standards). Examples include, but are not limited to, the following:
In Unit 1, American Voices, Small-Group Learning, students read “Rules of the Game” from The Joy Luck Club by Amy Tan. In Analyze Craft and Structure, students consider Complex Characters and review the ways in which readers can identify complex characters. Students can use a supplemental worksheet to guide their thinking and organize evidence from the text that focuses on the main characters. Students complete a chart and discuss their ideas in a group for the following task: “Identify at least two conflicts Waverly and her mother face. Do Waverly and Mrs. Jong change or grow as a result of their experiences? If so, in what ways? If not, why? What central ideas do Waverly and her mother’s conflict emphasize? What insights about life or the human condition does the story express?”
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “I Have a Dream” by Dr. Martin Luther King, Jr., and analyze craft and structure in persuasive speeches: “Strong persuasive speakers present information and supporting evidence clearly and logically so listeners can follow the reasoning. Persuasive speakers may use charged language—language that appeals to emotions. In addition, they often use rhetorical devices—patterns of words and ideas that create emphasis and emotion.” In their notebooks, students answer questions such as “1. In this speech, what is King attempting to persuade his listeners to think or do? 4. This speech has become an iconic part of American history. Do you think it deserves this standing? Support your answer with text evidence and your analysis of King’s use of rhetoric.” During the close read, students also answer questions, such as “What effect do these references have on both the meaning and the emotional impact of the speech?” When students analyze the text, they answer the following question: “5. Essential Questions: How can words inspire change? What have you learned about the power of words by reading this speech?”
In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 2 by Homer, translated by Robert Fitzgerald. Students complete the Close Read task: “Identify details in lines 1048–1050 that relate to the concept of identity. Why do you think Homer places such emphasis on the idea of identity? How do these words emphasize Odysseus’ message to his son?” In lines 1120–1132, the instructions state: “Identify details related to how Odysseus tells his son what he should do if the suitors abuse Odysseus. What do these words suggest about Telemachus’ emotions? How do these words express Odysseus’ sense of his son’s love for him?”
In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét. After reading, students analyze the figurative language choices and how that impacts the text by answering the following question set: “(a) What does John compare his knowledge to in paragraph 26? (b) interpret How does this metaphor help you understand how John feels at this point in the story?”
Indicator 2C
Materials require students to analyze the integration of knowledge within individual texts as well as across multiple texts using coherently sequenced, high-quality text-specific and/or text-dependent questions and tasks.
The materials reviewed for Grade 9 meet the criteria for Indicator 2c.
The materials include multiple opportunities for students to analyze the integration of knowledge and ideas within individual texts and across multiple texts. The tasks are sequenced in a way that is appropriate for the grade level and include text-specific and/or text-dependent questions and tasks. The materials provide related questions as students comprehend and analyze texts and complete culminating tasks. Most sets of questions and tasks require students to analyze the integration of knowledge and ideas across the unit to build knowledge around a topic/theme and the essential question. In some instances, the materials pair two or more texts, and students practice the same skills across all texts. Multiple texts connect to the essential question in preparation for the end-of-unit assessment. In this assessment, students synthesize ideas based on various text-dependent prompts that align with grade-level standards.
Most sets of questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Whole-Class Learning, students read “American History” by Judith Ortiz Cofer. In a Close Read box, student instructions state: “In paragraph 5, mark words and phrases related to temperature.” Students answer, “Why is the narrator so focused on feelings of hot and cold? How do these details help readers understand Elena’s feelings of isolation?” In Analyze the Text, students answer the following questions in their notebooks: “In what ways does this story reflect social issues facing America in the 1960s? What subject is Elena planning to study with Eugene? What other reasons might Ortiz Cofer have for calling this story ‘American History’? Essential Question: What does it mean to be ‘American’? What have you learned about American identity from reading this section?”
In Unit 2, Survival, Whole-Class Learning, students read “The Moral Logic of Survivor Guilt” by Nancy Sherman. In Analyze Craft and Structure, students delineate and evaluate the argument and specific claims of the text, assessing whether the reasoning is valid and the evidence is relevant and sufficient. Students answer questions in their notebooks, such as, “What key question does Sherman ask early in this editorial? In your own words, briefly state her answer, which is her central idea. In paragraph 8, Sherman compares survivor guilt to ‘a zero-sum game.’ Define a zero-sum game. How does Sherman’s use of this mathematical term support her argument? Is Sherman’s claim and support well-reasoned and convincing? Explain, citing specific details to support your opinion.”
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “Letter From Birmingham Jail” by Dr. Martin Luther King, Jr. In the Close Read the Text section, student instructions state: “Identify sections of text that demonstrate Dr. King’s non-confrontational approach” and “reveal what King is apologizing for” and answer questions, such as, “What can we infer about Dr. King’s attitude and mindset based on the language he uses? Why would King express his apology in this way? How does this approach emphasize what King believes is the real problem to address?” In the tenth paragraph of the text, students “mark the words that King repeats” and answer the following questions: “Why does King revisit this word? What is he trying to show or explain? What is the effect of King’s effort to clarify what he means in using this word?” In the Analyze the Text task, students analyze the argument using the following questions: “Reread paragraphs 13–18. How does Dr. King explain his decision to break the law? Why is Dr. King more concerned with the attitudes of ‘white moderates’ than he is with those of outright enemies of integration? Explain.”
In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét. In the Close Read the Text section, students “mark a keyword that the narrator repeats” in paragraph 1 and answer the following questions: “What emotional quality or tone does this repetition create? What does this repeated word suggest about the narrator and his society?” In paragraphs 13–16, students identify examples of repetition and answer the following questions: “Why has the author chosen to repeat words and word patterns? What overall effect does the use of repetition create?” Students analyze paragraph 25, look for “contrasting details in John’s song,” and answer the following questions: “Why has the author chosen to emphasize contrasting ideas? What can you conclude about John from his song?”
Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Whole-Class Learning, students read “A Quilt of a Country” by Anna Quindlen and “The Immigrant Contribution” from A Nation of Immigrants by John F. Kennedy. In Writing to Compare, student instructions state: “Deepen your understanding of both texts by comparing each writer’s diction.” Students learn the definition of diction and the purposes for using different types of diction. The Assignment states: “Write an essay in which you consider how diction and tone reflect each author’s purpose, audience, and message.” In Prewriting for the assignments, students fill in a chart in their notes for both stories, listing two types of diction, and answer a question: “How does each author’s diction and tone reflect his or her purpose for writing and the audience he or she is trying to reach?”
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “I Have a Dream” and “Letter From Birmingham Jail” by Dr. Martin Luther King, Jr. Students compare and analyze the two texts and their literary significance, including how they address relates themes and concepts. As students analyze King’s speech, they answer questions such as the following: “Interpret: What does King mean when he refers to the African American as an ‘exile in his own land?’ Evaluate What idea is King trying to convey when he says that ‘unearned suffering is redemptive?’ Essential Question: How can words inspire change? What have you learned about the power of words by reading this speech?” As students read King’s letter, they analyze the text, answering questions such as the following: “Why is Dr. King more concerned with the attitudes of ‘white moderates’ than he is with those of outright enemies of integration? Explain. Essential Question: How can words inspire change? What have you learned about the power of words from reading this text?”
In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 2 by Homer, translated by Robert Fitzgerald, and read from The Odyssey, A Graphic Novel by Gareth Hinds. In the Writing to Compare Assignment, student instructions state: “Write a review of the graphic novel in which you examine the choices Gareth Hinds made in adapting the scene in the land of the dead from Homer’s Odyssey. Evaluate how well Hinds captures the scene.” In Prewriting, students answer questions in their notebooks: “Is Hinds’s adaptation of the scene faithful, or true, to the original? Why or why not? Does Hinds’s adaptation add something new to Homer’s work? Explain. Does Hinds’s artwork do justice to the poem? Is his organization of the text effective? Explain. Does Hinds’s adaptation enhance Homer’s work or diminish it? Explain.”
In Unit 6, World’s End, Small-Group Learning, students listen to “Radiolab: War of the Worlds” by NPR and read “The Myth of the War of the Worlds Panic” by Jefferson Pooley and Michael Socolow. Students work in their groups to address the following prompt: “Both accounts of the 1938 radio broadcast offer a claim, or main idea, supported by evidence or supporting details. Compare and contrast the claims and evidence in each. Then, create a script for an audio production that answers the following question: Did the 1938 radio broadcast cause mass hysteria?” After working together to analyze the two arguments, students create either a podcast, radio essay, or radio play. Individually, students answer the following questions after giving their presentation: “What types of evidence does the radio broadcast include that the magazine article does not? What types of evidence does the magazine article include that the radio broadcast does not? In what ways does the medium of each selection affect the types of evidence it uses? Does one account do a better job than the other of supporting its claim? Explain.”
Indicator 2D
Culminating tasks require students to demonstrate their knowledge of a unit's topic(s)/theme(s) through integrated literacy skills (e.g., a combination of reading, writing, speaking, listening).
The materials reviewed for Grade 9 meet the criteria for Indicator 2d.
The materials include multi-faceted culminating tasks that require students to show their knowledge and understanding of a topic through integrated literacy skills. Each unit across the grade level includes an essential question connecting to a topic/theme. The units include Whole-Class Learning and Small-Group Learning opportunities. Students build knowledge of the topic/theme under study by reading various texts, completing writing tasks, and engaging in speaking and listening with peers. The Whole-Class Learning Performance Task, Small-Group Learning Performance Task, and Performance-Based Assessments in each unit provide students with an opportunity to demonstrate comprehension and knowledge of the topic/theme through various means addressing several different standards. The Whole-Group Learning Performance Tasks assess writing, and the Small-Group Learning Performance Tasks assess speaking and listening skills. Throughout the unit, shorter culminating tasks following each reading also provide practice opportunities for multiple skills. Teachers can provide feedback to support students with mastery by the end of the unit. The Teacher Resources includes an Assessment section that provides online and PDF versions of selection tests, extension selection tests, unit tests, extension unit tests, and beginning-, middle-, and end-of-year tests. Each exam includes multiple choice and short answer questions testing various standards.
Culminating tasks are evident and varied across the year and they are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). Examples include, but are not limited to, the following:
In the Teacher’s Edition, each Introduction for the unit includes information about the Unit Goals, including goals for Reading, Writing, Research, Language, and Speaking and Listening. The Teacher’s Edition states, “These unit goals were backward designed from the Performance-Based Assessment at the end of the unit and the Whole-Class and Small Group Performance Tasks. Students will practice and become proficient in many more standards over the course of this unit.”
In Unit 2, Survival, Whole-Class Learning, Performance Task, students write an argument after reading three selections, connecting to the essential question: “What does it take to survive?” The Teacher’s Edition includes guidance: “Explain to students that after they have finished reading the selections, they will write an argument about survivor guilt. To help them prepare, encourage students to think about the topic as they progress through both selections and as they participate in the Whole-Class Learning experience.” When students engage in the writing task, they use their knowledge of the texts to defend a position on the topic and question, “Should the narrator of ‘The Seventh Man’ forgive himself for his failure to save K.?” and address writing standards and present their work to peers.
In Unit 3, The Literature of Civil Rights, Small-Group Learning, Performance Task, students create a multimedia presentation. After reading stories, poems, and a speech about the struggle for Civil Rights in the United States, student groups create and present a multimedia presentation answering the question, “Why do words and actions in some time periods produce meaningful change—and in others do not?” Groups analyze the texts to find evidence of ways words and actions associated with the selection did or could cause change. Groups organize ideas, write a script adding images, graphics, and sound to the written text on the presentation, and practice the presentation using a checklist for effective presentations before giving the presentation to the class.
In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 1 and Part 2 by Homer, translated by Robert Fitzgerald, and The Odyssey, A Graphic Novel by Gareth Hinds. In the Writing to Compare activity, students write a review of the graphic novel discussing how well the graphic novel represents the scene from the translated version. Students start by analyzing the characters, setting, conflicts, and imagery in both versions, followed by answering a series of questions analyzing the overall adaptation of the epic poem to the graphic novel format. After creating a rough outline, students draft, review, revise, and edit their review before turning in the final draft. The task addresses reading and writing standards.
In Unit 6, World’s End, Performance-Based Assessment, students respond to a related prompt: “Which matters more—the present or the future?” that connects to the Essential Question of the entire unit: “Why do we try to imagine the future?” Students complete an Evidence Log throughout the unit when reading selections to prepare for the Performance-Based Assessment, which is completed independently. The Teacher’s Edition provides the following guidance: “Prior to beginning the Assessment, ask students to think about whether they put more thought into the present or future.” Students can refer to their previous work throughout the unit, including the Evidence Log and Word Network, as they write a short story. The task addresses writing standards and speaking and listening standards.
Indicator 2E
Materials include a cohesive, year-long plan for students to achieve grade-level writing proficiency by the end of the school year.
The materials reviewed for Grade 9 partially meet the criteria for Indicator 2e.
The materials provide writing instruction that aligns with the standards for the grade level and include different types of writing tasks that connect with texts; however, well-designed guidance is lacking to help teachers implement and monitor student growth. The materials follow a consistent pattern in each unit that includes a variety of writing tasks. Argumentative, informative, and narrative writing activities are offered across the year in the Unit Introduction, Whole-Class Learning, Small-Group Learning, and Independent Learning sections of each unit. Students can practice for the writing Performance Tasks and Performance-Based Assessments with the writing activities in the section and unit leading up to each task. Since units focus on a specific type of writing, the program is cyclical in building skills toward the Performance Task in each unit versus over the course of the year. The Teacher’s Edition includes limited information related to a year-long writing plan, but some guidance, protocols, models, and support for teachers to implement and monitor students’ writing development are available. Mentor texts are provided for students to reference and learn techniques to apply in their own writing. Some guidance is provided for students as they practice and apply writing standards, mostly in reminders to teachers rather than explicit instruction and modeling. While all standards are tagged as a part of the instruction and tasks, a number of standards do not have explicit instruction; rather, students are told to address the skill indicated in the standard. While there are some interactive activities and minilessons available in the resources, the materials do not consistently outline how the resources may be helpful to teachers and students. Those resources that are available for students and teachers to access are generic and not specific to each text, writing task, or unit.
Materials include writing instruction that aligns to the standards for the grade level and supports students’ growth in writing skills over the course of the school year. Examples include, but are not limited to, the following:
Each unit provides a Launch Text to model the mode of writing that will be used in the Performance-Based Assessments. Throughout Whole-Class Learning, the teacher will “lead the shared reading experience, providing modeling and support, as students begin exploring perspectives on the unit topic.” Writing tasks connect with the texts students read. The Performance Task assists students in building toward proficiency with the Unit Performance-Based Assessment. Students draw on evidence, notes, and previous writing instruction during the Unit Performance-Based Assessment.
In Unit 1, American Voices, Unit Introduction, students read “Music for My Mother” (author not cited), a nonfiction narrative, and consider how the writer builds the story. The Teacher’s Edition shares, “The Launch Text provides students with a common starting point to address the unit topic…Additionally, ‘Music for My Mother’ provides a writing model for the Performance-Based Assessment students complete at the end of the unit.” Students also reference the Model Narrative when completing the Performance Task and writing a nonfiction narrative.
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay for the prompt: “How did the selections in this section affect those who first heard them or read them?” To prepare for the Performance Task, students complete activities after the selections. After reading “I Have a Dream” by Dr. Martin Luther King, Jr., students look at appeals to emotion from the speech. After reading “Letter From Birmingham Jail” by Dr. Martin Luther King, Jr., students identify the rhetorical devices and write a compare-and-contrast essay looking at the rhetorical appeals of two texts. After viewing “Remarks on the Assassination of Martin Luther King, Jr.” by Robert F. Kennedy, students write a newspaper report as if they had been traveling with Senator Kennedy and viewed his remarks first-hand. Students conduct research and use the selections to answer the prompt. The student instructions for the Performance Task walk students through the steps in the process of writing and provide support such as guiding questions and graphic organizers. During the prewriting/planning step, students use a variety of sources (primary, secondary, digital, print, and original) in their research. Instruction is provided in evaluating the sources. After revising and editing their essay, students reflect on their learning: “Think about what you learned while writing your essay. What techniques did you learn that you could use when writing another informative text? How could you improve the process?”
In Unit 6, World’s End, Small-Group Learning, students read “The Myth of the War of the Worlds Panic” by Jefferson Pooley and Michael Socolow and complete Writing to Compare task and answer the following question, “Did the 1938 radio broadcast cause mass hysteria?” A chart is available to assist students as they analyze the types of evidence used to support the claim, and students record what they learned from the reading in an evidence log.
Instructional materials include some well-designed guidance, protocols, models, and support for teachers to implement and monitor students’ writing development. Examples include, but are not limited to, the following:
The Writing and Research Center includes the following minilessons: Informative/Explanatory Writing, Narrative Writing, and Argumentative Writing. A minilesson relating to the Writing Process, Research Writing, Integrating Research Elements, Citing Sources, Sources and Evidence, EssayScorer Writing Prompts, and Writing and Research PowerPoint Presentations are accessible for teachers to assign and offer additional support.
The Professional Development Center offers the option to access Teacher Support videos, including but not limited to: “Become a Better Writer, Feedback, Sequencing Your Ideas, and Time Shifts in Your Writing.” A White Paper is also available entitled “New Perspectives in Building Readers and Writers” by Kelly Gallagher, M.Ed, with information to inform teachers, including but not limited to: “Teachers should be encouraged to write in front of their students, and to share their thinking as they work their way through the writing process. Modeling is also key in helping to sharpen students’ reading skills.”
In Unit 2, Survival, Whole-Class Learning, students read “The Moral Logic of Survivor Guilt” by Nancy Sherman and write an encyclopedia entry in which they “define the idea of imperfect duty, discussed in paragraph 16” of the text. The Teacher’s Edition provides additional support: “If students are unable to create an anecdote to use in their writing, then have them work in pairs to tell each other brief stories that illustrate the point they are making in their writing. For Reteach and Practice, see Writing to Sources: Encyclopedia Entry (RP).”
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, Teacher’s Edition, instructions state: “Make sure students understand what they are being asked to do in the assignment. Suggest that their research should seek answers to these questions: How did people present respond to King and Kennedy? How were government officials affected? What did contemporary news reports say?” A link to the article “1963: The Year That Changed Everything” and teacher instructions suggest projecting it and engaging students in activities to reinforce key ideas and skills. Reminders for other supports are available, such as the Teacher’s Toolkit student model of an informative essay.
In Unit 6, World’s End, Whole-Class Learning, Performance Task, students write a narrative for the prompt: “After the end of the world, how do we begin again?” In the Jump Start activity, students answer a question to encourage idea development and “share their description in a class discussion before they begin to write their own end-of-world narratives.” Teachers are directed to share the Launch Text, which acts as a model for the assigned task. The supplemental teacher support is provided by Kelly Gallagher, M.Ed., focusing on the drafting process. Teachers use the analogy of surfing to “reinforce the importance of drafting, of evaluating ideas to find the best ones.” In addition to these instructional materials, the Teacher’s Edition provides practice with adverbial clauses, organization, and subordinating conjunctions.
Indicator 2F
Materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.
The materials reviewed for Grade 9 meet the criteria for Indicator 2f.
The materials include research and writing activities and projects that are sequenced and encourage students to develop knowledge and understand different aspects of a topic. Materials provide opportunities for students to complete research activities tied to topics as a part of the research process to build mastery of the grade-level standards. The language of the standards is present in the student materials and often referenced in the directions for assignments to allow students to make connections to their learning. Research is integrated throughout the curriculum in regular short research activities associated with specific texts. Students synthesize multiple texts and source materials to gain knowledge and understanding of the topic. Regular features in the after-reading activities are Research to Clarify and Research to Explore tasks that allow students to practice research skills related to the texts or topic. The final Performance Task in most units requires that students use knowledge from the selections and their research to answer the prompt. The Reflection task in each unit addresses student research goals and understanding. Materials support teachers in employing projects, including a research toolkit. Guidance is available in the Teacher’s Edition, connecting with the topics and suggesting ways to assist students during the research process. Additional resources are available for teachers in the Research and Writing Center, including mini-lessons and a research PowerPoint.
Research projects are sequenced across a school year to include a progression of research skills according to grade-level standards. Examples include, but are not limited to, the following:
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Examples include, but are not limited to, the following:
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay to answer the question: “How did the selections in this section affect those who first heard them or read them?” Students conduct research using a variety of sources, such as primary sources, secondary sources, digital sources, print sources, and original research. Evaluate Sources reminds students: “To ensure that the sources you use are reliable, evaluate them carefully by asking yourself the following types of questions: Is the writer an authority on the subject? Is the information current, and does the publisher have a good reputation? Do other sources confirm the information in this source?” The materials also remind students: “Keep a reference list of every source you use. Note each source’s author, title, publisher, city, and date of publication.”
In Unit 6, World’s End, Small-Group Learning, students read “The Nuclear Tourist” by George Johnson and complete research to learn more about the setting of the text. In small groups, students have three options for completing a project that builds on their understanding of the content. Student instructions state: “Consult a variety of reliable and trustworthy sources such as newspapers, peer-reviewed magazine and journal articles, encyclopedias, and books written about the subject.” Student instructions on using the Internet to research state: “Look for articles and studies that list their own sources” and use a checklist to “determine the quality and usefulness of the sources.”
Materials support teachers in employing projects that develop students’ knowledge of different aspects of a topic via provided resources. Examples include, but are not limited to, the following:
In the Teacher Resources, a Plagiarism Checker is provided for teachers to access via Safe Assign, which offers guidance for implementation, including Video Tutorials: “SafeAssign is effective as both a deterrent and an educational tool. Use SafeAssign to review assignment submissions for originality and create opportunities to help students identify how to properly attribute sources rather than paraphrase.” The tool will assist educators when assigning research projects and connects to W.9.8 when students avoid plagiarism.
The materials offer Research Minilessons and a Writing and Research Center with a Research Writing PowerPoint Presentation that introduces research writing and provides prewriting tips to assist students in formulating a research question and making a Research Plan, such as “Once you have written your major research question, you are ready to make a research plan. As part of your plan, you will create a timeline for finishing your report. You also will find and evaluate sources of information.” The PowerPoint Presentation includes guidance relating to how to organize a research report and revise and edit the draft. A grammar mini-lesson follows, and student instructions for publishing the piece state: “When you’ve finished your final draft, publish it. Use this chart to identify a way to publish your informational research report for the appropriate audience.” The Teacher’s Edition: End Matter, Tool Kit: Research includes detailed guidance for Conducting Research, Reviewing Research Findings, and Incorporating Research Into Writing.
In Unit 1, American Voices, Small-Group Learning, students read “The Writing on the Wall” by Camille Dungy. Teachers facilitate the Comprehension Check, and guidance is available to assist students during Research to Clarify and Research to Explore, such as “If groups struggle to come up with a research topic, you may want to suggest that they focus on one of the following topics: How were immigrants processed at Angel Island? What happened to the detainees after they left Angel Island?”
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay. The Teacher’s Edition provides the following support: “Strategic Support: Gathering Information Students might have difficulty organizing all the information they discover during their research. Suggest they take notes on notecards while reading books and other print sources. For online research, encourage students to list the URLs of the helpful websites in a document and to copy and paste relevant passages into the document.”
Materials provide many opportunities for students to synthesize and analyze content tied to the texts under study as a part of the research process. Examples include, but are not limited to, the following:
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Small-Group Learning, students read “The Writing on the Wall” by Camille Dungy. In the Research practice task, students complete a short research project, working in groups to create a digital presentation on one of the following topics: Angel Island, the poetry of Angel Island, or Chinese immigration in the United States.
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “Letter from Birmingham Jail” by Dr. Martin Luther King, Jr. In the Teacher’s Edition, the Personalize for Learning box suggests that students use the Internet to research some of the events that transpired between 1960 and 1963 in Birmingham to understand how those events might have angered the African-American community.
In Unit 5, Journeys of Transformation, Small-Group Learning, students read from “The Hero’s Adventure” by Joseph Campbell and Bill Moyers, and students research to create a multimedia presentation: “Incorporate charts, images, video, music, or any other media that help convey your ideas effectively to explain a subject.” Students can choose from three options for the research project, such as “Joseph Campbell’s philosophy is often summarized in his quote ‘Follow your bliss.’ Research what Campbell means by this quotation and consider whether or not this belief is consistent with the ideas he expresses in the interview.”
Draw evidence from literary or informational texts to support analysis, reflection, and research. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Whole-Class Learning, students read “A Quilt of a Country” by Anna Quindlen and “The Immigrant Contribution” from A Nation of Immigrants by John F. Kennedy. Students complete a Writing to Compare task. The task asks students to apply grades 9–10 Reading standards to literary nonfiction as they draw evidence from the two texts to support their analysis and record observations in the chart for types of diction. After reading, students complete the Research to Clarify task by choosing one unfamiliar detail from the story to research in detail and then share how what they learned impacts their understanding of the detail. In the Research to Explore activity, students write research questions to learn more about something of interest to them in the text.
In Unit 2, Survival, Performance-Based Assessment, students write an argument: “Use credible evidence from at least three of the selections you read and researched in this unit to support your claim.” The standards criteria are included in the assessment rubric, which students have access to before completing the assignment.
In Unit 4, Star-Crossed Romances, Performance-Based Assessment, student instructions state: “Write a literary criticism that explores how the selections in this unit address the following question: Should the opinions of others affect our own choices or destinies? Integrate text evidence from each of the selections you address in your essay and build a compelling argument.” The provided rubric assesses these standards, and students have access to the rubric from the beginning of the assessment.
Criterion 2.2: Coherence
Materials promote mastery of grade-level standards by the end of the year.
The materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments. Over the course of each unit, the majority of questions, tasks, and assessments are aligned to grade-level standards; however, not all instruction is aligned to grade-level standards with opportunities for explicit instruction. By the end of the academic year, standards are repeatedly addressed within and across units to ensure students master the full intent of the standard.
The materials provide a suggested implementation schedule and alternative implementation schedule that aligns with core learning objectives. The pacing for the units is reasonable and offers a systematic layout that allows multiple days for reading the texts and completing after-reading activities and a one-day Independent Learning choice text with more limited after-reading activities.
Indicator 2G
Materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments.
The materials reviewed for Grade 9 meet the criteria for Indicator 2g.
The materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments. Over the course of each unit, the majority of questions, tasks, and assessments are aligned to grade-level standards; however, not all instruction is aligned to grade-level standards with opportunities for explicit instruction. By the end of the academic year, standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Most speaking and listening standards and most writing standards are covered in the Frontmatter of the Teacher’s Edition, but the student tasks do not always adequately address the full intent of the standard.
Over the course of each unit, the majority of instruction is aligned to grade-level standards. Examples include, but are not limited to, the following:
In each unit, the Unit at a Glance section lists the standards for each student activity in one of three columns: Analyze Craft and Structure, Conventions/Author’s Style, and Composition/Research/Speaking and Listening. Page numbers are not listed next to these entries, though the Teacher’s Edition: End Matter PDF includes an Index of Skills where page numbers are provided. In the Teacher’s Edition Table of Contents and Frontmatter PDF, the materials provide the Correlation to myPerspectives® English Language Arts document with page numbers: “The following correlation shows points at which focused standards instruction is provided in the Student Edition. The Teacher’s Edition provides further opportunity to address standards through Personalize for Learning notes and additional resources available only in the Teacher’s Edition.” The materials do not always provide explicit instruction on the grade-level standards.
In Unit 2, Survival, Whole-Class Learning, students read “The Moral Logic of Survivor Guilt” by Nancy Sherman, students address the standard RI.9-10.1: “Cite strong and thorough textual evidence to support analysis of what the texts says explicitly as well as inferences drawn from the text.” The Correlation to myPerspectives® English Language Arts document states: “Students will address this standard in Analyze the Text features which appear with every informational text selection.” When students complete the Analyze the Text questions, they answer questions:
“Make Inferences: Why do many people consider survivor guilt to be irrational or unreasonable?
Draw Conclusions How does Sherman respond to this opinion? Explain.”
The Teacher’s Edition provides guidance for formative assessment as students analyze the text, including but not limited to: “If students fail to cite evidence, then remind them to support their ideas with specific information. If students struggle to identify the rationale for feelings of survivor guilt, then discuss the different types of guilt, then discuss the different types of guilt, and illustrate them with examples.” There are seven instances across the school year when the students have an opportunity to address standard RI.9-10.1, and teachers can engage in explicit instruction.
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay. This task contains some instruction on W.9-10.8: “Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.” The first activity includes a review of the types of sources (primary, secondary, digital, print, and original), after which students list sources and possible search terms. The instruction states how to use their browser to conduct research. Next, students learn how to evaluate the credibility of sources with instructions telling them to ask themselves questions: “Is the writer an authority on the subject? Is the information current, and does the publisher have a good reputation? Do other sources confirm the information in this source?” There is limited information on how to find the answers to these questions or what to do if they can’t find the answers. According to the Standards Correlation chart, this standard is addressed only in Unit 3 Performance Tasks and one selection in Unit 6.
In Unit 6, World’s End, Whole-Class Learning, Performance Task, students write a narrative and engage in Editing and Proofreading as part of the writing process. Student instructions state: “Read your draft carefully, correcting errors in spelling and punctuation.” The Teacher’s Edition includes some guidance: “As students proofread, they should check for grammar, spelling, and punctuation errors. Remind them that they should not rely on word processing programs to find all mistakes, as programs may fail to recognize that the wrong form of homonym was used, for example. Students should also be aware that it’s easy to misspell names of people and places.” Explicit instruction of the grade-level grammar and usage standards is limited.
Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. Examples include, but are not limited to, the following:
In each unit, a Whole-Class Learning Performance Task with a writing focus and a Small-Group Learning Performance Task with a speaking and listening focus is included consistently across the school year. Shorter tasks follow the reading of text selections. The questions throughout the Whole-Class Learning and Small-Group Learning connect to the Essential Question of each unit and help prepare students to complete the performance tasks.
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “I Have a Dream” by Dr. Martin Luther King, Jr. In the Analyze the Text activity, the paired questions align to RI.9-10.1 and are DOK 2 and DOK 3. Examples of questions include:
“When you paraphrase, you restate a text in your own words. Paraphrase King’s comments on the urgency of ‘Now.’
Speculate: To which group of people might King have been directing that part of his argument? Explain.”
In Small-Group Learning, students read a poetry collection, including “For My People” by Margaret Walker. The Concept Vocabulary activity is aligned with standard L.9-10.4. The directions state: “Use a print or online dictionary to confirm your understanding of each concept vocabulary word. Then, use each word in an original sentence. What emotions might a person be feeling if he or she were trembling, bewildered, or blundering?” Later, students read “Traveling” from Just as I Thought by Grace Paley. The Analyze Craft and Structure questions align with RI.9-10.3 and RI.9-10.5. The directions state: “Explain how the changes in perspective in each section of the memoir follow the chronology of the author’s life.
What shift in the author’s perspective happens in paragraph 7?
How does this shift allow the author to clarify the memoir’s opening scene? Explain.”
In Unit 4, Star-Crossed Romances, Whole-Class Learning, Performance Task, students write an argument, aligning with standard W.9-10.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and relevant and sufficient evidence. The instructions state: “The Whole-Class readings are classic tales of true love thwarted by an array of different forces. Both raise questions about individual choice, destiny, and our paths through life. After reading, you will write an argument in the form of literary criticism.”
In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 2 by Homer, translated by Robert Fitzgerald. After reading, they complete a Speaking and Listening task that is aligned to SL.9-10.3: “Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.” Students conduct a debate using a mock trial format to decide Odysseus’ fate. A rubric is provided for the peer evaluation, but there is only some support for teacher instruction included in the materials.
Over the course of each unit, the majority of assessment questions are aligned to grade-level standards. Examples include, but are not limited to, the following:
In each unit, a Performance-Based Assessment is included, and the unit activities are backward-designed to the Performance-Based Assessment. The materials offer Selection Tests, Extension Selections Tests, Unit Tests, Beginning-, Middle-, and End-of-Year Tests, Next Generation Practice Tests, Next Generation Performance Tasks, and Customizable Test Prep Banks. In the online Teacher’s Materials under Assessment, there is an Interpretation Guide for each Unit Test and an Answer Key for each Selection Test, which indicates the standard that is assessed for each question. All questions on all tests are aligned to one or more standards.
In Unit 2: Survival, Performance-Based Assessment, students write an argument that is aligned to standard W.9-10.10: “Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.” Students answer the following prompt: “Should people in life-or-death situations be held accountable for their actions?” The prompt connects to the Essential Question of the unit: “What does it take to survive?”
In Unit 4, Star-Crossed Romances, Assessments, Unit 4 Test, students complete a Selected and Short Response, analyzing craft and structure. Students answer questions such as the following: “Which aspect of the passage is most often found in other works of dramatic or literary criticism?” This question aligns with standard RL.9-10.5.
In Unit 6, World’s End, Performance-Based Assessment, students complete a narrative that is aligned to three standards: W.9-10.3: “Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences,” W.9-10.13b: “Use a variety of techniques and descriptive language to depict the setting, events, and/or character,” and W.9-10.10: “Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.” Students respond to the following prompt: “Write a short story in which you develop a theme related to the following question: Which matters more—the present or the future?”
By the end of the academic year, the majority of standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Examples include, but are not limited to, the following:
In each unit, the Teacher’s Edition Table of Contents and Frontmatter PDF are available. The Standards Correlation document provides the Standard in the first column, and where those standards appear in the Print and Interactive Editions in the second column with corresponding page numbers. At times, the materials address standards multiple times across a school year to ensure students can reach mastery. For example, standard RL 9-10.1 is thoroughly addressed across all units. The Standards Correlation document lists the following texts and page numbers for this standard: “The Immigrant Contribution, 30; The Moral Logic of Survivor Guilt, 158; The Endurance and the James Caird in Images, 199; I Have a Dream, 266; Letter from Birmingham Jail, 288; Whole Class Performance Task: Unit 4, 496; Application for a Mariner’s License, 638; By the Waters of Babylon, 704; The Nuclear Tourist, 754.” Students address the standard in Analyze the Text activities that appear with every text. However, there are instances when specific standards appear rarely or are not addressed fully to ensure sufficient opportunities to practice and reach mastery by the end of the year. For example, standard W.9-10.8 is found in the following activities: “Whole Group Performance Task: Unit 3, 299, 301; Performance-Based Assessment: Unit 3, 352; The Nuclear Tourist, 757. Standard RI.9-10.2 is limited to the three following texts: The Writing on the Wall, 84; The Moral Logic of Survivor Guilt, 158; Radiolab: War of the Worlds, 773.”
In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act I by William Shakespeare and address the standard RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. In the Analyze Craft and Structure task, students answer questions, such as “Cite two examples of dialogue in Act I, Scene I, that show Benvolio’s peace-making personality.” The Standards Correlation document lists four opportunities with the same text and 12 opportunities across the grade level to address the standard.
Indicator 2H
Materials regularly and systematically balance time and resources required for following the suggested implementation, as well as information for alternative implementations that maintain alignment and intent of the standards.
The materials reviewed for Grade 9 meet the criteria for Indicator 2h.
The materials provide a suggested implementation schedule and alternative implementation schedule that aligns with core learning and objectives. The pacing for the units is reasonable and offers a systematic layout that allows multiple days for reading the texts and completing after-reading activities and a one-day Independent Learning choice text with more limited after-reading activities. Each unit is planned for 30 days in a 40-50 minute class resulting in 180 class periods of instruction but does not provide a cushion for optional activities, enrichment, or re-teaching for English Language Learners, special education students, or underperforming students. Teachers on a block schedule are guided to combine days to fit the length of their classes. The Pacing Guide appears in the Teacher’s Edition Table of Contents and Frontmatter. It consistently appears in the Unit Introduction, the Whole-Class Learning Overview, the Small-Group Learning Overview, and the Independent Learning Overview. The pacing allows students an opportunity to master content by the end of the year. The suggested implementation schedules can be completed in the time allotted; however, teacher discretion may be required to determine what materials to include considering the testing requirements of individual districts and states. Optional tasks do not distract from core learning. The optional tasks are meaningful and enhance core instruction. The Teacher’s Edition provides several options in the Hook & Inspire section to draw students into texts through visual representations, connections to ideas outside of the literature, extension activities, and Book Talk ideas. The Pacing Guide also offers suggestions when teaching with trade books, including being advised to look at the standards being taught in the unit or the texts being replaced and choose activities and tests from the trade book lesson plans which teach the same standards. Trade books align with the main topic and Essential Question. They do not distract from the primary focus of the unit and can be used in lieu of the provided texts.
Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. Examples include, but are not limited to, the following:
In the Teacher’s Edition Table of Contents and Frontmatter, the materials provide guidance when integrating trade books with the program. The trade books can be chosen to supplement a unit: “Form literature circles and have the students read one of the trade books throughout the course of the unit as a supplement to the selections and activities.” The trade books can be chosen to substitute for unit selections: “If you replace unit selections with a trade book, review the standards taught with those selections. Teacher Resources that provide practice with all standards are available.” The trade books can be chosen to extend independent learning: “Extend the unit by replacing independent reading selections with one of these trade books.”
Suggested implementation schedules can be reasonably completed in the time allotted. Examples include, but are not limited to, the following:
In Unit 2, Survival, Introduction, the Teacher’s Edition provides guidance: “Each day in this pacing calendar represents a 40–50 minute class period. Teachers using block scheduling may combine days to reflect their class schedule. In addition, teachers may revise pacing to differentiate and support core instruction by integrating components and resources as students require.” The pacing calendar uses a 30-day schedule that includes one day to introduce the unit, one day to introduce Whole-Class Learning, 11 days of Whole-Class Learning, two days of Performance Task for Whole-Class Learning, one day to introduce Small-Group Learning, nine days of Small-Group Learning, one day for the Performance Task for Small-Group Learning, one day to introduce Independent Learning, one day of Independent Learning, and two days for the final Performance Task. Students read three texts in Whole-Group learning, five texts in Small-Group Learning and choose one of six texts for Independent Learning. The Teacher’s Edition front matter includes an implementation guide for The Hunger Games by Suzanne Collins, The Call of the Wild by Jack London, and Lord of the Flies by William Golding. The Frontmatter explains how to implement the novels in place of the entire unit, parts of the unit, or as an independent, additional unit. The same structure and guidance are used for each unit across the grade level. There are six units, and each unit covers a period of 30 instructional days, for a total of 180 days, which is the minimum requirement for an average U.S. school year.
In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét. The suggested pace is six days for the text, which has an 810 Lexile and is 5,662 words. Students do a first read, followed by a close read making annotations and answering specific close-read questions, and then complete several after-reading activities to analyze the text and develop their language, writing, and speaking and listening skills. The after-reading activities include five Comprehension questions, two Research questions, three Close Read the Text questions, five Analyze the Text questions, four Analyze Craft and Structure questions, four Concept Vocabulary questions, two Word study questions, three Author’s Style questions, a Writing to Sources sequel to the story, and a Speaking and Listening activity of creating and presenting a multimedia presentation. The same structure and guidance are used for each unit across the grade level.
Optional tasks do not distract from core learning. Examples include, but are not limited to, the following:
In Unit 2, Survival, Small-Group Learning, students read “The Voyage of the James Caird” from The Endurance by Caroline Alexander. In the Teacher’s Edition, the Personalize For Learning box, Strategic Support, states: “If group members struggle to comprehend the technical vocabulary, have each group find a domain-specific word and define it. Words include sextant, logarithm, and almanac. Have groups share their words with the class. Keep track of the words from each group, and compile them in a class dictionary that all class members can consult as they read.”
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “I Have a Dream” by Dr. Martin Luther King, Jr. The Teacher’s Edition provides Extension Questions that can be used in lieu of the Comprehension Check: “If your students would benefit from more rigorous critical-thinking questions, assign the First Read Extension Questions, found on Realize.” An example includes: “A key theme in Dr. King’s speech is that America has not lived up to its ideals. Reread paragraphs 4-5, and explain how King developed the theme in these paragraphs.” The grade-level standards are listed with the questions.
In Unit 6, World’s End, Small-Group Learning, students read “The Nuclear Tourist” by George Johnson. In the Teacher’s Edition, the Digital Perspectives box, Illuminating the Text, recommends having students search the Internet for science videos on atomic energy to help them understand the process of nuclear fission. Students search for videos on safety procedures for nuclear power plants to avoid another Chernobyl.
Optional tasks are meaningful and enhance core instruction. Examples include, but are not limited to, the following:
In Unit 2, Survival, Small-Group Learning, students read from Life of Pi by Yann Martel. In the Teacher’s Edition, Write Now Take a Stand boxes are included regularly and support the focus writing type of the unit. One box suggests having students reread paragraph 26, considering Pi is likely Hindu and vegetarian. After discussing why Hindus believe in vegetarianism, students write a one-page argument for the claim, “Everyone should be a vegetarian.” Their arguments should include a counterclaim and evidence.
In Unit 5, Journeys of Transformation, Small-Group Learning, students read “The Return” by Ngugi wa Thiong’o. The Teacher’s Edition provides guidance relating to adding an optional class discussion: “Students may not notice the personification in paragraph 3. Point out that personification means ‘to give human qualities to an inanimate object.’ Sometimes authors do this to give special meaning to an object or to give it agency in the story. Discuss with the class why the author chose to include the following sentence: ‘Perhaps the river would not recognize in his hardened features that same boy to whom the riverside world had meant everything.’ Why does the river’s opinion matter so much to Kamau?” The optional task enhances learning and is personalized for students to provide strategic support.
Overview of Gateway 3
Usability
The materials meet the expectations for usability. The materials provide comprehensive guidance, correlation information to the ELA standards, information for students and families to support learning, and a list of supplemental resources in order to support the teacher with instruction. In addition, the materials include explanations of the instructional approaches and include and reference research-based strategies.
There is a clear assessment system that provides multiple assessment opportunities to determine students’ learning. The standards assessed in each assessment are indicated, and the materials offer accommodations for assessments that allow students to demonstrate their knowledge and skills.
The materials include strategies, supports, and resources for diverse learners to work with grade-level content and to meet or exceed grade-level expectations. They regularly provide opportunities to extend and deepen learning for students who read, write, speak, and/or listen above grade level and strategies for English Language Learners as they work with grade-level content.
The program includes a balance of representations of people with various demographics and physical characteristics in images and information. A variety of texts with authors from a variety of genders, races, and ethnicities are included.
The materials integrate technology in ways that engage students in grade-level standards. All of the materials are through the online Interactive Student Edition, which contains a variety of interactive tools. The visual design in both the print and digital editions supports student learning and makes the organizational structure clear.
Criterion 3.1: Teacher Supports
The program includes opportunities for teachers to effectively plan and utilize materials with integrity and to further develop their own understanding of the content.
The materials provide comprehensive guidance, correlation information to the ELA standards, information for students and families to support learning, and a list of supplemental resources in order to support the teacher with instruction. In addition, the materials include explanations of the instructional approaches and include and reference research-based strategies.
Indicator 3A
Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students' literacy development.
The materials reviewed for Grade 9 meet the criteria for Indicator 3a.
The materials provide comprehensive guidance that will assist the teacher in presenting the materials. The Teacher Resources provide a Unit at a Glance for each unit, providing information on implementing the materials and an expected pacing guide. Unit Goals and Academic vocabulary are listed at the beginning of each unit. The teacher wrap provides learning goals for each unit, suggestions to implement and model parts of the curriculum, and possible student responses. The Getting Started section provides overviews of the program’s structure for the teacher in either video or PDF format.
Materials provide comprehensive guidance that will assist teachers in presenting the student and ancillary materials. Examples include, but are not limited to, the following:
In the Teacher Resources section, a Unit at a Glance is provided for each unit that includes a list of texts used for whole group, small group, and independent learning, with Lexile and genres. The pacing for each component in the unit and the performance task are included.
In the Getting Started section, a Program Overview is provided that includes videos and documents that provide a program overview and information on the student-centered unit structure, program components, digital resources, and program assessments.
In the Teacher’s Edition, the Table of Contents and Frontmatter provide teacher details on all the unit components and how to use the materials.
In the Introduction page of each unit, a Pacing Plan is provided to show how many days to focus on whole group texts, small group learning, and performance tasks.
Materials include sufficient and useful annotations and suggestions that are presented within the context of the specific learning objectives. Examples include, but are not limited to, the following:
In the Teacher’s Edition, the Unit Goals are listed in the Introduction section of each unit. Reading Goals, Writing and Research Goals, Language Goals, and Speaking and Listening Goals are listed.
In the Teacher’s Edition, academic vocabulary is listed at the beginning of each unit. Directions on how to incorporate the vocabulary, as well as possible student responses, are provided.
In Unit 4, Star-Crossed Romances, Whole-Class Learning, the materials provide information in the teacher wrap to help students identify theme while reading The Tragedy of Romeo and Juliet by William Shakespeare: “Students may have marked Juliet’s speech during their first read. Use these lines to help students understand what Juliet is saying and why she feels so bold. Encourage them to talk about the annotations that they marked. You may want to model a close read with the class based on the highlights shown in the text.”
Indicator 3B
Materials contain adult-level explanations and examples of the more complex grade-level/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.
The materials reviewed for Grade 9 meet the criteria for Indicator 3b.
The materials provide adult-level explanations and examples for the teacher. The Planning section before each text gives rationales for text quality and connections to the Essential Question and the culminating Performance Tasks. The Professional Development Center online includes videos on various topics. The Teacher’s Edition provides notes in the margins that explain grade-level and outside-grade-level concepts and strategies. Support materials are found in the digital platform and in the front and end matter of the Teacher’s Edition that provides information on subjects such as English Language Learning, grammar terms, and close reading steps.
Materials contain adult-level explanations and examples of more complex grade/course-level concepts so that teachers can improve their own knowledge of the subject. Examples include, but are not limited to, the following:
In the Professional Development Center, teacher support videos are provided on topics such as assessment, differentiation, engagement, text complexity, and vocabulary. Within each topic, there are a variety of videos. For example, under Engagement, a teacher support video discusses Multiliteracies and Multicultural Education.
In the Unit Introduction for each unit, academic vocabulary from the unit is included with an explanation for use: “Complete pronunciations, parts of speech, and definitions are provided for you. Students are only expected to provide the definition.” The word, part of speech, pronunciation, meaning, and related words are all listed in the margin.
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “I Have a Dream” by Martin Luther King, Jr. The Teacher’s Edition states the following regarding Insight: “This speech was one of the most important moments of the 1960s Civil Rights Movement; all students should be familiar with it. In addition to its historical importance, the unreached vision it calls for is still very resonant today.”
Materials contain adult-level explanations and examples of concepts beyond the current course so that teachers can improve their own knowledge of the subject. Examples include, but are not limited to, the following:
In Unit 2, Survival, Whole-Class Learning, Anchor Text, students read "The Moral Logic of Survivor Guilt" by Nancy Sherman. A “Connection to Essential Question” section in the Teacher’s Edition, Planning pages, shows teachers how this text demonstrates big ideas of the unit: “‘The Moral Logic of Survivor Guilt’ has a two-part connection to the Essential Question, ‘What does it take to survive?’ Firstly, soldiers who survive often do so because they aren’t in the wrong place at the wrong time, so survival becomes a question of luck. Secondly, those people who survive death must then try to live with the guilt they feel; for them, survival becomes a question of allowing those feelings to exist in order to arrive at a sense of redemption.”
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Anchor Text, students read "I Have a Dream" by Dr. Martin Luther King, Jr. An “Insight” section in the Teacher’s Edition, Planning pages explains the historical and cultural significance of this text: “This speech was one of the most important moments of the 1960s Civil Rights Movement; all students should be familiar with it. In addition to its historical importance, the unreached vision it calls for is still very resonant today.”
Indicator 3C
Materials include standards correlation information that explains the role of the standards in the context of the overall series.
The materials reviewed for Grade 9 meet the criteria for Indicator 3c.
The materials provide correlation information for the ELA standards throughout the units. The Teacher’s Edition Frontmatter contains a correlation chart for each grade that lists the standards for literature, informational text, writing, speaking and listening, and language and where the standards are addressed in each unit. Standards are labeled throughout the Teacher’s Edition in multiple places. The Unit at a Glance shows the standards addressed throughout each unit. The Planning and Personalize for Learning pages preceding each text list standards for each lesson and suggest scaffolds and extensions. The Standards Support Through Teaching and Learning Cycle lists instructional standards addressed with each text and a flow chart on how to teach and assess the standards. The editable Unit Planning Guide displays standards day by day. Standards are included without numbers in the Student Edition, with each text and activity at the bottom of the page.
Correlation information is present for the ELA standards addressed throughout the grade level/series. Examples include, but are not limited to, the following:
In the Frontmatter, a correlation chart lists the standards for literature, informational text, writing, speaking and listening, and language. Standards are listed by number and written out. The location of where those standards are addressed in the print and online editions is stated on the chart.
In the Standards Support Through Teaching and Learning Cycle, the standards are included for each text, along with an explanation of how to support students in reaching the standards. The chart provides information on how to decide and plan, teach, analyze and revise, and identify needs. The chart also shows the standards addressed for the current grade level, as well as how to help students with a “catching up” section and a “looking forward” section.
In the Unit at a Glance, standards are addressed throughout the sections of the unit. For example, Whole-Class Learning shows Vocabulary/Word Study, Analyze Craft and Structure, Conventions/Author’s Style, and Composition/Research/Speaking and Listening. The materials list the standards for each component on the chart.
Explanations of the role of the specific grade-level/course-level ELA standards are present in the context of the series. Examples include, but are not limited to, the following:
In the Unit Planning Guide, Getting Started, a downloadable Word document is available online that lays out lessons and activities in a grid format, day by day for the entire year, with standards for each day listed. These tags match the Teacher’s Edition correlations.
In the Planning: Lesson Resources, the list of texts includes the associated standards for each lesson (Making Meaning, Language Development, and/or Effective Expression).
In the Program Level Resources, the First Read Guide: Generic and the Close-Read Guide state: “Anchor Reading Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.” These guides are meant for student use.
Indicator 3D
Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.
The materials provide information for students and families to support learning. Students interact with the Unit Introduction activities at the beginning of each unit to understand the Essential Question, Unit Goals, and Academic Vocabulary. A downloadable Home Connection letter is available to inform parents and caregivers about the program in English and Spanish.
Materials contain strategies for informing students, parents, or caregivers about the ELA program. Examples include, but are not limited to, the following:
Each unit includes a Home Connection letter that briefly explains the unit’s theme; the Essential Question; all texts, authors, and genres; performance tasks and performance-based assessments; and the standards addressed in the unit. The letter also includes a Talk it Over With Your Student section that includes questions parents/guardians can ask their student about the Essential Question, texts they can read together, and the texts students are reading at school.
In the Program Overview, the document, Distance Learning Tips for Parents/Guardians, is included, which provides helpful tips, such as designating a learning space, establishing a daily routine, and setting clear learning expectations.
Materials contain suggestions for how parents or caregivers can help support student progress and achievement. Examples include, but are not limited to, the following:
In Unit 4, Star-Crossed Romances, the Home Connection letter includes questions for parents/guardians to ask students: “What are some of the ways you could answer the question Do we determine our own destinies? How did Romeo and Juliet’s actions bring about their dire fates? Should we always listen to others when making important choices? Why do you think stories of ill-fated romances are so popular in the media and in books and film?”
Indicator 3E
Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.
The materials reviewed for Grade 9 meet the criteria for Indicator 3e.
The materials include explanations of the instructional approaches and include and reference research-based strategies. The Getting Started section provides information regarding research-based strategies and practices. The Professional Development Center provides videos and White Papers with experts discussing the importance of various components of the program and research-based practices. The videos include assessment, differentiations, engagement, text complexity, and vocabulary. The Student Resource section includes many research-based practices, such as worksheets or graphic organizers.
Materials explain the instructional approaches of the program. Examples include, but are not limited to, the following:
In the Teacher’s Edition, Table of Contents and Frontmatter, Welcome!, page T3, teachers are presented with the instructional approaches that will connect various texts throughout units: “myPerspectives is a student-centered English Language Arts program that embraces culturally responsive learning through diverse representation of literature, authors, characters, cultures, and themes.” Students are encouraged, based on the approach of the “polyvocal classroom” to “[b]ring knowledge from their different backgrounds and cultures to enrich critical literacy in the classroom” and “[p]erform research in response to a prompt or task of their choosing and complete project-based tasks in a format of their choosing.”
In the Getting Started, Student-Centered Unit Structure, Collins and O’Brien are referenced as experts: “When student-centered learning opportunities are implemented properly, students experience a multitude of positive outcomes including increased motivation, deeper retention of knowledge, greater understanding, and improved attitudes towards the subject being taught.”
Materials include and reference research-based strategies. Examples include, but are not limited to, the following:
The Getting Started section includes a program overview with information regarding student-centered unit instruction, backward design, and Performance-Based Assessments.
In the Professional Development Center, Differentiation, White Papers, “Differentiation in Middle School: Teaching English to Diverse Learners” by Jim Cummins and “Evidence-Based Literacy Instruction: The Central Role of Literacy Engagement" by Jim Cummins. Cummins includes several research-based strategies with a list of references. White papers are also included in Vocabulary, Writing, and Text Complexity, written by experts in the field about research-based strategies in each of the three areas, with references listed at the end of each.
In the Teacher’s Edition, Table of Contents and Frontmatter, Welcome!, Experts’ Perspective, research-based strategies are introduced: “myPerspectives is informed by a team of respected experts…[o]ur authors bring new ideas, innovations, and strategies that transform teaching.” For example, expert Jim Cummins, Ph.D., is quoted: “Research focuses on literacy development in school contexts characterized by cultural and linguistic diversity.” At the unit level, specific strategies such as goal-setting and vocabulary practices are referenced and explained.
In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act I, by William Shakespeare. In the Teacher’s Edition, a text box provides a suggestion by Kelly Gallagher, M.Ed.: “Multi-layered Timeline: When students are reading a difficult work for the first time, having them develop a timeline can help them move beyond literal reading into deep reading, the process of making inferences. This activity is especially useful for a novel or a play that has an intricate plot or many characters to track.”
In Unit 6, World’s End, Small-Group Learning, Performance Task, students create a podcast. In the Teacher’s Edition, a text box includes four techniques from Ernest Morrell, Ph.D. along with the following suggestions for fielding questions during the presentation: “When students give presentations that have a question and answer portions, they should be prepared to field questions confidently and to defend their positions without being defensive. Teachers can share the techniques with students for answering difficult questions.”
Indicator 3F
Materials provide a comprehensive list of supplies needed to support instructional activities.
The materials reviewed for Grade 9 meet the criteria for Indicator 3f.
The materials provide a list of supplemental resources to accompany each text needed to support instruction. The Planning: Lesson Resources page in the Teacher’s Edition before each text lists related Student Resources and Teacher Resources, including optional extra support, extension, or accommodations for the lessons. These same resources are listed in the context in the margins of the Teacher’s Edition and online. Symbols are next to each resource to specify if they are an audio resource, video, document, annotation highlight, or online assessment.
Materials provide a comprehensive list of supplies needed to support instructional activities. Examples include, but are not limited to, the following:
In the Teacher’s Edition and Student Edition, Lesson Resources are listed at the beginning of each lesson, which includes both Student Resources and Teacher Resources. Examples of Student Resources include selection audio, word network, and evidence log, which are “available online in the interactive Student Edition or Unit Resources.” Examples of Teacher Resources include Selection Resources, Reteach/Practice, Assessment, My Resources, annotation highlights, accessible leveled text, concept vocabulary, and word study, which are “available online in the Interactive Teacher’s Edition or Unit Resources.”
In the Teacher’s Edition Frontmatter, suggested trade books are listed. The title and author of the text are listed. Trade book lesson plans are available online at myPerspectives+.
In the Teacher’s Edition, Current Perspectives, news stories, and interesting media are listed. The materials list the name of the media and where it can be found.
Indicator 3G
This is not an assessed indicator in ELA.
Indicator 3H
This is not an assessed indicator in ELA.
Criterion 3.2: Assessment
The program includes a system of assessments identifying how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.
The materials provide a clear assessment system that provides multiple assessment opportunities to determine students’ learning. Teachers can monitor learning and interpret student performance in various assessments as students work toward the culminating tasks, such as unit tests, selection tests, performance-based tasks, and writing tasks. The assessments include a variety of modalities and types across the year and opportunities for students to demonstrate their knowledge of the grade-level reading, writing, speaking and listening, and language standards. The standards assessed in each assessment are indicated. In addition, the materials offer accommodations for assessments that allow students to demonstrate their knowledge and skills.
Indicator 3I
Assessment information is included in the materials to indicate which standards are assessed.
The materials reviewed for Grade 9 meet the criteria for Indicator 3i.
The materials identify the standards addressed with each assessment. Assessments are listed throughout the materials in multiple locations. Performance-based tasks and assessments, with their related standards, are listed in the Teacher’s Edition and Student Edition, Unit At A Glance. Standards for activities, tasks, and assessments in each unit correlate directly to the Performance Task as well as the End Of Unit Performance Based Assessment and Unit Test. The online materials include an Assessment tab, which lists all the assessments used throughout the materials. The reading test associated with each text includes an answer key that includes the objective and standard for each question. In the unit tests, the student view shows the assessed skills with each question.
Materials consistently identify the standards and practices assessed for formal assessments. Examples include, but are not limited to, the following:
The online Assessment tab lists the standards for the Beginning-, Middle-, and End-of-Year Tests. The standards, listed on the top of the page, are hyperlinked so that a separate text box opens when clicked on. This text box lists the standards addressed in the standards.
In Unit 6, World’s End, Performance-Based Assessment, Part 1, Writing to Sources: Narrative, students respond to the prompt: “Write a short story in which you develop a theme to the following question: Which matters more - the present or the future?” The assessed standards include: “Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.”
Indicator 3J
Assessment system provides multiple opportunities throughout the grade, course, and/or series to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
The materials reviewed for Grade 9 meet the criteria for Indicator 3j.
The materials provide multiple assessment opportunities to determine students’ learning. Teachers can monitor learning and interpret student performance with various assessments as they work toward the culminating tasks, such as unit tests, selection tests, performance-based tasks, and writing tasks. Support materials include rubrics, answer keys, comprehension questions, graphic organizers, and class discussions. Opportunities for teachers to provide feedback, both formal and informal, are available throughout units, such as discussion, research based on self-selected texts, and evidence logs. Each unit test contains an interpretation guide that lists the standards, depth of knowledge, and remediation options. Skills practice pages and standard support are included. The Common Core Companion Workbook provides extra practice based on Common Core State Standards. Sufficient guidance and suggestions are included to help teachers follow up with students.
Assessment system provides multiple opportunities to determine students’ learning and sufficient guidance to teachers for interpreting student performance. Examples include, but are not limited to, the following:
Assessments include Selected and Short Responses, Performance Tasks, Unit Tests, Selection Tests, Extension Selection Tests, and Beginning-, Middle-, and End-of-Year Tests.
In the Teacher’s Edition, Teacher Support, and Practice link, teachers have access to answer keys, writing rubrics, and graphic organizers to interpret student success. Also, each Unit Test Answer Key provides answers for the teacher. The short response answers state the important information for students to include in their answers. Writing rubrics are provided using a four-point scale. Rubrics include, but are not limited to, Generic (Holistic) Writing, Multimedia Reports, Poems, Informative/Explanatory Writing, and Narrative Evaluation Charts.
In each unit, Quickwrite activities provide opportunities to assess writing skills and student understanding in response to a prompt.
In each unit, Analyze the Text activities offer opportunities for students to demonstrate overall text comprehension. The tasks require students to cite textual evidence as they respond to specific text-based questions.
Assessment system provides multiple opportunities to determine students’ learning and suggestions to teachers for following up with students. Examples include, but are not limited to, the following:
In each unit, goals offer pre- and post-informal assessment of student improvement as students revisit their goals toward the end of the unit.
In each unit, students answer Comprehension Check questions that show students’ understanding of the texts and complete Research to Clarify activities to learn more about a specific detail from the text and respond. Students complete Prepare to Share activities where they share ideas with peers about their self-selected text as part of the Independent Learning task.
In each Unit Test, the Interpretation Guide provides information on remediation resources: “As warranted by student results on this assessment, you may wish to assign the remediation resources indicated in the chart. Resources include skills practice and extended standards support, and you can choose to use whichever resource is appropriate for your students.” The Interpretation Guide includes the objective instructional standards, depth of knowledge, skills practice pages, and standard support.
The Common Core Companion Workbook provides explanations, examples, and academic vocabulary, related to the Common Core Standards. Practice worksheets are included in the Workbook.
Indicator 3K
Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and shifts across the series.
The materials reviewed for Grade 9 meet the criteria for Indicator 3k.
The materials include assessments that provide a variety of modalities and types across the year. The assessments include opportunities for students to demonstrate their knowledge of the grade-level reading, writing, speaking and listening, and language standards. Within a unit, students complete formative comprehension and skill checks, synthesize their learning through writing and speaking performance tasks, revising, editing, and presenting their work.
Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and shifts across the series. Examples include, but are not limited to, the following:
The Beginning-of-Year and Mid-Year benchmark tests are used to assess most grade-level reading and language standards.
Formative Assessments include Evidence Logs, Selection Tests, Comprehension Checks, and Unit Reflections.
According to the Standards Correlation chart in the Teacher’s Edition Frontmatter, both Writing, and Speaking and Listening standards are formally assessed through a Performance Task or Performance-Based Assessments.
Students complete a Performance Task: Writing Focus after reading all Whole-Class Learning texts. After all Small-Group Learning texts, they complete a Performance Task: Speaking and Listening Focus. After all the texts in a unit are read, students complete a final two-part Writing, and Speaking and Listening Performance-Based Assessment.
Following the Performance-Based Assessment, teachers administer the Unit Test, Selected Response, and Performance Task “to apply standards and skills taught in the unit to a fresh, cold-read passage.”
At the end of each unit, students take the Unit Test. In the test's Selected and Short Response part, students answer multiple-choice questions about new passages and perform a writing task.
Indicator 3L
Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.
The materials offer accommodations for assessments that allow students to demonstrate their knowledge and skills; however, a clear, comprehensive list of possible accommodations is not provided for the teacher. In the Assessment tab, the assessments have a brief overview to explain each option. The Interactive Student Edition includes a link to the performance task. While the Academic Vocabulary section will read the vocabulary and definitions to the student, no clear text-to-speech accommodations are included in the materials. Different types of assessments are provided, and most of them are available online, as a PDF, or in a print version. When printed, assessments download into Microsoft Word. The print can be enlarged by zooming on a computer screen, placing texts in Microsoft Word, or enlarging or changing the font. In the PDF version, students may mark and annotate the text with the tools provided.
Materials offer accommodations that ensure all students can access the assessment (e.g., text-to-speech, increased font size) without changing the content of the assessment. Examples include, but are not limited to, the following:
Many of the assessments can be downloaded into Microsoft Word in order to print. For example, Selection Tests, Extension Selection Tests, Unit Tests, and other beginning-, middle-, and end-of-year tests are available for download with printing as an option. Teachers may increase the size of the font for the students before printing the test. Next-Generation Practice Tests and Next-Generation Performance Tasks can be completed online.
Some assessments refer directly to previously-read texts. In those assessments, audio versions of the texts are available in the Interactive Student Edition.
Customizable test prep banks are available for reading, language, editing, and writing. Teachers may choose to use questions from a provided multiple-test bank from each section.
In the Interactive Student Edition, students click on a link to the Performance-Based Assessment for each unit. Students can zoom in and out using their mouse or fingers. Students can also open and print rubrics for different tasks.
Examview is available for teachers to set up on computers, allowing them to create their own assessments. Teachers can modify or adapt assessments for students who struggle.
Materials include guidance for teachers on the use of provided accommodations. Examples include, but are not limited to, the following:
Assessments can be assigned online, as a PDF, or printed. The materials provide information for each option for the teacher. For example, the PDF version states: “PDF format allows students to use the Interactive PDF Tool to annotate and complete the assignment.”
In the Getting Started section, a video and accompanying handout (Customize Worksheet and Assessments) are provided with step-by-step directions to customize assessments: “Now, let’s look at the flexible and customizable assessments. You can administer the assessments in print and online via Savvas Realize. All assessments are in editable Microsoft® Word format as well as in ExamView and Realize TestNav for even more customization options. You can also create assessments from scratch to meet your needs.”
Criterion 3.3: Student Supports
The program includes materials designed for each student’s regular and active participation in grade-level/grade-band/series content.
The materials include strategies, supports, and resources for diverse learners to work with grade-level content and to meet or exceed grade-level expectations. They regularly provide opportunities to extend and deepen learning for students who read, write, speak, and/or listen above grade level and strategies for English Language Learners as they work with grade-level content. The program includes varied approaches to learning tasks over time and a variety of ways that students are expected to demonstrate their understanding. There is guidance for grouping students in a variety of ways across each unit. Units follow the structure of Whole-Class Learning, with some informal peer groupings, Small-Group Learning entirely focused on collaborative work, and Independent Learning, which concludes with a “Learn From Your Classmates” discussion.
The materials include a balance of representations of people with various demographics and physical characteristics in images and information. A variety of texts with authors from a variety of genders, races, and ethnicities are included. In addition, there is some guidance to encourage teachers to draw upon students’ home language to facilitate learning and guidance for teachers to facilitate learning and content that support linguistically and culturally diverse students.
Indicator 3M
Materials provide strategies and supports for students in special populations to work with grade-level content and to meet or exceed grade-level standards that will support their regular and active participation in learning English language arts and literacy.
The materials reviewed for Grade 9 meet the criteria for Indicator 3m.
The materials include strategies, supports, and resources for diverse learners to work with grade-level content and to meet or exceed grade-level expectations. Program-level resources explain best practices for scaffolding and differentiating access to literacy learning. Text-specific suggestions provide educators with support for addressing needs before, during, and after reading the text. Throughout the Teacher’s Edition, Personalize for Learning boxes are found in the margins. At the beginning of each unit, the Personalize for Learning section provides the text complexity rubric and a Decide and Plan flowchart. The flowchart includes Strategic Support that offers strategies for all students, including special populations. The materials also provide support guidance according to students’ performance on formative assessments. This may include other resources provided in the Interactive Teacher’s Edition or Unit Resources.
Materials regularly provide strategies, supports, and resources for students in special populations to support their regular and active participation in grade-level literacy work. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Small-Group Learning, students read “Rules of the Game” from The Joy Luck Club by Amy Tan. In the Teacher’s Edition, a guide for formative assessment in the bottom margin includes support for analyzing text, concept vocabulary, and word study. For analyzing text: “If students struggle to read the text, then provide the Rules of the Game Text Questions available online in the Interactive Teacher’s Edition or Unit Resources.” For concept vocabulary: “If students struggle to identify the concept, then have them search the text for other words with similar meanings that can be read denotatively and connotatively.” For word study: “If students fail to identify other words, then have them search for verbs that evoke a vivid image. From there, they may be able to discern these words denotatively and connotatively.”
In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read the Historical Context of The Tragedy of Romeo and Juliet by William Shakespeare. The Teacher’s Edition includes a Personalize for Learning box with suggestions for providing Strategic Support about characterization: “For students to understand the action in Act III, scene iii, it is important for them to identify which characters know certain facts and how this could lead to potential conflicts. Review Romeo’s comments in line 162. For example, when Friar Lawrence and the Nurse plan to announce Romeo and Juliet’s marriage and reconcile him to the city, Lord and Lady Capulet discuss Juliet’s engagement with Paris. At the end of scene IV, have students fill in the following character chart, paraphrasing information in their own words.” A character chart is also provided.
In Unit 6, World’s End, Small-Group Learning, the Teacher’s Edition includes a Standards Support Through Teaching and Learning Cycle box that states, “If students have performed poorly on items matching these standards, then provide selection scaffolds before assigning them the on-level lesson provided in the Student Edition. If students have done well on the Beginning-of-Year Assessment, then challenge them to keep progressing and learning by giving them opportunities to practice the skills in depth. Use the Selection Resources listed on the Planning pages for ‘The Nuclear Tourist’ to help students continually improve their ability to master the standards.”
Indicator 3N
Materials regularly provide extensions to engage with literacy content and concepts at greater depth for students who read, write, speak, and/or listen above grade level.
The materials reviewed for Grade 9 meet the criteria for Indicator 3n.
The materials regularly provide opportunities to extend and deepen learning for students who read, write, speak, and/or listen above grade level. In the Teacher’s Edition, at the beginning of each text, the Personalize for Learning section contains a text-complexity chart and a Decide and Plan flowchart. Throughout the materials and in the flowchart, ideas to challenge students are provided that relate to reading, writing, and research and take the form of discussions, written work, or brief presentations. These suggestions are usually balanced by other modifications (for language learners or students who need more support) rather than extra work for early finishers.
Materials provide multiple opportunities for advanced students to investigate the grade-level content at a higher level of complexity. Materials are free of instances of advanced students doing more assignments than their classmates. Examples include, but are not limited to, the following:
In Unit 2, Survival, Whole Class Learning, students read “The Seventh Man” by Haruki Murakami. In the Comprehension Check, there is a Research section for all students. The Challenge box in the Teacher’s Edition, Personalize for Learning, states, “Typhoon Research-Encourage interested students to research typhoons. What causes them to form? How are they ranked? What damage do they cause? Students should also include information about how typhoon-prone regions are trying to safeguard people and property. Students can present their results as a pamphlet on typhoon safety.”
In Unit 6, World’s End, Small Group Learning, students read “The Nuclear Tourist” by George Johnson. In the Personalize for Learning section, Decide and Plan flowchart, the Challenge section provides ideas relating to text analysis and written response. The text analysis idea states: “Ask students to reread paragraphs 5 and 12 about some of the people the author speaks with on his trip. Use these questions to prompt discussion: Why does the author include these meetings in his story? What impact does it have on the reader?” The written response idea states: “Challenge: Students research one of the other nuclear tourist sites the author mentions. Have students write an essay about the site and share their findings in small groups.”
Indicator 3O
Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for students to monitor their learning.
The materials provide a variety of approaches to learning tasks over time and a variety of ways that students are expected to demonstrate their understanding. The materials include teacher prompts and questions in the margins of the Teacher’s Edition. For all texts in each unit, students interact with texts in multiple ways, including comprehension questions, various writing tasks, small-group discussions, individual research, and group projects. Students complete peer- and self-reflections during writing tasks for culminating writing drafts. Students rate themselves on unit goals at each unit’s beginning and end. An Evidence Log is also included in which students connect their learning on each text, examine their changing perspectives, and provide evidence of learning.
Materials provide multi-modal opportunities for students to question, investigate, sense-make, and problem-solve using a variety of formats and methods. Examples include, but are not limited to, the following:
In the Teacher’s Edition, teachers are provided questions and prompts throughout each unit to incorporate into and facilitate whole-group and small-group discussions.
In the Student Edition, at the end of most Whole-Group Learning texts, students complete a Comprehension Check that includes Research to Clarify and Research to Explore prompts to expand their thinking and knowledge based on the text. Student instructions state: “Research to Clarify: Choose at least one unfamiliar detail from the text. Briefly research that detail. In what way does the information you learned shed light on an aspect of the story? Research to Explore: Choose something from the text that interests you, and formulate a research question. Write your question here.”
Students have opportunities to share their thinking, to demonstrate changes in their thinking over time, and to apply their understanding in new contexts. Examples include, but are not limited to, the following:
In each unit, students use the Evidence Log to make connections to the text and provide evidence from the text and any additional notes or ideas. Throughout the Teacher’s Edition, teacher instructions prompt students to add evidence to the Evidence Log. Sections of the log include “My Initial Position,” “Connection to the Prompt,” “Evidence from the Text,” “Additional Notes/Ideas,” “How does this text change or add to my thinking?” and “My position.” Student Edition directions are open-ended.
Materials leverage the use of a variety of formats and methods over time to deepen student understanding and ability to explain and apply literacy ideas. Examples include, but are not limited to, the following:
Most texts follow a similar pattern that uses a variety of learning formats and methods. While reading most Whole-Class or Small-Group text, students use the following modes of analyzing the text: Making Meaning may include First Read, Close Read, Analyzing the Text, and a specific text-analysis skill; Language Development may include Concept Vocabulary, Word Study, and a specific language skill; and Effective Expression may include Writing to Sources, Speaking and Listening, and Research.
Materials provide for ongoing review, practice, self-reflection, and feedback. Materials provide multiple strategies, such as oral and/or written feedback, peer or teacher feedback, and self-reflection. Examples include, but are not limited to, the following:
The Teacher’s Edition directions for the Evidence Log state: “Support students in completing their Evidence Log. This paced activity will help prepare them for the Performance-Based Assessment at the end of the unit.”
In Small-Group Learning, students may write about the texts they have read. During the writing process, in the Reviewing and Revising section, students use a checklist to peer review. Also, a Peer Review is included in each Performance Task: Writing Focus. Student Edition directions state: “Exchange essays with a classmate. Use the checklist to evaluate your classmate’s [writing].”
In the Teacher’s Edition, the margins provide review and practice activities suggestions.
Materials provide a clear path for students to monitor and move their own learning. Examples include, but are not limited to, the following:
In the Student Edition, Unit Introduction, Unit Goals are included in Reading, Writing and Research, Language, and Speaking and Listening. Students rate themselves on a scale from one to five to determine how well they already meet the goal. Examples of Unit Goals include, but are not limited to: “Reading: Evaluate written arguments by analyzing how authors state and support their claims. Writing and Research: Write an argumentative essay in which you effectively incorporate the key elements of an argument.”
In the Student Edition, Unit Reflection, students respond to prompts about their learning, such as, “Reflect on the Learning Strategies: Write a reflection on whether you were able to improve your learning based on your Action Plans. Think about what worked, what didn’t, and what you might do to keep working on these strategies. Record your ideas before a class discussion.”
Indicator 3P
Materials provide opportunities for teachers to use a variety of grouping strategies.
The materials provide guidance for grouping students in a variety of ways across each unit. Units follow the structure of Whole-Class Learning, with some informal peer groupings; Small-Group Learning entirely focused on collaborative work; and Independent Learning, which concludes with the Learn From Your Classmates discussion. Teachers receive optional suggestions for student-to-student interaction in the Teacher’s Edition and general guidance on forming small groups.
Materials provide grouping strategies for students. Materials provide for varied types of interaction among students. Examples include, but are not limited to, the following:
In Unit 2, Survival, Performance Task: Speaking and Listening, Present an Argument, students are in groups and use the following instructions: “Plan With Your Group,” including assigning roles: “Use a chart like this one to organize your script. Assign roles for each part of the presentation, note when each part begins, and record what the presenter will say.”
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read "Remarks on the Assassination of Martin Luther King, Jr.” by Robert F. Kennedy and complete a Speaking and Listening task: “Adapt your newspaper report as a newscast that might have aired on national television. You may deliver your newscast live to the class. Alternatively, you may work with a partner to record it and present or post it.
Materials provide guidance for the teacher on grouping students in a variety of grouping formats. Examples include, but are not limited to, the following:
In the Teacher’s Edition, a box at the start of Small-Group Learning states: “Forming Groups: You may wish to form groups for Small-Group Learning so that each consists of students with different learning abilities. Some students may be adept at organizing information, whereas others may have strengths related to generating or synthesizing information. A good mix of abilities can make the experience of Small-Group Learning dynamic and productive.”
In the Teacher’s Edition, a note is provided in the Make It Interactive section for the Close Read of students’ Independent Learning task: “Group students according to the selection they have chosen. Then, have students meet to discuss the selection in-depth. Their discussions should be guided by their insights and questions.”
In the Student-Centered Unit Structure handout, the material list how students process the text during Whole-Class learning. Students process the text “through effective expression activities where students work in groups, communicating their own ideas and listening to the ideas of others.”
Indicator 3Q
Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards to regularly participate in learning English language arts and literacy.
The materials reviewed for Grade 9 meet the criteria for Indicator 3q.
The materials provide strategies and support for English Language Learners as they work with grade-level content. In the Teacher’s Edition, general accommodations, strategies, and suggestions are provided to assist teachers with each text. Personalize for Learning suggestions are provided before and during many reading, writing, vocabulary, language, as well as speaking and listening activities. Before each text, a Decide and Plan flow chart on the Personalize for Learning page provides strategies for teachers to use with English Language Learners.
Materials consistently provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards through regular and active participation in grade-level literacy work. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Small-Group Learning, students read “With a Little Help From My Friends” from Funny in Farsi by Firoozeh Dumas. The Teacher’s Edition, Personalize for Learning, Decide and Plan flow chart, includes the English Language Support box to support meaning: “List words and phrases pertaining to stereotypes or misunderstanding about Iranian culture - for example, camels, Lawrence of Arabia, Persian cats. Make sure students understand the words. Then discuss the incorrect beliefs described in the reading - for example, that all Iranians have camels.”
In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act V by William Shakespeare. In the Analyze Craft and Structure section, students discuss the different characteristics of tragedies after reading. In the Teacher’s Edition, Personalize for Learning, English Language Support box, support is provided to understand tragic flaws. All levels of ELLs are to complete the same task: “Ask pairs of students to reimagine a literary hero, such as Atticus Finch or Huckleberry Finn, as having a tragic flaw.” Additional suggestions are available for different proficiency levels: “Emerging: Have students write a few sentences about how the hero’s story would change. Expanding: Have students write a paragraph about how the hero’s story would change. Bridging: Have students write a paragraph about how the hero’s story would change. Students should include at least three ways that the plot of the story would be different.”
In Unit 6, Performance Task: Writing Focus, students write narratives and revise their writing by using adverbial clauses to combine sentences. The Teacher’s Edition, Personalize for Learning, English Language Support box includes support for understanding meaning: “Some English learners might have difficulty understanding the subtle differences in meaning among different subordinating conjunctions. Review the conjunctions by presenting sample sentences that use each correctly. Ask pairs of students to practice writing sentences that use conjunctions. Help students to see that use of these conjunctions is one way to condense ideas. Students may also compound verbs: She saw and accepted the challenge. An additional way to condense ideas is to create more precise and detailed sentences: She accepted the interviewer’s challenge and explained her success in finance.”
Indicator 3R
Materials provide a balance of images or information about people, representing various demographic and physical characteristics.
The materials include a balance of representations of people with various demographics and physical characteristics in images and information. A variety of texts with authors from a variety of genders, races, and ethnicities are included. In the About the Author section for each text, important background information for authors of a variety of race and/or ethnicities are provided. People of various demographics are depicted positively, without obvious or blatant stereotypes. The texts are written by authors of different backgrounds and feature protagonists of diverse races, ethnicities, countries of origin, gender expressions, and people with developmental disabilities. The materials balance positive portrayals of demographics or physical characteristics and avoid stereotypes or language that might be offensive to a particular group. Notes in the Teacher’s Editions provide ways to highlight positive portrayals in texts. No evidence was found showing students can succeed in the subject.
Materials and assessments depict different individuals of different genders, races, ethnicities, and other physical characteristics. Depictions of demographics or physical characteristics are portrayed positively across the series. Examples include, but are not limited to, the following:
In Unit 2, Survival, Small-Group Learning, students read “The Value of a Sherpa Life” by Grayson Shaffer. In the Teacher Edition, the Insight box states that “reading ‘The Value of a Sherpa Life’ will help students consider the relationship between social status and survival. When an entire group of people is undervalued, such as the Sherpa guides of Nepal, their deaths occur more frequently than do the deaths of people who are more greatly valued by society.”
In Unit 6, World’s End, Small-Group Learning, students read a collection of three poems, including “A Song on the End of the World” by Czeslaw Milosz. The poems are written by an African-American woman, a Native-American man, and a former Lithuanian who defected to the United States. The Teacher’s Edition states that two poems “present a specific cultural and personal context as it relates to the end of the world.”
Materials and assessments balance positive portrayals of demographics or physical characteristics. Materials avoid stereotypes or language that might be offensive to a particular group. Examples include, but are not limited to, the following:
In Unit 1, American Voices, Whole-Class Learning, students read “The Immigrant Contribution” from A Nation of Immigrants by John F. Kennedy. In the Teacher’s Edition, the Insight box states that “although his terminology reflects a different time period, his ideas about expanding the rights and opportunities of ‘the Negro’ quickly became part of a progressive policy.”
In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “I Have a Dream” by Dr. Martin Luther King, Jr., which includes his realistic portrayal of African-American lives: “But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land.”
Materials provide representations that show students that they can succeed in the subject, going beyond just showing photos of diverse students not engaged in work related to the context of the learning. Examples include, but are not limited to, the following:
No evidence found.
Indicator 3S
Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.
The materials provide some guidance to encourage teachers to draw upon students’ home language to facilitate learning. The Professional Development Center contains multiple short videos and documents regarding differentiation. In many of the videos and documents, the importance of understanding a student’s identity and using their home language is conveyed, and a few strategies are suggested. General resources in the online platform, such as Every Teacher’s Toolkit by Karen Kawaguchi, provide teacher tips for enhancing cultural responsiveness and home-language validation. In the Teacher’s Edition, a few Personalize for Learning boxes suggest connections between Spanish and English cognates. Spanish is the only language offered in supplemental materials, like the online Spanish Resources library, with texts translated into Spanish.
Materials provide some suggestions and strategies to use the home language to support students in learning ELA. Examples include, but are not limited to, the following:
The Professional Development Center contains a section for differentiation. In this section, a video titled “How to Differentiate Learning for English Learners” with Jim Cummins is included that suggests strategies for scaffolding, such as using graphic organizers, visuals, and rephrasing to help students better understand. This video discusses how important it is that educators understand each student’s identity. Another video titled “Leveled Texts for ELLs” with Elfrieda “Freddy” Hiebert suggests strategies for scaffolding grade-leveled texts for ELL students instead of providing an alternate text.
The online materials contain a myPerspectives+: English Learner Support section that includes the digital text, Every Teacher’s Toolkit by Karen Kawaguchi, that includes strategies for language learners, including definitions and suggestions for two areas: “Culturally and linguistically responsive teaching” and “Validate Home Languages.” Both sections include details on how to help strengthen student skills in areas such as academic vocabulary, grammar, and presentation skills.
Materials present multilingualism as an asset in reading, and students are explicitly encouraged to develop home language literacy and to use their home language strategically for learning how to negotiate texts in the target language. Teacher materials include some guidance on how to garner information that will aid in learning, including the family’s preferred language of communication, schooling experiences in other languages, literacy abilities in other languages, and previous exposure to academic or everyday English. Examples include, but are not limited to, the following:
In the online materials, the Spanish Resources Library contains Spanish versions of texts for use in Small-Group Learning and Independent Learning for each unit. A video introduction to the unit in Spanish and stand-alone Spanish grammar and writing worksheets are also included. Teacher Resources in this section include an answer guide for the grammar worksheets.
In the Professional Development Center, a section for differentiation is included in the document “Differentiation in Middle School: Teaching English to Diverse Learners.” One suggestion states, “Encourage students to draw on their multilingual repertoires as a stepping stone to English (e.g., initial writing or note-taking in L1 as a means of transferring knowledge and skills from L1 to English).”
In Unit 4, Star-Crossed Romances, Introduction, Personalize for Learning, the English Language Support box offers support for cognates. Instruction states: “Many of the academic words have Spanish cognates. Use these cognates with students whose home language is Spanish.” The materials list two words and state, “Not all English learners will recognize and use these cognates automatically. Help students build their cognate awareness by pointing out that these cognates share the same root in both English and Spanish.”
Indicator 3T
Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.
The materials include teacher guidance to facilitate learning and content that support linguistically and culturally diverse students. The FrontMatter highlights the importance of allowing students to use their personal experiences when completing tasks: “Students are encouraged to draw upon their prior experiences, diverse identities, varied experiences, and the richness of their cultural backgrounds.” The Professional Development Center also includes information to help teachers engage with culturally diverse students. Some unit topics and texts allow for open-ended, relevant personal connections. Before each text in Whole-Class Learning and Small-Group Learning, the Jumpstart box offers suggestions for discussion topics related to the text. Other texts or activities include teacher notes that explain how to offer instruction to a range of students. Spanish language tools for some Small-Group Learning and Independent Learning texts are available in student materials. A home-school connection letter is available in English and Spanish. No evidence was found of prompts where students are encouraged to share how they (or their parents) do things at home or use the information to solve personal problems.
Materials make connections to the linguistic, cultural, and conventions used in learning ELA. Materials make connections to the linguistic and cultural diversity to facilitate learning. Examples include, but are not limited to, the following:
The Frontmatter pages at the start of the Teacher’s Edition describe the program’s culturally responsive foundation: “Ernest Morrell, Ph.D., helped inform the development of myPerspectives to ensure the program fosters a polyvocal classroom that encourages students to talk with each other, learn from each other, and more importantly, bring knowledge from their different backgrounds and cultures to enrich critical literacy in the classroom. The texts, essential questions, and learning tasks encourage discussions that allow students to draw upon their prior experiences, diverse identities, varied experiences, and the richness of their cultural backgrounds.”
In Unit 4, Star-Crossed Lovers, Whole-Class Learning, Anchor Text, students read The Tragedy of Romeo and Juliet, Act I by William Shakespeare. In the Teacher’s Edition, the Jumpstart box states: “Many things divide people: genetics, culture, geography, values, and generations. Sometimes the differences between people arise from social interactions. Do our differences define who we are, or are the qualities we have in common more important? Engage students in a discussion about how the differences between people affect relationships to set the context for The Tragedy of Romeo and Juliet.”
Materials include teacher guidance on how to engage culturally diverse students in the learning of ELA. Examples include, but are not limited to, the following:
In the Professional Development Center, Engagement, the video “Multiliteracies and Multicultural Education” provides information on the importance of supporting other cultures in the classroom. Jim Cummins, Ph.D., discusses how “when we tap into students’ cultural backgrounds, we’re tapping into their knowledge base.”
In the Professional Development Center, myPerspectives in Action, the video, “Facilitating Small Group Learning with Diverse Learners,” provides information about how two teachers, an ELA teacher, and a Special Education teacher, encourage and support all students to engage in small group discussions about a poem they are reading.
In Unit 4, Star-Crossed Lovers, Performance Task: Writing Focus, Teacher’s Edition, an Author’s Perspective box gives guidance for teaching writing: “Transfer of First Language: English learners’ home languages are valuable cognitive tools that can be tapped to help them improve the quality of their first drafts. Having students write in their home language often produces higher quality writing than when students write only in English because it helps them capture, express, and organize their ideas. Translation software can be useful as a starting point to help students move from their home language draft to an English draft. Obviously, the machine-translated draft will require editing, but this can be done collaboratively with help from the teacher and/or the student’s classmates. After students have produced their initial drafts in English, teachers can work with them on the revision process, focusing on such key areas as organization, paragraph formation, and coherence. As students revise with teacher input, teachers should encourage them to pay special attention to cognates and genre rules.”
Materials include equity guidance and opportunities. Examples include, but are not limited to, the following:
In the Professional Development Center, the document “Differentiation in Middle School: Teaching English to Diverse Learners” by Jim Cummins, Ph.D., is provided. The document states four essential instructional strategies. One of the strategies is Connect to Students’ Lives and Affirm their Identities: “Connecting instruction to students’ lives by evoking personal and intellectual responses to texts represents not only a form of differentiation but also affirms students’ identities. Students who feel that their voices are heard, and their culture and identity validated in the classroom are much more likely to engage academically than those who feel ignored or devalued.”
Materials include opportunities for students to feel “acknowledged,” such as tasks based on customs of other cultures; sections provided in multiple languages, such as the glossary, digital materials, family letters; etc. Examples include, but are not limited to, the following:
Spanish language resources are available for teachers. Translations are provided for Small-Group Learning and Independent Learning reading selections. Audio summaries of texts are provided in the digital materials. The Teacher’s Edition notes, “Audio summaries are available online in both English and Spanish in the Interactive Teacher’s Edition or Unit Resources. Assigning these summaries prior to reading the selection may help students build additional background knowledge and set a context for their first read.” Spanish grammar and writing worksheets are also available for students, though they are not available in other languages.
In the online Interactive Student Edition, students can highlight any word or words and view a translation in one of 104 languages, such as Pashto, Hmong, Haitian Creole, or Filipino. Thirty-five languages (including Portuguese, Slovak, Afrikaans, and Arabic) have the additional layer of that text being read aloud in the target language. Some audio translations do not have the speaker speaking the language correctly.
Materials include prompts where students are encouraged to share how they (or their parents) do things at home or use information to solve personal problems, etc. Examples include, but are not limited to, the following:
No evidence found
Indicator 3U
This is not an assessed indicator in ELA.
Indicator 3V
This is not an assessed indicator in ELA.
Criterion 3.4: Intentional Design
The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.
The materials integrate technology in ways that engage students in grade-level standards. All of the materials are through the online Interactive Student Edition, which contains a variety of interactive tools. The program includes digital technology that provides opportunities for students to collaborate with their teachers and peers. The Interactive Student Edition prompts students to discuss tasks with classmates and record their collective notes in the digital notebook. Students save their work through the online assignments, and teachers review and provide feedback to students. The materials also include a discussion board that teachers and students allow for digital conversations.
The materials incorporate a visual design in print and digital editions that support student learning, make the organizational structure clear, and communicate clearly. The four sections (Whole-Class Learning, Small-Group Learning, Independent Learning, and Performance Based Assessments) are color-coded and match the color coding in the Teacher Edition.
There are several layers of support for teachers to understand and use the program’s embedded technology, such as high-level training videos and handouts.
Indicator 3W
Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic software in ways that engage students in the grade-level/series standards, when applicable.
The materials integrate technology in ways that engage students in grade-level standards. Students can access all the materials through the online Interactive Student Edition, which contains various interactive tools. Students can highlight, annotate, and translate the text into various languages, many of which can also be read aloud to them in that language. Students can respond to prompts by typing in text boxes or charts. Students navigate the Interactive Student Edition by clicking on labeled tabs that take them to various sections of the textbook. Digital tools are available that allow teachers to view and respond to student responses and customize the materials to meet the needs of students. Teachers can assign work through the online platform and access other digital resources like the Hook and Inspire pages for anchor texts, which have links to supplemental videos and texts.
Digital technology and interactive tools, such as data collection tools, simulations, and/or modeling tools, are available to students. Examples include, but are not limited to, the following:
In the Interactive Student Edition, students can adjust the font size using a button at the top of the page. Students may also search using the magnifying glass at the top of the page.
In the Interactive Student Edition, students can read and listen to the texts, type their responses to questions, and plan their writing. Students can submit their work via this platform, allowing teachers to see all student responses immediately.
Digital tools support student engagement in ELA. Examples include, but are not limited to, the following:
The Interactive Student Edition contains links to the Unit Introduction, Whole-Class Learning, Small-Group Learning, Independent Learning, Performance-Based Assessment, and Unit Reflection. A drop-down menu provides access to the table of contents, bookmarks, annotations, highlights, notebook, and glossary.
In each Unit Performance-Based Assessment, students can click on a notebook icon to open a text box to write ideas they are going to use for their multimedia presentation.
In the Interactive Student Edition, materials are organized to keep students on track and to support their work. For example, a header bar shows where students are in the lesson and unit. Comprehension Checks are displayed in the right-hand column, keeping the text center for reference.
Digital materials can be customized for local use (i.e., student and/or community interests). Examples include, but are not limited to, the following:
The Table of Contents can be customized for a variety of purposes in both the Teacher’s Edition and Student Edition: “You can customize the program by rearranging the Table of Contents, creating your own tests, and uploading your own resources to match your curriculum.” Students may customize the table of contents by clicking on the three vertical dots next to the table of contents. Teachers may then move items, remove items, or add files, links, titles, or notes for students.
In the Interactive Student Edition, students can select any text and make personal customizations, such as translating the words, highlighting in one of four colors, circling the text, underlining it, or adding a note.
In the Hook and Inspire section, teachers can choose from various resources, such as videos, articles, and extension activities that can be customized. The landing page includes ways teachers can support students’ learning “into,” “through,” and “beyond” the Whole Class Learning Anchor Texts. The page states, “Hook and inspire your students with these ideas. Build your own Playlist of media, short texts, novel connections, and extension activities to enrich your teaching.” In Unit 6, World’s End, “There Will Come Soft Rains” by Ray Bradbury, the following “into” resources are provided: “What Would Happen If Every Human Suddenly Disappeared? (myPerspectives Video Library): Play this video to introduce students to the idea of an Earth without people; Dropping the Bomb—Hiroshima (BBC): Introduce the concept of nuclear annihilation, the core background event of the story, with this video from the BBC; ‘Sunday Passage: Ray Bradbury:’ Introduce students to Ray Bradbury with this brief feature that aired on CBS Sunday Morning to memorialize the author’s death in 2012.; ‘USA vs. USSR Fight! The Cold War’(myPerspectives Video Library): Use this video to provide students with information about the Cold War, the concerns of which were part of Bradbury’s motivation for writing this story; ‘A Day Made of Glass, Unpacked:’ Start a conversation about the idea of the ‘smart’ house with this video.”
In the Interactive Student Edition, the Small-Group Learning section includes a chart of learning strategies. Each section of the chart includes a box where students can add their own ideas. For example, the Support Others section includes the following chart topics: “Build off ideas from others in your group. Invite others who have not yet spoken to do so.” A blank Support Others box is available for students to type further ideas.
Indicator 3X
Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.
The materials include digital technology that provides opportunities for students to collaborate with their teachers and peers. The Interactive Student Edition prompts students to discuss tasks with classmates and record their collective notes in the digital notebook. Students can save their work on the online assignments, and teachers can review and provide feedback to students. The materials also include a discussion board that teachers and students allow for digital conversations. The connected Savvas Realize platform allows tasks to be assigned, completed, scored, and tracked digitally by teachers. Teachers can provide feedback to students while they are working on assignments. Teachers can also use Google Classroom for student assignments, allowing them another opportunity to provide feedback and collaborate with students. The Collaboration Center includes videos referencing how students can collaborate with email, text messaging, and shared documents.
Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable. Examples include, but are not limited to, the following:
In the Savvas Realize platform, MyPerspectives connects to Google Classroom to allow tasks to be assigned and completed. Students can annotate PDFs or attach separate files. Teachers can view completion rates, score tasks, and see standards mastery for students. Teachers can also select assignments for individual students or sub-groups of the class.
Teachers may assign activities through the online platform. The materials state, “A direct link to the Interactive Student Edition. Student work is saved, and teachers may review it at any time. If work is completed offline, work will sync up when online again.”
In the Table of Contents, Getting Started, Program Overview, a tab for Digital Resources is available. The On-Demand Training page includes a Digital Tour handout and a video. Digital Tools in a Discussion Board “facilitate collaboration and real-time peer-to-peer sharing of ideas.” In addition, there is an EssayScorer that allows teachers to provide immediate feedback to students for revising and editing.
In the Collaboration Center, videos are provided that model how to collaborate. Some videos reference online tools students can use for collaboration. For example, the Build Consensus video discusses collaboration using shared documents, text messaging, and email. The teacher can assign these videos to students.
Indicator 3Y
The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.
The materials incorporate a visual design in print and digital editions that support student learning, make the organizational structure clear, and communicate clearly. Each of the four sections (Whole-Class Learning, Small-Group Learning, Independent Learning, and Performance Based Assessments) are color-coded and match the color coding in the Teacher Edition. Charts, diagrams, photos, illustrations, and icons are included thoughtfully on the pages. The table of contents, glossary, index, and other resources are clearly labeled and easy to find. The layout for each selection is consistent so students can find the information they need.
Images, graphics, and models support student learning and engagement without being visually distracting. Images, graphics, and models clearly communicate information or support student understanding of topics, texts, or concepts. Examples include, but are not limited to, the following:
In the Interactive Student Edition, the pages have a colored band at the top containing a heading and any pictures or illustrations accompanying the text. The stories typically do not contain any illustrations or pictures other than what is on the colored band at the top of the page. Each text is represented with an image that repeats at the top of the text itself, in tables of contents, and alongside activities referring to that text.
In the print/PDF Student Edition, pictures are typically at the top of the first page of text, without many additional pictures or illustrations throughout each passage. The PDF has wide margins and sometimes provides additional information in the margins. Icons in the margins refer students to external tools they can use, such as a pencil and paper icon to represent Evidence Log and a spiral-bound book icon for Notebook.
Teacher and student materials are consistent in layout and structure across lessons/modules/units. Examples include, but are not limited to, the following:
In each edition, all units follow the same order of sections that are clearly color-coded: Whole-Class Learning is blue, Small-Group Learning is turquoise, Independent Learning is purple, and Performance-Based Assessment is orange. The opening page of each unit contains clearly labeled links to the Unit Introduction, Whole-Class Learning, Small-Group Learning, Independent Learning, Performance-Based Assessment, and Unit Reflection. The links are color-coded to match the section colors and are consistent across the materials. There is a photo on the left side of the page that connects to the unit theme.
In the Teacher’s Edition, Introduction of each unit, a Pacing Plan is provided at the bottom of the pages with a timeline for the entire unit, a numbered square for each day, a blue, turquoise, purple, or orange line denoting the section of the unit, and the names of the texts or tasks associated with the section.
In the Teacher’s Edition, each text displays the same four Planning pages that include a summary of the text, Lesson Resources (a table laying out the text’s Making Meaning, Language Development, and Effective Expression tasks), Reading Support (a text complexity rubric), and Standards Support Through Teaching and Learning Cycle, which details a cycle of Identify Needs, Decide and Plan, Teach, and Analyze and Revise.
In the Interactive Student Edition in Whole-Class Learning, Small-Group Learning, and Independent Learning, at the top of the first page of each text, links are clearly labeled and include information about the author, background, and standards addressed in each text. A sidebar contains links to the table of contents, bookmarks, annotation and highlights, notebook, and glossary. They are clearly labeled and accessed the same way throughout the materials.
In the Interactive Student Edition, the Performance-Based Assessments have clearly labeled parts, including links to the Academic Vocabulary, Word Network, and Rubric sections.
Organizational features (Table of Contents, glossary, index, internal references, table headers, captions, etc.) in the materials are clear, accurate, and error-free. Examples include, but are not limited to, the following:
In the print Student Edition, the header on most pages (except for pages with texts) includes the unit Essential Question.
The Interactive Student Edition contains clickable nested links showing navigation within the unit (e.g., Unit 1 American Voices > Whole-Class Learning > American History), and the right side of the screen has an expandable menu to navigate within the text (e.g., Making Meaning, Language Development, Effective Expression).
Indicator 3Z
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.
The materials include several layers of support for teachers to understand and use the program’s embedded technology. The Getting Started with myPerspectives digital page contains links to two resources: MySavvasTraining.com and Savvas Realize. The website, MySavvasTraining.com, presents high-level videos and handouts on topics such as accessing student data, downloading assignments in order to modify them and creating playlists of learning material. The Savvas Realize section focuses on the technical aspects of the assignment platform, such as demonstrating how to assign content to students, managing discussion boards, and using the Realize Reader digital textbook. The video and/or printable handout, Digital Resources, explains the embedded technology available to teachers and students. The documents almost always contain step-by-step directions and screenshots/images to help the teacher use technology with this program.
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable. Examples include, but are not limited to, the following:
In the Table of Contents, Getting Started, teachers can access videos and PowerPoint presentations about the different aspects of the program, such as the Table of Contents, the Student Edition, and assessments. One of the Program Overview videos in Digital Resources is a 12-minute video with information about how to utilize and navigate the online program, customize instruction, save time with digital tools, and engage students. A printable handout with the same information is available.
In the Table of Contents, Getting Started, Teacher How-To Resources, a document is provided to understand how to use the resources, such as Google classroom assignments, customize worksheets and assessments, share playlists, and ExamView: Getting Started. The documents provide step-by-step directions for teachers to utilize online materials and technology.
In the Table of Contents, Getting Started, Savvas Realize is the online platform for managing classes, assigning and turning in tasks, and examining data. The Savvas Realize training site provides technical support to teachers in the following categories:
Assignments > Realize Reader Assignments: “Savvas Realize Reader gives you access to digital textbooks and assignments in an engaging, interactive learning environment. Realize Reader content can also include video, interactive charts, graphs, drag-and-drop activities, and a notebook service, in addition to basic features, such as annotations, highlights, and bookmarks.” Directions follow for accessing the Realize Reader content through Realize, via the Realize Reader app, or downloading for offline use.
Discussions > Manage Active Discussions: “Discussions enable you to facilitate class and group discussions on important academic and social topics. Students can reflect on learning, share ideas and opinions, or ask and answer questions. You can create, monitor, and reply to discussions, and students can participate in discussions you create. In addition, you can choose whether or not to score discussions.” Directions follow, showing teachers how to select a discussion and then add a comment, attach a file, or edit comments.
Data > Results by Assignment: “The Results by Assignment page includes data for class and individual student test scores, progress, and usage.” Directions follow on how to “View Class Results by Assignment,” including Scores Data, Progress Data, and Usage Data.
In the Table of Contents, MySavvasTraining.com provides different sections for program-level overviews of structure and features and includes video tutorials with accompanying handouts. The categories include:
Getting Started > Digital Tour: Technological features are highlighted, including the Discussion Board feature (“to facilitate collaboration and real-time peer-to-peer sharing of ideas”), the EssayScorer tool (“provides immediate feedback to students for revising and improving their writing, giving them additional practice and saving you time”), and content creation tools (“you can customize the program by rearranging the Table of Contents, creating your own tests, and uploading your own resources to match your curriculum.”
Assessments and Reporting > Assessments: This video describes assessments overall, including those with embedded technology: Next Generation Practice Tests and Performance Tasks “give students the opportunity to practice formats like drag and drop so that they are prepared for online interactive testing,” and the Data tab on Savvas Realize organizes “student and class data that shows standards mastery on assessments and online activities, as well as overall progress. You can dig deeper with additional data points to reveal more detailed information on student mastery, progress, and usage. You can also view data for individual students from the class assignment list.”
Additional Resources > Revision Assistant for Teachers: A 24-page guide shows teachers how to set up, launch, and use Revision Assistant, which is “an online revision tool that helps students to improve their writing. It provides instant, differentiated feedback aligned to genre-specific rubrics and allows students to share their work and revisions with their teacher.”