The instructional materials reviewed for Grade 9 meet the criteria for instructional supports and usability. Materials include annotations in each lesson to support and guide teachers with enacting the curriculum. Materials explain complex concepts and include explanations of cross-curricular content beyond the current course, when necessary. Materials use the language of the CCSS in learning objectives but do not explain the role of the standards in the context of the series. Materials provide some strategies for informing stakeholders about the ELA program but do not contain suggestions for how parents or caregivers can help support student progress and achievement. The Program Guide includes detailed descriptions of instructional approaches that relate to all strands of the standards and references a host of reading research. Materials include a comprehensive list of supplies needed to support the instructional activities. Materials include a publisher-provided standards correlation document that identifies the CCSS at the unit level and for each Section Diagnostic and Culminating Task. Each unit contains an Evaluation Plan, which outlines how instructors can monitor, diagnose, and evaluate student performance. The Teaching Notes in the Teacher Edition provide suggestions for monitoring student performance, including next steps for students’ literacy skill development. Materials utilize various modalities and item types, including written tasks and oral presentations; and discussion questions, constructed response questions, project-based tasks, and research portfolios. While the font size can be increased on assessments, materials do not provide guidance on the use of this accommodation. Materials include embedded instructional supports and differentiation strategies to support students in special populations. Differentiation Strategy sections include questions that extend above grade-level students’ thinking about the texts they read and develop their ideas in a more advanced way to maximize their learning experiences. The program design allows students to make choices about their learning and research. Students and teachers can monitor student learning through formative and summative assessment opportunities, including peer reviews and discussions, teacher feedback on Section Diagnostics, and self-reflection on the culminating tasks. Materials utilize various grouping strategies for students, including individual work with the teacher, pairs/partners, small groups, research teams, and whole group; and include teacher guidance on grouping students in a variety of formats. Teaching Notes in the Teacher Edition provide options and strategies for supporting English learners. Student-facing materials include embedded supports. Students have frequent opportunities to engage in peer discussions using Tier 2 academic vocabulary. Most materials and assessments depict individuals of different genders, races, ethnicities, and other physical characteristics. Materials offer a wide variety of texts and topics that balance information of different demographics. Materials work to maintain a balance of positive portrayals in representation to prevent the prevalence of negative stereotypes harmful to students. Materials do not provide suggestions and strategies to use the home language to support students in learning ELA. Teacher materials do not include 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. Although materials specify assets that should be leveraged, materials do not provide sufficient opportunities for teachers to draw upon student home language or for students to develop home language literacy. Materials miss opportunities to capitalize on the diverse cultural and social backgrounds of students. Learning goals and instructional activities do not consistently leverage students’ cultural and social backgrounds. Opportunities for students to feel acknowledged during tasks based on customs of other cultures or sections of the materials provided in multiple languages are lacking. Materials include teacher guidance on how to engage culturally diverse students in the learning of ELA. Materials include a Remote Learning Guide with details to assist educators, including but not limited to: monitoring student learning, establishing a remote classroom culture, and technology solutions to facilitate virtual instruction. Local customization for asynchronous and synchronous learning is available. The Teaching Notes in the Teacher Edition and student-facing materials include guidance when teachers and students collaborate using digital tools. Materials largely use Google Docs for collaboration and the Remote Learning Guide also references digital technology, such as Zoom, Padlet, and FlipGrid, that offers opportunities for collaboration and helps facilitate discussions. The visual design of the materials is not distracting and should support student learning and engagement. The layout of the materials is consistent across units and grade levels. Organizational features (Table of Contents, glossary, index, internal references, table headers, captions, etc.) in the materials are clear, accurate, and mostly error-free. The Teacher Edition, and when applicable the Teaching Notes, provide guidance on the use of technology to support and enhance student learning.