Alignment: Overall Summary

Pearson Literature 2015 Grade 12 do not meet expectations of alignment. Texts are of quality and reflect the distribution of text types and genres. Some texts do not meet the criteria of text complexity. Anchor and supporting texts provide some opportunity for students to engage in a range and volume of reading. Materials partially meet the criteria to provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. While the materials provide some opportunity for discussions, there is inconsistent guidance and support for use of protocols. The instructional materials for Grade 12 partially meet the expectations of Gateway 2. While most texts are organized around topics and themes, the materials contain few sets of questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of these texts.The materials partially support building students' knowledge and academic vocabulary as students are presented with critical reading, writing, and speaking and listening work to prepare them for end -of-grade level work.

Alignment

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Does Not Meet Expectations

Gateway 1:

Text Quality

0
15
28
32
21
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Gateway 2:

Building Knowledge

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

Usability

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Not Rated

Not Rated

Gateway 3:

Usability

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

Gateway One

Text Quality & Complexity and Alignment to Standards Components

Partially Meets Expectations

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-
Gateway One Details

Pearson Literature Grade 12 partially meets the criteria for Gateway 1. Texts are of quality and reflect the distribution of text types and genres. Some texts do not meet the criteria of text complexity. Anchor and supporting texts provide some opportunity for students to engage in a range and volume of reading. Materials partially meet the criteria to provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Most questions and tasks are evidence based and build to a culminating task. Materials provide some opportunity for discussions, but lack guidance and protocols. Both on-demand and process evidence based writing is present, however there is limited opportunity for students to practice and receive feedback before assessment. Over the course of the year’s worth of materials, grammar/convention instruction is provided, however it does not increase in sophisticated contexts.

Criterion 1a - 1f

Texts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.
10/16
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-
Criterion Rating Details

Pearson Literature Grade 12 partially meets the criteria for providing quality texts that support students toward advancing toward independent reading. Texts are of quality and reflect the distribution of text types and genres. Materials partially meet the criteria of text complexity. Also, text complexity analysis and rationale provided by the publisher is limited. Anchor and supporting texts provide some opportunity for students to engage in a range and volume of reading but may not succeed in having students achieve grade level proficiency.

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

Indicator 1a

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

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

The units are divided by time period and topic. Each unit is divided into four parts and there is an anchor text for each part that relates to the overall topic of the part and the unit as a whole. Some of the topics chosen for the time period are interesting and cover a range of student interests.

Anchor texts are well-crafted, content rich. Content is meaningful and each are well-crafted. Included anchor texts provide an appropriate amount of quality texts to span the school year. anchor texts are of publishable quality, well-crafted, and content rich, but may lack in engagement for all students, considering the span of time that the pieces represent.

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

  • “The Seafarer”, from Beowulf
  • The Wife of Bath’s Tale by Geoffrey Chaucer
  • “Speech Before Her Troops” by Queen Elizabeth I
  • “The Tragedy of Macbeth Act I” by Shakespeare
  • “Song” by John Donne
  • from the Divine Comedy: Inferno” by Dante
  • from "Gulliver’s Travels” by Jonathan Swift
  • “Introduction to Frankenstein” by Mary Wollstonecraft Shelley
  • “She Walks in Beauty” by Lord Byron
  • “On Making an Agreeable Marriage” by Jane Austen
  • “The Vindication of the Rights of Woman” by Mary Wollstonecraft
  • “ My Last Duchess” by Robert Browning
  • “Sonnet 43” by Elizabeth Barrett Browning
  • from Jane Eyre by Charlotte Bronte
  • “To an Athlete Dying Young” by A.E. Housman
  • “Sailing to Byzantium” by William Butler Yeats
  • “ The Rocking - Horse Winner” by DH Lawrence
  • “The Train from Rhodesia” by Nadine Gordimer
  • “A Devoted Son” by Anita Desai

Indicator 1b

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

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

Materials provide an appropriate balance between literature and informational text. Literature consists of stories, dramas, and poetry. Informational texts consist of literary nonfiction and all classified as biography. There are additional non-fiction sections: historical and literary background, the British tradition - reading in the humanities, literature in context - reading in the content areas, world literature connections, and literary history. Texts include allegory, fantasy, graphic novel, historical fiction, novel, romance, satire and social commentary, and short stories, multi-act plays, one-act plays, ballads, dramatic poetry, elegies, epics, lyrical poems, narrative poems, odes, philosophical, reflective, and satirical poems, song lyrics, sestina, sonnets, villanelle, and scripture. Also included are biographies, diary, essays about art, literature, and language, essays about ideas, historical accounts and texts, journalism, letters, personal essays, satire, technical accounts, and functional texts.

While most units follow the standards for a 70/30 balance of non-fiction versus fiction, additional texts that are in the informational text section because they are often small blurbs on the side of pages, single page infographics providing additional information, or background information are mostly informational text. Examples of texts include but are not limited to:

Unit 1- From Legend to History

  • from Beowulf translated by Burton Raffel
  • from The Canterbury Tales by Geoffrey Chaucer
  • "The Seafarer" by Burton Raffel

Unit 2- Celebrating Humanity

  • Sonnet 29 by William Shakespeare
  • The Tragedy of Macbeth by William Shakespeare

Unit 3- A Turbulent Time

  • "To His Coy Mistress" by Andrew Marvell
  • from A Journal of the Plague Year by Daniel Defoe
  • from Gulliver's Travels by Jonathan Swift
  • from A Dictionary of the English Language by Samuel Johnson

Unit 4- Rebels and Dreamers

  • Introduction to Frankenstein by Mary Wollstonecraft Shelly
  • "The World Is Too Much With Us" by William Wordsworth
  • "Speech in Favor of Reform" by Lord John Russell
  • "The Rime of the Ancient Mariner" by Samuel Taylor

Unit 5- Progress and Decline

  • "An Upheaval" by Anton Checkhov
  • from Jane Eyre by Charlotte Bronte
  • "Remembrance" by Emily Bronte
  • from Hard Times by Charles Dickens

Unit 6- A Time of Rapic Change

  • "Shooting an Elephant" by George Orwell
  • " A Devoted Son" by Anita Desai
  • "Extra-Terrestrial Relays: Can Rocket Stations Give World-wide Radio Coverage?" by Arthur C. Clarke
  • from "We'll Never Conquer Space" Arther C. Clarke

Indicator 1c

Texts have the appropriate level of complexity for the grade level (according to quantitative analysis and qualitative analysis).
2/4
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-
Indicator Rating Details

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

56% of the anchor texts in Volumes 1 and 2 have the appropriate level of complexity for 12th grade according to the quantitative and qualitative analysis and relationships to the associated student task. The appropriate grade level lexile bank for grades 11 and 12 is 1185L to 1385L. Units 1, 2, and 3 are more appropriately placed with associated tasks, while Units 4, 5 and 6 had many anchor texts not appropriately placed. Many selections are too easy for 12th graders with a simplistic task associated with the text.

Examples include, but are not limited to,

Each unit is divided into 3 to 4 parts. Each part has either one or two anchor texts.

  • Unit 1: There are 4 parts, with one anchor text per part.
    • “The Seafarer” Anonymous. The Anglo-Saxon content, long sentence structure and complex vocabulary make this a very complex text to start off the unit. The related student task has an appropriate complexity.
    • From “Beowulf” Anonymous. This Anglo-Saxon poem with long complex sentence structure has a qualitative measure of average complexity. The related student task has an appropriate complexity.
    • “The Wife of Bath’s Tale” by Chaucer. This epic poem has a qualitative measure of average complexity with archaic language and syntax. The associate student task is is very complex which balances well with the average complexity of the reading selection.
    • From Morte d’Arthur by Sir Thomas Malory. Lexile 1270, qualitative measure is moderately complex based on historical and cultural knowledge demands as well as archaic diction and long sentences. The related student task has an appropriate complexity.
  • Unit 2: There are 3 parts, with one anchor text per part.
    • “Sonnet 1” by Edmund Spencer. The qualitative measure is complex based on the content, archaic diction and syntax. The related reading tasks are also quite complex.The associated student task is difficult and, combined with the difficulty of the sonnet, makes this an appropriately complex task for 12th grade.
    • “Speech Before her Troops” by Queen Elizabeth I. The qualitative measures are low based on accessible content, language, structure, and level of meaning. The purpose of reading the speech does not really connect to the associated writing task, and neither the research project nor the text are overly complex .
    • Macbeth by Shakespeare. The qualitative measures of archaic language and structure make this complex. Macbeth is an exemplar text for the grades 9-10 band in Appendix B of the CCSS. The student task is relatively easy for 12th grade students, but balances with the complexity of Macbeth.
  • Unit 3: There are four parts, with one anchor text per part.
    • “Song” by John Donne. The qualitative measures are average for content, structure and language, but more complex in concepts of love and death. This text is also found in Appendix B of the CCSS as an exemplar for grades 9-10. The student task is not at all related to the poems. Students would not have to have read any of the poems to complete this task and the complexity is not very difficult.
    • From “The Divine Comedy: Inferno” by Dante. Lexile 1270. The qualitative measure includes biblical references requiring students to have background knowledge to understand the allusions. Even with those allusions, the content, language and structure is more accessible, yet appropriate for 12th grade. The associated tasks are complex.
    • From Gulliver’s Travels by Jonathan Swift. Lexile 1480. The qualitative measures include satirical fantasy and historical background knowledge. The long sentences and concepts of politics, royalty and religious disputes also make this a complex text. The associated student task is more accessible.
    • “Aims of the Spectator” by Joseph Addison. Lexile 1470. The qualitative measures include content of enlightenment, with historical and cultural references, along with the lengthy sentences and high-level vocabulary making the essay challenging. Because the topic is the news, it makes it more accessible. The student task is relatively easy for 12th grade, combined with a more accessible text makes this a lower-level text/task.
  • Unit 5: This unit consists of four parts with two poems serving as anchor texts in each part. Below are some examples of the texts and their associated tasks.
    • Part 3: “Dover Beach” by Matthew Arnold and “Recessional” by Rudyard Kipling. Both poems are considered accessible and slightly to moderately complex. However, their task is more complex. Students write an argumentative essay, supporting or refuting the idea that poems during this time were characterized by “widespread doubt about the nature of man, society, and the universe”. They must use evidence to support their claim.
    • Part 4: “ God’s Grandeur” by Gerard Manley Hopkins. This poem is more accessible to students. After students read poems by Hopkins, they are to write a business letter to a British publishing company recommending that the publisher issue a collected edition of the poetry of Hopkins. This task is simplistic for the second semester of grade 12.
  • Unit 6: There are
    • Part 1: “Sailing to Byzantium” by William Butler Yeats
    • Part 2: “The Rocking - Horse Winner” (650) by DH Lawrence. Lexile 650, and “A Shocking Accident” by Graham Greene. Lexile 980. “The Rocking Horse Winner” is below grade level in Lexile. The context and knowledge demands are moderate in complexity. The structure and language is accessible as well. “A Shocking Accident” is also fairly easy for 12th graders in the end of the year. The task that accompanies these two texts is to have students write a script for a scene for a film, using one of the texts of their choice. They are to incorporate film terminology as well. This tasks seems fairly easy for 12th graders at the end of the year. So the texts and task are below grade level, fourth quarter, senior year.
    • Part 3: “ The Train from Rhodesia” (870) by Nadine Gordimer. Lexile 870, and B. Wordsworth by V.S. Naipaul. Lexile 600. Both of these are below the 12th grade Lexile level. The task associated with these two texts is to write a biographical sketch of a remarkable person they have met, using themselves as a first person narrative.
    • Part 4: “A Devoted Son” by Anita Desai. Lexile 1440

Indicator 1d

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

The instructional materials reviewed for Grade 12 partially meet the criteria for materials supporting students’ increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)

The complexity of anchor texts do not provide an opportunity for student’s literacy skills to increase across the year. In fact, texts decrease in qualitative and quantitative measures as the year increases. Series of texts include a low level of texts towards the end of 12th grade. None of the anchor texts support students proficiency in reading independently at grade level at the end of the school year between qualitative and quantitative measures.

  • In Unit 3, the last two anchor texts, Gulliver’s Travels and “The Aims of the Spectator,” are both over the Lexile grade band at 1480L and 1470L, respectively. If the level of complexity is maintained, students may become proficient at reading their grade level independently.
  • In Unit 5, most of the texts are poetry so there are no quantitative measures. An excerpt from Jane Eyre has a 930 Lexile level. The qualitative measures of the selections in this unit are mostly in the 2-3 range. This complexity is too low for the end of grade 12.
  • In Unit 6 text selections, both anchor and supporting, range primarily in level 2 and 3 for complexity in the qualitative measures. There are no texts with a level 5 in this unit. The quantitative measures range from a 650 Lexile level to 1440.

Indicator 1e

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

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

There is a “Text Complexity: At a Glance” section at the beginning of each Part. It provides a general text complexity rating for the selections in this part of the unit to help guide instruction. It states the title of the text and provides a label of either more complex or more accessible. Within each Part, a Text Complexity Rubric is provided that is more specific, however it is still not specific enough to provide appropriate and strategic scaffolding. The Text Complexity Rubric for qualitative measures is divided into three parts, all with a scale of 1-5 (1 being the lowest): Context/Knowledge Demands, Structure/Language Conventionality and Clarity, Levels of Meaning/Purpose/Concepts. Then there is a quantitative measures section which includes Lexile and text length. Lastly, a Reader and Task Suggestions section exist for each text. Each unit is divided into parts. Each part in the unit is a set of connected texts featuring one or more Anchor Texts, and works of particular significance. At the beginning of each part there is a “Selection Planning Guide” that tells why the texts are in that part. However, the rationale for educational purposes and placement are limited.

Examples include, but are not limited to:

  • In Unit 1, the introduction page has the following explanation for the “Part-Level Text Sets: Each Part of the Unit is a set of connected texts featuring one or more Anchor Texts, works of particular significance.” The explanation of the Extended Studies states: “Students explore in depth the works of Geoffrey Chaucer, presented with links to contemporary culture, a Critical Commentary, and a Comparing Literary Works feature.” The explanation of the Primary Sources states: “Students engage the documents that recorded history as it was made.”Finally, the explanation of the Informational Texts states: “Students learn to use and evaluate various types of information texts.” These explanations could serve as general rationale for educational purpose of the texts, but there is no mention why the texts were placed at 12th grade.
  • In Unit 1, Part 1, the anchor text is “The Seafarer” and the accompanying texts are “The Wanderer” and “The Wife’s Lament.” The text complexity rubric is found on the first page of “The Seafarer” and includes the other two poems. There is a brief mention in the teacher edition on the first page of the Preteach section of Part 1 called “Preparing to Read Complex Texts” that tells the teacher: “Point out that “The Seafarer” is an Anchor Text. From a close reading and rereading of it, students can gain important insights about living in exile, away from one’s home.” This could be seen as the purpose for choosing the texts. On the “Teach” page of the Part, which is also the first page of the poem, an “About the Selection” feature in the teacher edition provides a summary of the poem. This feature is the first one for each text in the curriculum.
  • In Unit 1, Part 2, the anchor text is Beowulf. The text complexity rubric is found on the first page of the poem. The accompanying texts are informational text and a graphic novel. None of the texts have accompanying text complexity rubrics. A feature in the teacher edition on the introduction page of Part 2 is called “Selection Planning Guide.” In this paragraph, there is a general explanation that could be seen purpose for the texts: “The selections in this text set reveal the development of an English national identity. The excerpts from medieval history (listed) describes events of the early Middle Ages. The excerpts from The Canterbury Tales reveal much about the structure of fourteenth-century society and also show the development of a national language.” This feature and the text complexity rubrics are also found in Parts 3 and 4. This pattern is found in the rest of the curriculum.
  • In Unit 4, Part 3, the selections in the text set are described as “highlights of the societal problems that arose during the Industrial Revolution”. There are two main texts in this part, one is described as more accessible and one is more complex. “On Making an Agreeable Marriage” is at a 1900 Lexile level with long sentences and informal diction. From A Vindication of the Rights of Woman is a 1730 Lexile level with long sentences and formal diction. Both of these texts fall outside of the recommended Lexile band for 12th grade. There is no rationale, as to why these texts were placed here except for the fact they address societal problems that arose during the Industrial Revolution.
  • In Unit 5, Part 2, the selections in the text are described as texts that “reveal how nineteeth-century novelist expressed their views about society and its problems in their works of fiction”. In Hard Times, the Lexile is 1050, however the concept in the text is challenging with information on education and reform. Jane Eyre is at a 930 Lexile level with accessible components. This is a lower level text, lower than the 9th-10th grade band, found towards the end of 12th grade in Unit 5. There is no rationale as to why this was place in this grade.
  • In Unit 6, Part 2, the selections introduce students to modern experience as expressed through fiction. Modernist ideas concerning the loneliness and isolation of the self and reflect the subjectivity of the self and objectivity of the surrounding world. “The Lady in the Looking Glass” is at a 1220 Lexile level with complex structure and challenging information. From Mrs. Dalloway is a 780 Lexile level with challenging structure. “Shakespeare’s Sister” is at a 1110 Lexile with archaic language. “The Rocking Horse Winner” is a 650 Lexile and “A Shocking Accident” is 980.

Indicator 1f

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

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

The majority of the text types in Volume One and Two are poems. This does not provide a variety of text types and disciplines to support students in becoming independent readers at the grade level. There are other texts that provide some opportunities for students to read different genres, but they are few compared to the poetry. Many of the texts that are not poetry are informational texts that are very short in length. There are opportunities for students to engage in a volume of reading, if they read everything in the text. There are beginning, mid, and end-of-year assessments for teachers to monitor student progress. There are various lengths of time suggested for students to examine texts to build reading stamina.

  • In Unit 1, there are 20 informational texts, mostly one page in length, 9 poems in various lengths, and 3 prose texts which are all excerpts from larger pieces. The poetry is 62% of the unit. This pattern follows in the rest of Volume one.
  • In Unit 4, there are 29 poems read by students. Unit 4 also offers 5 essays, a transcript, a biography, an expository text, a functional text, 2 letters, 2 parliamentary debates, and a special commentary.
  • In Unit 6, there are 32 poems read by students. In addition there are several instructional essays, 2 biographies, 5 essays, a blog, a speech, a memorandum, a technical article and a press release.
  • Various lengths of time are suggested for students to engage with texts. For example, in Unit 1, Part 1 there are three texts, equally eight pages long. The recommended reading time is one day. In Part 2 of Unit 1, students read from Beowulf, which is twenty-two pages long. The recommended reading time is two days. In Part 3, students read from A History of the English Church and People, six pages. The time recommended for reading is 1 day.
  • In Unit 6, Part 4, students have the opportunity to read 18 texts, some shorter in length, some longer, in a proposed nine days for completing reading.

Criterion 1g - 1n

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
11/16
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Criterion Rating Details

Pearson Literature Grade 12 materials partially meet the criteria to provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Most questions and tasks are evidence based and build to a culminating task. Materials provide some opportunity for discussions, but lack guidance and protocols. Both on-demand and process evidence based writing is present, however there is limited opportunity for students to practice and receive feedback before assessment. Over the course of the year’s worth of materials, grammar/convention instruction is provided, however it does not increase in sophisticated contexts.

Indicator 1g

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

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

Most of the questions, tasks, and assignments provided over the course of a school year in the materials are text-dependent or text-specific. Each unit provides opportunities to analyze texts in different ways. One way is for students to study a stand-alone text and answer text-dependent questions. Another way texts are presented allows students to analyze texts that are similar in topic or genre with accompanying close reading activities that ask them to compare the texts’ key ideas and details and write an analysis. After each text there is a “Critical Reading” section where questions are directly connected to the text and ask students to cite textual evidence to support ideas. There are writing tasks found throughout the text that require students to engage with the text directly. Within units, text-dependent questions are embedded within stories and follow each text. At the beginning of each unit, the teacher’s guide suggests students engage in “Multi-draft Reading” to support and extend reading comprehension for all students. The protocol in the multi-draft reads is as follows:First reading - identifying key ideas and details and answering and Comprehension questions.Second reading - analyzing craft and structure and responding to the side-column prompts. Third reading - integrating knowledge and ideas, connecting to other texts and the world, and answering end-of-selection questions.

Examples of text dependent/specific questions, tasks and assignments include but are not limited to:

  • In Unit 1, “from Beowulf”, Students need to use textual evidence to answer, “What annoys Grendel and leads to his attacks? What universal conflict lies behind his war with the Danes?” In Part 2, “from Beowulf”, students are asked to find evidence in lines 173-198 in the story to indicate that Beowulf is battling for good. Another example from this selection is, “In what visual ways does Hinds build suspense for the battle with the dragon? How do the words in the text boxes work with the images to create suspense?”
  • In Unit 2, “Analyze Text Features, Who or what are Graymalkin and Paddock in lines 8 and 9? How do you know?”. Another example from Unit 2 is, “Critical Viewing, This engraving shows the murderers menacing Macduff’s family. In what way does the artist capture the defiance reflected in Act IV, Scene ii, line 81?”.
  • In Unit 3 in “Writing to Sources” in “The War Against Time” unit, students are asked to imagine they are a publisher preparing a biographical narrative about John Donne, highlight the most important events of his life, and select the key events in his life to include in the writing. Also in Unit 3 in “A Nation Divided” students are asked to complete a timed writing, informative text essay. In the directions they are asked to include relevant and substantial evidence and well-chosen details
  • In Unit 4, in “Frankenstein Past & Present”, there are critical reading questions at the end of the text. These questions require students to use the text in order to answer. For example; “What is confusing the villagers? In what way is their confusion a humorous comment on monster movies in general?”
  • In Unit 5, in the poem “In Memoriam, A.H.H.” there are text-dependent questions embedded in the margins for students to answer. For example; “In lines 29-44, what does the poet suggest about the consolations of faith and philosophy? What are two of the main feelings Tennyson conveys in these stanzas?” At the end of the poem, there are more text dependent questions found under Critical Reading, where students are asked to cite their evidence to support their responses. For example, “By what place is the speaker standing in section 7? What effect does the loss of his friend have on the scene?”
  • In Unit 6, after students read “Shooting an Elephant” and “No Witchcraft for Sale” students are asked to write an explanatory essay. In the pre-writing directions, students are directed to reread both selections and jot down details from the text that both clarify the problems and suggest possible solutions. In their draft, they are asked to support their answers with accurate and detailed references to the text.

Indicator 1h

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

The instructional materials reviewed for Grade 12 meet the criteria for materials containing sets of high-quality sequences of text-dependent and text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding.

There are a variety of culminating tasks found throughout the texts. One is found in the introductory part of each unit, titled Multiple Perspectives on the Era, with a Speaking and Listening: Collaboration tasks. At the end of each text set, students have an opportunity to write about the texts read and analyzed. Also, each unit includes Common Core Extended Studies which includes culminating tasks for the texts included in the Extended Study. At the end of each unit there is a Common Core Assessment Workshop. Within this Workshop, the Constructed Responses are text dependent and require use of the text from the unit. There are three Writing prompts and three Speaking and Listening tasks.

Culminating tasks are varied over the year. However, not all writing tasks are supported by text dependent questions and activities needed to support the culminating tasks. The “Writing Workshop”, “Speaking and Listening”, “Language Study” assessments are most often not tied to text, either ones from the unit’s selections or otherwise. The “Text Set Workshop” assessments require students further explore the unit’s texts and build from the central themes of those texts. As the text-specific questions accompanying these texts explored similar themes, this set of assessments builds from previous text-dependent questions in the materials. The “Assessment Workshop: Test-Taking Practice” are designed to give students direct practice with SAT and ACT tests. The texts and questions in these assessments are not tied to those of unit. The “Assessment Workshop: Constructed Response” are text-dependent because they require the use of texts from the unit but do not explore themes from text-dependent questions or extend previous text dependent tasks.

  • In Unit 1, Text Set Workshop: From Text to Understanding, Part 2: The Puritan Influence, Research: The American Dream Assignment: “With a small group, design and conduct a survey that will help you assess the ways in which the idea of the American Dream has changed over time. First, describe the ‘original’ American Dream. Use this text set and research beyond it to formulate a statement of what the original European settlers wished to achieve. Then, ask questions about how that definition compares to today’s idea of the American Dream. Follow the Survey Research Plan to prepare and conduct your survey. After you have gathered your data, present and discuss it. Include an analysis of your results and draw conclusions based on your analysis.”
  • In Unit 3: A culminating task that meets this criteria is: Assessment Workshop, Performance Task, Evaluate a Work of Nonfiction and Two Foundational Documents. Students are asked to “Deliver an oral presentation in which you assess whether the social injustices described by Frederick Douglass in the excerpt from “My Bondage and My Freedom” were addressed by the Emancipation Proclamation and the Fourteenth Amendment. Review the excerpt from “My Bondage and My Freedom”. Identify the individual injustices that Douglass describes in the excerpt. Find the texts of the Emancipation Proclamation and the Fourteenth Amendment online or in print. Analyze and compare the purposes, themes, and language of the autobiographical account and the two historical documents. Assess the two documents to determine whether they address Douglass’s grievances completely, partially, or not at all. Organize and present your findings logically, so your audience can easily follow your reasoning.”
  • In Unit 4: There is a text set workshop where students synthesize texts from each text set in a culminating task. This task meets the criteria of containing high quality sequences of text-dependent questions and activities that lead to the task. Part 1 asks students to write an argumentative essay reviewing all the works in Part 1 and develop and defend a claim that explores how the authors incorporate fantasy and reality into their work.
  • Again, In Unit Four, Part One there is a text set with 8 texts. After three texts, there is a culminating task of preparing an editorial speech in which students argue that using dialect is or is not a valuable literary technique. There are text-dependent questions in the three poems that ask students to consider and think about dialect. One question is What feelings or qualities does the use of dialect add to the mother’s advice to her daughter? From “Woo’d and Married and A’” and the other question is from ”To a Mouse” Does dialect add to the quality of folk-wisdom in the poem, or does it distract from the meaning?
  • Then, under the “Lyric Poetry” Part 2 Unit, students are asked to find a copy of “The Raven” by Poe and read it carefully. Then write an essay comparing the Albatross in The Rime of the Ancient Mariner (found in the textbook). The essay asks students to compare the appearance, actions, and influence of the Albatross to Raven. There are no text-dependent questions for “The Raven” as it is not included in the anthology. 12% of the text-dependent questions would be useful to students in The Rime of the Ancient Mariner in regards to this task of writing an essay.

Indicator 1i

Materials provide frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax.
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Indicator Rating Details

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

At the end of every unit, in the Assessment: Synthesis there is one speaking and listening opportunity where students have a group discussion. In the Close Reading Workshop found in each unit, there is a “Discussions” paragraph, which gives students some directions on how to have discussions. The directions for these end of unit activities ask students to “refer to text in this section, other texts you have read, your personal experience, and research you have conducted to support your ideas.” In some activities, there is a direction to “Present your ideas using academic vocabulary”, however, there is no modeling of academic vocabulary found in the material. There are some opportunities to promote students’ ability to master grade level speaking and listening standards. Within the reading selections, there are questions for teachers to ask in the margins of the teacher’s edition. In some lessons, directions will state “Have students discuss...” There are no discussion protocols provided in the material. The teacher materials provided repeat the students’ directions and remind teachers to prompt their students to read the directions. However, there are some protocols, monitoring tools, accountability rubrics, and guidance for organizing students found in the ProfessionalDevelopment Guidebook. Examples of materials partially meeting this indicator include, but are not limited to:

  • At the end of each unit there are Speaking and Listening lessons.
    • Unit 1: Evaluate a Persuasive Speech
    • Unit 2: Deliver a Persuasive Speech
    • Unit 3: Oral Interpretation of a Literary Works
    • Unit 4: Analyze a Non-Print Political Advertisement
    • Unit 5: Analyze and Evaluate Media
    • Unit 6: Compare Media Coverage of Same Event
    • All of these lessons have a page on “how to” complete the skill and then a page on implementing the skill.
  • At the beginning of each unit there is a Speaking and Listening skill, found on the “Common Core/Multiple Perspectives on the Era” page, which includes questions for an evidence based discussion. This is the only time this is found in the material. For example, In Unit four, students are asked to work with a group and stage a press conference in which Wordsworth, his sister, Dorothy; and Coleridge answer questions about their Romantic beliefs. Students need to have read the texts leading up to this activity in order to successfully complete the task. Next to the Speaking and Listening: Press Conference activity, there is an Essential Question Vocabulary box which includes words in three categories, Literature and Place (exotic, secular, residential), Literature and Society (privileged, institution, industrial), and The Writer and Tradition (conventional, routine, foibles). The directions state, “Use these words in your responses.”
  • Another type of speaking and listening can be found at the end of each text set under the “Close Reading Activity”. It is called “Writing and Speaking Conventions” where students practice a grammar/language skill and are asked to write and then present their practice to the class. For example, in Unit Four,students write a sentence beginning with a phrase or clause provided (during his lifetime, working as an engraver, to support himself). Then students are asked to write and present to the class a paragraph contrasting The Lamb and The Tiger, using at least four phrases or clauses to begin sentences.
  • In Unit 1, students evaluate a persuasive speech. They read on the types of propositions of persuasive speeches then identify the persuasive speech techniques to appeal to audiences. Next, students participate in an activity of evaluating a persuasive speech. The directions ask them to work with a classmate and find a persuasive speech in a play or on the internet. Then they describe the proposition and evaluate the use of specific persuasive techniques. Students then identify logical fallacies in three different speeches and discuss why the speakers might have resorted to using fallacies. Directions and support for the teacher on how to implement is found in the teacher’s edition next to the lesson in the margins. The support provides guiding questions the teacher may ask students and what to review with them. It also provides examples the teacher can use with the students to help them understand. For example it states, “ Give an example of parallelism, such as: Scientists note that average temperatures are rising and greenhouse gas concentrations are increasing.” Also, “Tell students that the expression red herring originated when it was suggested that someone drag a fish across the trail during a foxhunt to disguise the fox’s scent and confuse the dogs.”
  • In Unit 2, the teacher edition provides many opportunities for text-based, whole class discussions. These are teacher-led since the questions are only found in the teacher edition. Examples include: “Have students reread lines 5-12 (of “Sonnet 116” by Shakespeare). Then, ask students what is the main idea of each of the quatrains.” Another example is while reading a non-fiction text, “The Mystery of the Sonnets,” the teacher is provided a “Connect to the Literature” question: “Does knowing the story told by the sonnets make reading individual sonnets more interesting? Why or why not?”
  • In Unit 3, students participate in an Oral Interpretation of a Literary Work. On the first page, they read how to analyze a literary work. Then they write their own analysis. Then they rehearse with speaking strategies. Next, students are directed to present their interpretations. Lastly, students are asked to work with a small group, listening to a variety of interpretations of the same work. The teacher support suggest teachers “Divide the class into pairs of students and allow partners to deliver their oral interpretations to each other. As each student shares his or her performance, have the partner fill out an evaluation form like the one shown on the student page. ….”
  • In Unit 3, “Speaking and Listening: Collaboration Media Evaluation, the following directions are provided: 1. Review the assignment with students. 2. Have students examine the picture. They should formulate media evaluations that take into account the questions provided. They may discuss forums for discussion and exchange analogous to eighteenth-century coffee-houses that exist in today’s society. 3. After students complete their media evaluations of the picture, have them present their analysis to the class. To help conduct the discussion, use the Discussion Guide in the Professional Development Guidebook, page 65”.
  • In Unit 6, Part 4, there is a Literary History page that includes a “Speaking and LIstening: Research” box. However, the directions within that box are to compile an annotated bibliography. The listening and speaking part is, “Briefly explain your choices.” The teacher directions state to, “Have each student share the contents of his or her bibliography with a partner. Students should discuss what they have learned about each book and why they think it looks interesting.”
  • In Unit 6, Part 4, there are few opportunities to engage in discussions. At the beginning of “That’s All” the teacher directions state, “Have students compare their responses to the prompt, completed before reading the plays, with their thoughts afterward. Have them work individually or in groups, writing or discussing their thoughts, to formulate new responses. Then, lead a class discussion, probing for what students have learned that confirms or invalidates their initial thoughts.” In Unit 6, Part 4, the second opportunity to discuss is found at “Prayer”. Under Activating Prior Knowledge in the TE is states, “Lead a discussion about what qualities we take from our parents or guardians, and what qualities originate from ourselves."

Indicator 1j

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

The instructional materials reviewed for Grade 12 partially meet the criteria for materials supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence. Students have multiple opportunities over the school year to demonstrate what they are reading and researching through varied grade-level-appropriate speaking and listening opportunities. Opportunities include speeches, formal presentations, and engaging in small and large group discussions.

Speaking and listening opportunities are not frequent over the course of the school year. It happens once at the beginning of the unit in the “Snapshot of the Periods” and once at the end of the unit. Instruction and speaking and listening opportunities throughout the unit lessons is rare. End of unit activities do increase in complexity. Speaking and listening is often presented as a stand alone task. Prompts and presentations are included in final tasks with criteria for success listed, however clear instruction on how to engage in small or large discussions, debates, formal presentations is not included within materials. Practice in speaking and listening is not varied over the school year.

The speaking and listening work requires students to marshall evidence from texts and sources and is applied over the course of the school year. Examples include, but are not limited to the following:

  • In Unit 1, “Burton Raffel refers to the conflict between ‘Anglo-Saxon ‘natives’’ and Viking or Danish ‘immigrants.’ Suppose you were a council of Viking leaders planning to invade England. Hold a small group discussion about the map of Anglo-Saxon Kingdoms below, answering these questions as you make your military plans: Which region or regions might aid you in your fight? Why? Which regions might oppose your invasion most strongly? Why? Would it be easier to sail your war ships down the Ouse River or the Thames? Explain.”
  • In Unit 2, “Play the role of a docent, or tour guide, at the new Globe, and prepare a multimedia ‘welcome’ talk for visitors. Your talk should include a brief history of the original Globe theater, as well as a description of the resources at the modern Globe. Make sure to address alternative views of the theater’s history and construction. To accompany your talk, prepare a brief slide presentation that includes photographs or diagrams of the theater. Select images that will lend interest or that will help your audience understand your points.”
  • In Unit 2, students, “choose a topic you are passionate about”. Students are instructed to: A. Rehearse your speech in front of friends. Then, deliver it to your class. Afterward, discuss your speech with the class. Respond thoughtfully to classmates’ comments and questions. Then, have your audience fill out an evaluation form like the one shown below. B. Review classmates’ comments, synthesizing them by noting where they overlap. Conduct any research needed to answer the concerns raised, and then develop and present an impromptu speech offering a rebuttal, or answer to your audience’s critique of your argument.”
  • Unit 3, Task 6, students are to “Deliver a visual presentation in which you analyze the impact of words choice on tone in a literary work from this unit. State which work you chose and summarize its key elements - setting, characters, events and themes. Describe the tone of the work. Cite at least three specific word choices - especially those with rich connotations or multiple meanings - that contribute to this tone. Present your ideas clearly and logically, using formal English and academic vocabulary.”
  • the Unit 6, Speaking and Listening, Activity: Compare Print Coverage of Same Event, students “Select a news event and examine its coverage in three different newspapers or magazines. Look for similarities and differences in the ways each publication approaches its coverage, and examine how the coverage emphasizes different elements, including facts. Conduct a group discussion in which members exchange and discuss what they have learned and what ideas they have developed in their own media examinations.” This task is not supported by the reading selections found in the text.

Every unit contains a Speaking and Listening lesson at the end of the unit. The lessons include:

  • Unit 1: Evaluate a Persuasive Speech
  • Unit 2: Deliver a Persuasive Speech
  • Unit 3: Oral Interpretation of a Literary Works
  • Unit 4: Analyze a Non-Print Political Advertisement
  • Unit 5: Analyze and Evaluate Media
  • Unit 6: Compare Media Coverage of Same Event


While there are ample opportunities for listening and speaking about what is read and researched, the facilitation, monitoring and instruction within the materials is limited.

Indicator 1k

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

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

Examples include:

  • In Unit 2, in the Assessment Section, the “Constructed Response” tasks have students (or teacher) choose one of the prompts that connect to CCSS reading skills: analyze the development of a drama, analyze Shakespearean language, analyze the development of central ideas. Each of the tasks is an essay that asks students to refer to one or more of the texts that appears in the unit.
  • In Unit Six, under the Writing to Source activity after “The Demon Lover” students write a sequel to the story. The materials do not indicate a required length for this assignment nor provide teacher tools for feedback to support students’ writing.
  • In Unit Four, under the Writing to Source after “She Walks in Beauty”, “Apostrophe to the Ocean”, and “from Don Juan”, students write an interior monologue. The draft directions say to structure your monologue as the tale of a sequence of events that leads to your hero’s strongest expression of his or her attitude. Also, in Unit Four, after students read the Introduction to Frankenstein, they are asked to write a brief autobiography of a monster. First they are provided the prompt, next they are asked to prewrite and outline the plot of their narrative. Second, they are asked to draft their narrative. Third, they are to revise their draft adding figurative language to make their descriptions more vivid.
  • In Unit Four, the first on-demand writing opportunity appears in the “Common Core Extended Study of William Wordsworth and Lyric Poetry from Around the World” portion of the unit. Students are asked to write an Explanatory Text: Essay, comparing and contrasting two poems. They are told to write in 40 minutes. There is a second on-demand opportunity in this unit under the Reading for Information section. Here students write an Informative Text. The prompt says, “Although these documents have different purposes, they are about the same place. Write a brief analytical essay in which you use both documents to tell visitors what to expect on a trip to the Lake District.” Students have 40 minutes to write. The third opportunity comes at the end of the unit in the Common Core SAT Assessment Workshop. Students are asked to write a position statement whether education is the key to liberation for an oppressed group of people.
  • In Unit Six, there is a Writing to Source activity that requires students to write directions for traveling by car from Belfast to Derry along the beautiful Antrim coast of Ireland. It is not clear, but is assumed that this is intended as a short writing task. Then there is another task that asks students to write a scene from an absurd drama set in school. Another task is to write a poem that is a parody. Then in the Writing Workshop students write a short story. The lengths and timings of these writing tasks are not clearly indicated.

Evidence for revising and lack of opportunities for editing:

  • In Unit Five, in the Ulysses Close Reading Activities, students write an informative text (biographical essay) recounting the details of Tennyson’s life and work. They are asked to prewrite, draft and revise. When revising, the directions have them read through their draft to make sure they presented the correct sequence of events and clearly explained the cause-and-effect relationships. It also asks them to make sure they have ample evidence and solid reasoning to claim such a relationship. There is no mention of editing in this task. Also, In Unit Five, there is one opportunity to edit and proof read. This is found in the Writer’s Workshop. Students are asked to check their report to eliminate grammatical or spelling errors. Also, to be sure their report is neatly presented and legible. It also, asks students to review an earlier lesson on verb tenses and active voice directing students to the page number if they need to review. Then it asks students to check their report to be sure they used those conventions correctly.
  • In Unit Five, under the Common Core Assessment Workshop writing opportunities, there are three writing tasks, all essays. The words,”edit” or “revise your writing” are not found in the tasks. However, there are bullet points that say “Use transitions to clearly show the relationships and interactions among story elements.” Or “Use active, not passive voice.” Or “Accurately use academic vocabulary in your writing.” Or “In your writing, use technical academic vocabulary, standard English grammar, and correct spelling.”
  • There are digital resources available for teachers and students: Online Skills Support, CC Companion, Professional Development Guidebook, Online Graphic Organizers, Online EssayScorer, and Interactive Whiteboard Activities however we do not have access to them as a reviewer so we do not know their role in the writing tasks. Digital resources for students to use during their writing.

Indicator 1l

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

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

Materials include sufficient writing opportunities for a whole year’s use. Materials provide multiple opportunities across the school year for students to practice and apply different genres/modes of writing that reflect the distribution required by the standards. However, learning opportunities are limited. There is a Writing Workshop at the end of each unit which teaches a writing lesson. However, students are asked to practice and apply genres/modes throughout the entire unit, including at the beginning before instruction on those genres and modes has been provided. Materials provide few opportunities for students/teachers to monitor progress in writing skills. Rubrics and checklists are found in the Writing Workshops at the end of each unit (6 times total). The “Writing to Sources” tasks say to use rubrics which are in the Professional Development Guidebook. Also, in the teacher’s edition, it says to guide students to writing a specific text using the Support for Writing page, available online. The writing tasks found in the Common Core Assessment Workshop provide a rubric and a checklist for tasks.

None of the six Writing Workshops require students to connect to text or text sets, however at the end of every unit there is a Text Set Workshop where students explore the fundamental connections among the texts through a writing task. In the Writing to Sources activities students have to connect to the text in order to complete the activity.

  • Writing Workshops found at the end of each unit that teach a lesson on writing to students.
    • Unit 1, Autobiographical Narrative
    • Unit 2, Argumentative Essay
    • Unit 3, Reflective Essay
    • Unit 4, Multimedia Presentation of an Argument
    • Unit 5, Historical Investigation Report
  • In Unit 1, after reading two historical nonfiction texts, the “Close Reading Activities: Writing to Sources” task is classified as argument and asks students to write a business memo “convincing people to invest in an enterprise Britain or Ireland. Explain your plan clearly and persuasively, citing passages from the selection to support your points.” The teacher edition suggests that teachers provide students 5 minutes to prewrite, 10 minutes to draft, and ten minutes to revise and edit.
  • In Unit 1, students’ first three writing opportunities are to write an editorial, write a job application, then complete a timed write where they write an analytical essay. There are limited directions on how to do this. In the Time and Resource Manager (the pacing guide) for the teacher, it is suggested that the editorial be used as an assessment in one period or as an homework assignment. The same suggestion is made for the job application.
  • In Unit 2, Part 4, in the “Writing Workshop” at the end of the unit, students write an argumentative essay. After publishing the essay, students are instructed to reflect on their writing: “Jot down your thoughts on the experience of writing an argumentative essay. Begin by answering this question: How did the rhetorical devices help you make your points?” After answering the question, they are instructed to evaluate their essay using a rubric that connects to the standards of purpose/focus, organization, development of ideas/elaboration, language, conventions. These reflections are at the end of each Writing Workshop.
  • In Unit 3, Part 1, in the “Writing” section of the “Close Reading Activities”, students are asked to write an argumentative text: “Use the carpe diem theme in a PSA that calls on people to do something beneficial, such as exercise to maintain health.” The carpe diem theme was used in all the readings of this part of the unit. None of the texts to read were PSAs, not do the instruction to students explain what a PSA is. The teacher instructions only state to “Discuss different ways in which students might apply the carpe diem theme to a public service announcement.”
  • In Unit 3, Part 2, after reading an excerpt from The Pilgrim’s Progress, in the “Close Reading Activities Writing to Sources” activity, students are instructed to write an informative text: Imagine that a film is being made of The Pilgrim’s Progress and your job is to cast the parts. Write a casting memo suggesting actors who might play the roles in this selection….Cite details from the selection to justify your ideas. Use a standard memo format, including headings indicating To, From, Subject, and Date.” In the teacher edition, there are instructions to use the rubrics for a business letter in the Professional Development Guidebook.
  • In Unit Four, students write three different types of arguments, seven different types of explanatory writings, and two narratives. In Unit Four, students write an essay comparing the Albatross in the The Rime of the Ancient Mariner with Poe’s Raven as poetic symbols. This demonstrates multiple opportunities to practice a variety of genres.
  • In Unit 4, during the Writing Workshop the teaching tips are well thought out and direct for teachers. There is a “Think Aloud” for teachers to use with students. In the teacher’s edition there is also a place where it encourages students to do keyword searches with a search engine to get an idea of the kinds of materials that are available online.The Teacher’s edition also lists six teaching resources to assist students with writing: Online Skills Support, Common Core Companion, Professional Development Guidebook, Online Graphic Organizers, Online EssayScorer, and Interactive Whiteboard Activities. Reviewers did not have access to all of these resources at the time of review.
  • In the Unit 4 Common Core Assessment Workshop, there is a rubric for teachers and students to evaluate their performance. This is the “Performance Task Rubric. “Standards Mastery, Critical Thinking, Focus, Support/Elaboration, Insight, and Expression of Idea” are included in the rubric. Also, the tasks have check-list: Cite specific details from the literary work under discussion to support your analysis, Use appropriate and varied transitions to clarify the relationships among your ideas.”
  • In Unit 4, Part 2, after students read the Poetry of John Keats, they need to write an essay analyzing how an author uses imagery, personification, figurative speech, etc in his writing. The model for students to use for their writing is titled, “Model: Annotating Notes”. Words or Passages… “looked at each other with a wild surmise - /Silent, upon a peak in Darien.” Comment, that students should make, “Dramatic image: men stunned into silence by what they see.” The directions say that, “Taking specific notes will help your writing flow more easily.” The teacher’s edition directs students to the Support for Writing Page (available online), tells the teacher to explain to students that they will write an analyses of Keat’s use of drama in his poetry, remind students to cite examples of dramatic images, and use the Response to Literature rubric in the Professional Development Guidebook. This is a challenging task with brief instructions given for teachers to monitor and direct students on this writing tasks.
  • In the Unit Five Writing Workshop, there is a student model of a research report which is annotated analyzing how the writer incorporated elements of a research report. It highlights a portion of the students writing and says, “Notice how Nicole creates a transition between Gates and previous “visionaries”: “In contrast to Babbage and Da Vinci…” Such a transition makes the report more coherent.” Limited teaching and modeling for students.
  • In Unit 6, in a Writing to Sources tasks after student read three texts (“The Lady in the Looking Glass”, Mrs. Dalloway, “Shakespeare’s Sister”), they are to write an informative text choosing a passage from the text “The Lady in the Looking Glass” or Mrs. Dalloway that they think is a good representation of the stream-of-consciousness technique. They have to translate the passage to show it converts the traditional omniscient narrator. Before this tasks there is a Building Knowledge and Insight page that teaches students about omniscient third person of view. There are also text dependent questions in the text asking about omniscient point of view in the text.
  • Where appropriate, writing opportunities are connected to texts and/or text sets
    • In Unit Four, in the Text Set Workshop, one of the tasks has students write an argumentative essay where they have to use the “Introduction to Frankenstein” as well as other works in Part 1 of Unit Four, and develop and defend a claim that explores how the authors incorporate fantasy and reality in their work.
  • In Unit 5, in Writing to Source after students read “Dover Beach”, “Recessional”, “The Widow at Windsor” they have to write an essay to support or refute a general observation that there is ‘widespread doubt about the nature of man, society, and the universe’”. They are to review the poems and gather evidence for the essay on the themes presented in the poems.
  • In Unit Six, students write a script for a scene from one of the short stories they just read, “A Shocking Accident” or “The Rocking-Horse Winner”. They must include descriptions of the scenery and dialogue from the story.

Indicator 1m

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

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

Writing opportunities are presented throughout the materials but not explicitly taught or monitored and not consistently part of daily and weekly lessons that flow from the instruction and text-dependent questions. The majority of these writing tasks require the use of evidence from texts, however there are writing tasks that do not require evidence and ask for personal experiences and/or opinions and to go beyond the text. Materials do not always meet the grade level (GL) demands of the standards listed for this indicator, specifically the standard where students produce clear and coherent writing in which the development, organization, and style are appropriate to tasks, purpose, and audience. Directions for students and teachers are limited and brief in regards to development, organization, style, purpose, and audience.

There are six Writing Workshops, one at the end of every unit. None of these Writing Workshops require using evidence from texts. However, the Writing to Sources task found in the Close Reading activities do require evidence. In the Close Reading Activities students are given the prompt, the prewriting directions, drafting, revising, conventions and style. One issue is the Writer’s Workshops are found at the end of the unit. So, if students are to learn from these then practice and apply, they should be placed at the beginning of the unit.

  • In the Introductory In Unit of the text is a workshop that relates to CCSS 1a, 1b, and 1e called Composing an Argument. The workshop gives directions on Choosing a Topic, Introducing the Claim and Establishing Its Significance, Developing Your Claim with Reasoning and Evidence, and Writing a Concluding Statement or Section. In the third section on Evidence, students are informed; to always support a claim with evidence, that they should have three pieces of evidence, what constitutes good evidence, what kind of evidence will make a strong impact on the audience, to make sure evidence comes from a credible source, and to cite sources. Following the instructions is a Practice page that gives an example of a chart a student could use to explore both sides of an issue when making an argument. Later in the textbook, students will write six argumentative essays as part of the “Text Set Workshop”. Another argumentative essay is found in the Writing Workshop of In Unit 2.
  • In In Unit 1, Part 3, students are given a Timed Writing activity that is labeled an argumentative essay, but the directions are really a literary analysis explanatory essay. The prompt asks students to “compare and contrast the theme of ‘Federigo’s Falcon’ with the theme of ‘The Wife of Bath’s Tale’ or ‘The Pardoner’s Tale’. After giving students three questions to help them explore the topic, they are told to “support your ideas with accurate and detailed references to the texts.” That does not call for evidence from the texts since “references” does not mean the students need to provide supporting evidence, just ideas. However, students would have to work closely with all the texts to be able to develop themes and then reference the ideas in the two texts to compare or contrast the themes.
  • In In Unit 2, Part 4, in the Constructed Response section of the Assessment Workshop at the end of the unit, students are given three different writing tasks that their teacher may choose to assign. Each task is a literary analysis essay where they must develop a claim that is directly related to the works of the unit. Two of the essays are connected to the dramatic Shakespearean texts (Hamlet, Macbeth, or Oedipus), while the third essay is connected to literary nonfiction texts from the unit. Each set of instructions to students under the prompt reminds students to identify specific examples or details from the texts to support their reasoning. Only one of the prompts tells students: “Cite specific examples from the play to support your ideas. Quote precisely and accurately.
  • In In Unit 3, Part 4, the Text Set Workshop tells students: “You have studied each part of In Unit 3 as a set of connected texts.” The texts that students will work with are demanding fiction and nonfiction texts. Students have two writing prompts related to the texts that challenge their writing skills by integrating and synthesizing ideas from multiple texts, and supporting ideas with evidence from those multiple sources. For example, the second task refers to Part 2 of the unit and is a Writing to Sources task. The assignment is to “Develop an essay that focuses on the journeys presented in The Divine Comedy and the other texts in Part 2. Craft a thesis that synthesizes your ideas about the texts you discuss. Include quotations from the poems to bolster your argument, but make sure the connections between the evidence and your ideas are clear.”
  • In In Unit 4, during the Timed Writing, students write an Explanatory Text: Essay where they choose two poems by different authors that have vivid descriptions of nature. Then they write an essay in which they compare and contrast the two poems by addressing the following questions. “What is the theme or central insight expressed in each poem? What images does each speaker use to describe nature? What feelings does the description of nature evoke? Use evidence from the poems that relate to the questions.”
  • In In Unit 5, after reading from Jane Eyre, students write a school conduct report that might have been written by the teacher. From the selection, infer the teacher’s feelings about Helen. Students are not asked to make a claim or use evidence from the text.
  • In In Unit 6, after reading A Devoted Son, students write an essay evaluating whether or not the story as a whole effectively illustrates the original concept. Students must defend their opinion by citing details from the story.

Indicator 1n

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

The instructional materials reviewed for Grade 12 partially meet the criteria for materials including instruction of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application context.

Materials include instruction of all grammar and conventions standards for the grade level found two times per unit in the Close Reading Activities and during the Language Study Workshops. Materials include limited opportunities for students to demonstrate application of skills both in and out of context. Materials promote and build students’ ability to apply conventions and other aspects of language within their own writing. Over the course of the year’s worth of materials, grammar/convention instruction remains consistent throughout the texts and does not show increasingly sophisticated application in contexts. As a resource, there is a Grammar, Usage, and Mechanics Handbook that includes Parts of Speech, Sentence Structure, Paragraph Structure, Phrases, and Clauses, Usage, Agreement, Using Modifiers, Using Modifiers, Using Pronouns, Commonly Confused Words, and Editing for English Language Conventions.

  • In Unit 1, the textbook offers opportunities for students to demonstrate skills in the context of a story and as stand-alone activities. For example, in the “Reading of Information” section, a question is asked in the Close Reading Activity after reading the texts. Students will “explain how the Latin words, manus, and scribere contribute to the meaning of the words manuscript. Determine the meaning of these other words derived from the Latin word manus: manacle, manicure, manipulate, manual, and manage. Use a dictionary to verify the meanings you determined.” This activity is a stand-alone activity, though it is loosely connected to the reading of a manuscript in the section. Later in the unit embedded language acquisition questions are available while reading “The Wife of Bath’s Tale.” Students are asked a question on the side of the page: “What is the meaning of anguish in line 229? Identify the context clues that helped you to determine the meaning.” After reading the story, students complete a Vocabulary Acquisition and Use activity with some instruction on how to use context clues, then followed by three questions about finding the meaning of words in context of a sentence.
  • In the “Extend” section of each unit is a Language Study section which is modeled after the SAT. These include explanation and practice in determining meaning of words, explanation and practice in vocabulary acquisition and use in multiple choice questions.
  • In the Assessment Workshop sections at the end of each unit is a reading test with questions that ask students to determine the meaning of words using context clues from the reading passage. A second section is a grammar section related to editing writing in context. This is modeled after the SAT with sections of text underlined and multiple choice questions asking how to best edit the sentence.
  • In the Extend section of each unit, in the Close Reading Activities section, is a Conventions and Style section where students learn a type of convention, practice it and then apply it in writing and speaking activities. For example, in Unit 3, the convention is comparative and superlative adjectives and adverbs. Students are given examples of the forms of the adjectives and adverbs with a brief description. Then they have 10 practice sentences to choose the best form. An example of the types of questions: “The mature John Donne was _____ than his younger counterpart, Jack. (religious)” Next students apply the information in a Writing activity: “For each adjective or adverb below, write one sentence using the comparative form and one using the superlative form. (Followed by a list of words) Then, consult a dictionary of English usage to ensure that you have correctly formed comparatives and superlatives.” Next, students complete a speaking activity: “As Death, write and present a response to Donne’s argument in Holy Sonnet 10. Correctly use at least one comparative form and one superlative form. Consult a dictionary of English usage to check your formation of comparatives and superlatives.”
  • There are some “Sentence Modeling” examples where students see a grammar standard used in writing, and then they practice. For example, In Unit 6, in the Close Reading Activities, after “Shooting an Elephant” and “No Witchcraft for Sale”, there is Conventions and Style lesson on Variety in Sentence Beginnings. Then there are three samples from the two texts that show a variety of sentence beginnings. Students are asked to notice, then imitate and write. Also, students are asked to write 5 sentences beginning with five different words or phrases so they can practice a variety of sentence beginnings. Then they have a speaking opportunity to use at least three different kinds of sentence beginnings and one sentence with inverted order.
  • Many skills are practiced in isolation rather than in context. For example, in Unit 4, in the Close Reading Activity after Poetry of William Wordsworth, there is a Vocabulary Acquisition and Use activity. Students read about the word form of anatomize. Then they explain how the use of the root changes and has a different function or meaning (atom, anatomy, anatomical, atomizer). Also, in Unit 6, in the Close Reading Activity after Virginia Woolf’s texts, there is a Vocabulary Acquisition and Use activity. Students read about the latin root -trans. Then they use the meaning of -trans to define six phrases that include the root (transnational corporation, business transaction, transatlantic communication, transparent proceedings, transfer station, transformational experience).

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Does Not Meet Expectations

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Gateway Two Details

The instructional materials for Grade 12 do not meet the expectations of Gateway 2. Texts are organized around topics/themes to support students in building knowledge. Materials contain few sets of questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. The materials do contain some sets of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. Culminating tasks do not always promote the building of students’ knowledge of the theme/topic. The materials include a year-long plan for students to interact with and build key academic vocabulary words across texts throughout the year; however, it is not cohesive and the vocabulary does not connect across texts. Materials include some writing instruction aligned to the standards and shifts for the grade level, although teachers may need to supplement and add more practice to ensure students are mastering standards. The materials include some focused research skills practice. The materials do not meet the expectations for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

Criterion 2a - 2h

14/32

Indicator 2a

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

The instructional materials reviewed for Grade 12 meet the criteria that texts are organized around a topic/topics to build students’ knowledge and their ability to read and comprehend complex texts proficiently. Texts are connected by a grade level appropriate topic and/or theme, allowing for students to build knowledge around time periods and social conditions associated with them and the literature themes within. Each unit has a theme and then each part (text set) within the unit is connected by a theme,At the beginning of every part, there is a rationale provided for text selections within the set, explaining that the texts all connect to the topic.

  • Selections in each unit are related to the following themes:
    • Unit 1: From Legend to History (AD 449- 1485)
    • Unit 2: Celebrating Humanity (1485 - 1625)
    • Unit 3: A Turbulent Time (1625 - 1798)
    • Unit 4: Rebels and Dreamers (1798-1832)
    • Unit 5: Progress and Decline ( 1833- 1901)
    • Unit 6: A Time of Rapid Change (1901 to Present)
  • In Part One of each unit, there is prefatory material that introduces all three Essential Questions as related to the time period of that Part. Each essential question is introduced with historical context, literary context, and writer context for that time period. Prior to reading each text in the part, an Essential Question will be introduced in the Building Knowledge section and points students towards thinking about the question as they read. This supports students as they make meaning over the course of the unit.
  • In Unit 1, Part 3, the same pattern follows as in Parts 1 and 2: Students are directed to think about the Essential Question prior to reading the selection. After finishing, the last question in the Critical Reading questions is connected to the Essential Question. Some selections also have teacher edition discussion questions that are connected to the Essential Question, which also bolsters re-reading and support of understanding of the focus of each part.
  • In Unit 3, Part 4, the Assessment Workshop is the only place where the Essential Question is addressed in culminating activities of the part. The Essential Question is addressed in the Speaking and Listening section of the Constructed Response. In this unit, the one Essential Question that is addressed is “What is the relationship between literature and place?” Students are to write a literary analysis of three authors from the unit. “Analyze the role that London played - a ‘character’ in its own drama, a vivid backdrop for action, or an area for a certain social class - in each work.” Each of the three units in volume one uses one of the three Essential Questions in the same way in the Assessment Workshop.
  • Rationale is included for why particular texts are selected for each unit. For example the following rationale is given in Unit 5, Part 2: “The selections in this text set reveal how nineteenth-century novelists expressed their views about society and its problems in their works of fiction. In Hard Times, Dickens shows how the education system stifled individuality and imagination. The unfairness and meager living conditions in Jane Eyre’s school reflect Bronte’s opinions about educational institutions for poor girls. “An Upheaval” depicts the confrontation between a headstrong governess and a class system unaccustomed to dissent.”

Indicator 2b

Materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 12 partially meet the criteria that materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.

After each text or text set there are Critical Reading questions and Close Reading Activities which include key ideas and details, integration of knowledge and ideas, and craft and structure. All three types of questIons can also be found in the Extended Study questions. Students’ opportunities for analyzing language and author’s word choice are very limited. Questions and tasks within the parts provide evidence of student understanding of the definitions and concepts of the components identified in each unit. However, there are no culminating tasks at the end of each part for students to show their understanding of concepts. Also at the end of each unit there are no opportunities for students to show they are building understanding of topics. The tasks at the end of the unit are not necessarily related to key ideas and details or craft and structure, but are often centered around one or two of the Essential Questions of the textbook. The larger tasks do not build understanding of the texts.

  • Within the texts, the language and vocabulary questions are stand-alone activities that may or may not relate to the text that were read. The vocabulary words that are identified in texts and defined for students are not used in any way in the questions or tasks. One way vocabulary was introduced was before reading a selection, a list of vocabulary words are given and students are asked to copy them into their notebook. Then the words are defined in the margin of the story. The vocabulary acquisition questions at the end of text put those same words in sentences and asks students to determine if the statement is true or false and explain. Another way vocabulary is introduced is in a “gather vocabulary knowledge” activity before reading an anchor text. They provide 3-4 words from the text, then tell students to use a dictionary to define them and find part of speech. Then students are to write a paragraph related to one of the words. In Unit 3, the activities are: “History of Language: Use a history of English to research each word’s origins. Write a paragraph about the word’s emergence in English.” and “Book of Quotations: Use an online or print collection or quotations to find a quotation containing one of the words. In a paragraph, explain nuances in meaning that are evident from the context of the quotation.” These types of activities are more interesting and require higher level thinking, but they are not related to texts nor do they build understanding of texts or topics.
  • Students’ opportunities for analyzing languge and author’s word choice is very limited. For example, in Unit 4, Part 1, no examples were found. In Unit 4, Part 2, a two examples were found. In the Extended Study: William Wordsworth and Lyric Poetry there is a page on Defining Lyric Poetry with Sound Devices and Figurative Language descriptions. Then there is a model text that points out sound devices and figurative language. There are some questions to accompany the examples such as, “What effect does this use of the word suit have on the poem?” “What emotions might this alliteration cause the reader to feel?”
  • In Unit 4, Part 2 during the reading of the poem “Lines Composed a Few Miles Above Tintern Abbey” there are two questions analyzing language and author’s word choice, “Does Wordsworth use simple or difficult words to describe old age?” “How do the lines ‘let the misty mountain winds be free/ To blow against thee’ reflect Romantic beliefs and assumptions?”
  • There are opportunities for students to analyze key ideas and details, structure, and craft. Questions and tasks provide evidence of student understanding of the definitions and concepts of the components identified in each unit. Also, the questions and tasks help students to make meaning and build understanding of texts and topics.
  • In Unit 1, after each text there are Critical Reading questions. The vocabulary acquisition section of the Extended Study has stand alone activities that are not connected to the texts. The writing portion connects directly to the story that was just finished and asks students to write a sermon. It is vaguely connected to the text, only because the last lines of the story, the preacher delivers a passionate sermon on greed. It does not ask students to emulate the style of the preacher or language choices. The concept of a sermon was also not the focus for reading the text. The focus was allegory and archetypes.
  • In Unit 2, there is a Text Set Workshop in which students write, research, and discuss questions related to the texts of Unit 2. The directions say students will “have the chance to further explore the fundamental connections among these texts and to deepen your essential understanding of the literature and its social and historical context.” The assignment is to use Spenser’s poems that they read in the unit and “develop and defend a claim that addresses the topic of real versus ideal love. Consider whether the poems are expressing realistic views of love or whether they use the art of poetry to construct a vision of what love should be.” The teacher edition provides instructions to remind students to use evidence from the poems and to use precise literary terms.
  • In Unit 3, the Assessment Workshop has reading, grammar, writing, and speaking and listening tasks. The writing and speaking and listening tasks in the Constructed Response section are directly connected to texts and are higher level thinking tasks. The three essay choices are to analyze either the development of two or more themes in a literary work, analyze and evaluate the development of a narrative, or analyze and evaluate the structure of a work of nonfiction from the unit. The speaking and listening tasks are to deliver a presentation where students analyze the use of language in a nonfiction work, analyze and evaluate the central ideas of a work of nonfiction, or make a visual presentation that analyzes the impact of word choice on tone in a literary work from the unit. All three of these tasks are either key ideas and details or craft and structure questions. There is also a separate question directly connected to an Essential Question of the textbook where students write a literary analysis of the works of three authors from the unit and analyze the role that London played as a character in the work. These are all higher order thinking tasks at the end of the unit.
  • In Unit 5, Part 3, after students read the poem “Dover Beach” there are three key ideas and details questions, and one integration of knowledge and ideas under Critical Reading. Then students read two more poems, “The Recessional” and “The Widow at Windsor”, both have key ideas and details and integration of knowledge and ideas questions right after the reading. After all three poems are read there are Close Reading Activities which include Craft and Structure questions about the three poems. For example, “Explain how the the mood and sternness and solemnity in “Recessional” relates to the theme of the poem?”

Indicator 2c

Materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.
2/4
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Indicator Rating Details

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

Most sets of questions and tasks support students’ analysis of knowledge and ideas. Materials provide guidance to teachers in supporting students’ literacy skills.By the end of the year, integrating knowledge and ideas is embedded in students’ work. Individual texts have questions to support analysis of knowledge and ideas, although there are also many questions that may be answered without text evidence. Also, sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Teachers choosing which questions and tasks to complete out of the many options may not provide access for students to be consistently building knowledge.

  • In Unit 1, Part 3, there are two different opportunities for studies to show their ability to integrate knowledge within a single text. After reading “A History of the English Church and People” and studying an ‘’Atlas Page [of] the British Isles” that is placed in the middle of the story, students are asked questions only about the first text. In the teacher edition, there are questions are integration of knowledge questions between the two texts, but there are no questions for students to work on independently. Questions in the student edition after the history piece include critical reading and literary analysis sections: “In what ways does Britain’s remote location influence Bede’s description of it? In responding use at least two of these Essential Question words: geography, proximity, isolation.” and “How do Bebe’s attitudes and beliefs color the information he provides? Support your answer with examples from the selection.
  • In Unit 3, in the Speaking and Listening activity at the end of the unit, the assignment is to analyze a literary work through an oral interpretation. The analysis work is on a single text: “Make a copy of a speech, poem, or soliloquy from this unit. Choose one that you truly enjoy. Then, analyze the work to identify the use of literary elements and stylistic devices, such as the following: tone, author’s style, imagery, theme, nuance and ambiguity...Write a brief analytical essay that details your understanding of the text.”
  • In Unit 4, Part 1 students analyze the poem “To a Mouse” answering text-dependent questions, like, “What comparison does the speaker draw between himself and the mouse in the last stanza?” What value do you place on foresight? Explain. (provide textual evidence to support your response)”
  • In Unit 5, Part 2, after students read from Hard Times and An Upheaval there is a Close Reading Activity, Timed Writing task. Students are to write an essay comparing and contrasting the means that each author, Dickens and Chekhov, use to express criticism of his society.
  • In Unit 6, Part 2, after students read and analyze three texts by Virginia Woolf, they choose a passage from “The Lady in the Looking Glass” or Mrs. Dalloway that they think is a good representative of the stream-of-consciousness technique. Then they translate that passage into the style of a traditional omniscient third-person narrator. Then they write an essay in which they state whether they prefer the original version or the translation and explain why.
  • Lessons support students’ developing literacy skills. For example, in Unit 5, in the Preteach pages before the Alfred, Lord Tennyson passages the first reading is to identify key ideas and details and answer any comprehension questions. The second reading is to analyze craft and structure and respond to the side-column prompts. The third reading is integrating knowledge and ideas, connecting to other texts in the world, and answering the end-of-selection questions.

Indicator 2d

The questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 12 partially meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).

There is a limited number of culminating tasks that are multifaceted. The Text Set Workshop does offer students an opportunity to write, research, and present. However, these workshops do not offer an opportunity for students demonstrate their knowledge of a topic. There are limited opportunities for students to demonstrate knowledge of a topic or topics found in the Text Set Workshops at the end of each unit. Earlier questions and tasks do not give the teacher usable information about the student’s readiness to complete culminating tasks. There are many different tasks in each part of each unit. If the Assessment: Workshop Constructed Response activities at the end of Part 3 are culminating tasks then they do not support students’ ability to demonstrate knowledge of a topic. These tasks are more skill or standard related than topical or thematic. There is only one task in the Assessment: Synthesis section that refers to one of the three Essential Questions, which would require students to demonstrate knowledge of a topic. Text Set Workshops also provide four opportunities for students to demonstrate their knowledge of a topic in each of the four parts of the unit in either a writing, research or speaking and listening task.

  • In each unit, there is a Text Set Workshop at the end of Part 3 that integrates topics into reading/research/writing, reading/writing, or reading/speaking and listening tasks. The teacher’s edition provides instructions that teachers should use: “1. Explain to students that the activities in the Text Set Workshop will help them gain a deeper understanding of how the texts within a part are connected historically, thematically, or structurally. 2. As a class, briefly discuss each text set, paying particular attention to the Anchor Text(s) in each part. 3. Remind students that, as they embark on these projects, they should not only re-read the texts and the anchor text in particular, but also the biographical and background information in each section and the Unit Introduction. All of this information will contribute to a fuller understanding of the material. 4. Assign activities from the Workshop. You may choose activities based on your preference for individual, group, or whole-class assignments.”
  • In Unit 1, Part 3, there are two of the tasks in the Text Set Workshop. The first is “Writing: Argumentative Essay: Develop and defend a claim about the significant idea of home expressed in the Anchor Text and other poems in Part 1.” Students are reminded to “review the texts and make a list of details that characterize the speakers’ views of home. Also note how exile affects their understanding of home.” This task requires students to integrate their knowledge of the poems and write about the topic of the poems. Another task is “Research: Multimedia Storytelling Event: Working in a small group, retell “The Wife of Bath’s Tale” in a variety of modern storytelling genres. Research events and projects that focus on storytelling...Then create version of the Wife of Bath’s story based on your research.” This second task meets the research standard W11-12.9 in the most basic way by requiring students to draw evidence from literary and informational texts to support research, but there is no analysis or reflection that is part of the task as required in the standard. If the task is meant to add some narrative writing, then it does not follow the standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences (W11-12.3). Nor is that standard listed on the page as a grading standard. The standard for speaking and listening, initiate and participate effectively in a range of collaborative discussions, could be used for this activity, but it is not clear if that standard is to be used to assess student’s knowledge. Also, the questions and tasks leading up to these activities, do not support the activity, only the comprehension and analysis of the reading of the text.
  • In each unit there are Assessment: Workshop Constructed Response activities that may be considered culminating tasks (some of which are labelled SAT Prep). They include a reading test with informational text that students previously read in the unit, a grammar and writing task that is not related to this indicator, a Timed Writing activity that is loosely connected to a text from the unit and asks them to take a position or state their opinion on a topic, and Constructed Response tasks that include 3 essays choices and 3 speaking and listening choices (some mix of literature or informational text that they connect to). These Constructed Response tasks are all skill- or standard-related, asking students to analyze some aspect of one text from the unit. The standard(s) that should be assessed on each task are always listed next to the task. For example, one of the writing tasks in Unit 3, Part 3 is listed as “Literature [RL.11-12.2, W.11-12.2, W.11-12.9.a] Analyze the Development of Themes: Write an essay in which you analyze the development of two or more themes in a literary work from this unit.”
  • In each unit in the Assessment: Workshop Constructed Response there is a question that is connected to one of the Essential Questions from the textbook. They always integrate reading and writing skills and require students to demonstrate their knowledge of the topic. In Unit 2, Part 3, the task that goes along with the Essential Questions is connected to the topic that was studied throughout the unit: “Choose three authors from this unit who drew from tradition to create something new. Write a literary analysis showing how each author used a traditional theme, genre, or stylistic device but refreshed it with a new or inventive approach.” The Essential Question was “What is the relationship of the writing to tradition?” Throughout the unit, students were studying the English Renaissance time period and at various points, analyzed and answered questions either teacher directed or in Close Reading Activities that had students evaluate how an author made changes to a traditional way of writing. This type of culminating task is the only one that was directly connected to work earlier in the unit and that would provide teachers knowledge if students were ready to complete the task.
  • There are a limited number of culminating tasks that are multifaceted. In Unit 4, Part 3, there is a Writing Workshop section. Here students are asked to create a Multimedia Presentation of an argument. Students’ assignment is to “Research, draft, revise, and present a multimedia presentation in which they present and defend a claim on a topic.” This workshop requires students to read, write, speak, and listen.

Indicator 2e

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

The instructional materials reviewed for Grade 12 partially meet the criteria for providing a cohesive, year-long vocabulary development component. Vocabulary is repeated in various contexts (before texts, in texts, etc.), but not across multiple texts. Attention is paid to vocabulary essential to understanding the text, but weak in attention to high value academic words. Students are supported to accelerate vocabulary learning with vocabulary in their reading, and writing task, but not with their speaking tasks. There are no opportunities for students to learn, practice, apply and transfer words into familiar and new contexts. Students are asked to highlight and work with words out of these contexts but not embed them into ongoing use and transfer.

Some examples of how vocabulary study is incorporated in the materials are shown below:

  • At the beginning of Part 1-4 of each unit is a Building Knowledge and Insight page that introduces 4-6 vocabulary terms. After being told to copy the terms into their notebooks, students are directed to do different things with the list of terms throughout the unit and textbook. In Unit 1, Part 1, they are asked to “sort them into words you know and words you do not know.” While in Unit 1, Part 4, they are asked to decide “which word is a noun that might be related to the idea of nobility? How can you tell?” There is no further instruction about what they will do with the vocabulary terms.
  • While reading the selections in Parts 1-4, the terms are defined in the margin of the student edition. In the Close Reading Activities after reading the texts that are combined together, a Vocabulary Acquisition and Use activity is provided. There is always a Word Analysis: The Word Root activity where a Latin root is introduced and defined. Then, students answer various questions related to the root. The second activity is a Vocabulary activity with a variety of different types of questions related to the 6 vocabulary terms introduced at the beginning of the selection(s). These could be stand alone tasks.
  • At the end of each unit is a Language Study with two different activities. One is skill-based on things like using a dictionary to understanding etymology. There are examples provided and then practice questions. The practice questions do not have students apply any of the practice to larger writing activities beyond putting terms in a sentence of their own. The other activity is Vocabulary Acquisition and Use: Context Clues where students answer multiple choice questions questions with sentence starts and 5 choices of vocabulary terms. Both of these activities are stand-alone activities and are not referenced in other activities in the textbook.
  • In Unit 5, from Hard Times, the academic words that students focus on are; monotonous, obstinate, deficient, adversary, indignant, approbation, etymology, syntax. Students read the words aloud and then rate them based on their knowledge of the words. When students finish reading discussing the selection, they are to read aloud the words have them rank again. They are to clarify any words that are still problematic. They do not interact with the words during the reading, during the text. At the end of the text there are three Vocabulary Acquisition and Use exercises involving the academic words. The first exercise has students identify the prefix mono in six words . Then they explain how mono contributes to the meaning of each word. The text is not necessary in order to complete this task. The second exercise has students identify antonyms for the academic words. Again the text is not needed. The third exercise has students review a list of utilitarian words that Dickens puts in Gradgrind’s mouth -or thoughts. Students are to use a dictionary to find the connotation of these words. Then find an antonym, then explain why each word they chose was a suitable antonym.

Indicator 2f

Materials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 12 partially meet the criteria that materials contain a year long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.

There is a variety of writing opportunities in the textbook for teachers to choose from, which creates difficulty to know which to choose to form a cohesive writing plan for the school year. The activities fit with writing standards expected for grade 12, but are haphazardly arranged and do not always connect to the readings. Writing instruction is present in the Writing Workshops however, there is no follow through with tasks after the workshops. So support for students’ growth in writing skills over the course of the school year, and building students’ writing ability to demonstrate proficiency at grade level at the end of the year is not clearly present.

The materials do include a mix of both on-demand and process writing, however it not always clear with each writing task which one is required. There are not always clear guidelines in teachers materials or student prompts for which writing tasks are on-demand and which are process writing. There are opportunities for students to revise their writing, however there are limited opportunities to edit. In the writing to source tasks, students are guided each time to revise and are provided a focus for their revisions. The only time they are guided to edit their work is during the Writing Workshops found at the end of each unit, six times during the school year. The digital resources included are limited and not necessary for students to use in order to support their writing process or product.There are student and teacher resources available on-line. It is unclear if assignments are short or long. There are no clear parameters given for the length of the written product or the time students should spend on writing assignments (with the exception of the timed writings found in the material - 2 times per unit). Writing tasks and projects are sometimes aligned to the grade level standards being reviewed.

  • In the Introductory Unit of the textbook, students are given an explanation for Composing an Argument. This one page of instruction includes directions for how to choose a topic, introduce a claim and establish its significance, develop a claim with reasoning and evidence, and write a concluding statement. The next page has a practice section where students complete a chart with claim, counterclaim, evidence and justification sections.
  • In each unit, there are between 9 or 15 individual writing assignments that are classified as Writing to Sources or Timed Writing. They work on different parts of the writing standards and include all types of writing: argumentative essays, letters to the editor, dramatic scenes, public service announcements, etc.
  • In each Part 3 of each unit there is a Writing Workshop about a different type of writing. They include Narrative, Argumentative Essay, Reflective Essay, Multimedia Presentation of an Argument, Historical Investigation Report, and Short Story. In Unit 3, the Writing Workshop is Reflective Essay which includes the assignment to “Write a reflective essay in which you describe an event from your personal experience and then share insights about its significance.” The texts leading up to this activity are all essays and offer good models for students in their own writing. The instruction for the workshop includes one-page directions for Prewriting and Planning, Drafting, Writers on Writing (which includes an excerpt from one of the selections in the unit with annotations), Revising, Writer’s Toolbox (developing style in this unit), a Student Model, Editing and Proofreading, Publishing, Presenting, and Reflecting. These workshops are stand-alone activities and do not connect to writing assessments later in the unit.
  • At the end of Part 3 in every unit there is a Text Set Workshop which includes two writing activities that connect to the readings in either Part 1 or Part 2 of the unit. The teacher edition offers teachers the directions to “assign activities from the Workshop...choose activities based on your preference for individual, group, or whole-group assignments.” The Text Set Workshop activities along with the Writing Workshop and the Assessment Synthesis (which includes writing assignments) would be a robust amount and array of writing to cover the whole school year.
  • There is a Writing Workshop in every unit during Part 3. They are all structured similar. Below is a sample structure from Unit 4, Part 3 Writing Workshop - Multimedia Presentation of an Argument
  • Assignment is to research, draft, revise, and present a multimedia presentation in which students present and defend a claim on a topic that is meaningful to them.
  • There is a Prewriting and Planning page where students read how to choose a topic, develop their argument, and gather details. There is a sample outline that shows students how to identify how they would like to use their information in their presentation.
  • There is a Drafting page which explains how to shape the presentation, provide elaboration, and clarify and frame the media.
  • Then there is a “Writers on Writing” essay written by Elizabeth Mc Cracken explaining her process on writing a multimedia presentation.
  • Next, is a Revising page explaining how to improve pacing of presentation, evaluating media and delivery, revising media elements, and a peer review suggestion.
  • Mini lesson on organization and integrating media to support the argument.
  • A student model on how to script out the text and audio and video for the presentation.
  • Then an Editing and Proofreading suggestion, a Publishing, Presenting, and Reflecting section, and a Rubric for Self -Assessment.
  • Unit 6, Writing Workshop is on Writing a Short Story. In Unit 6, Part 3 after the Writing Workshop there is a Text Set Workshop where students have an opportunity to show from “text to understanding”. In Part 1 of this section they are asked to write an argumentative essay. In Part 2, they are to write an analytical essay comparing the relationship between the reader and the narrative perspective from two stories. In Part 3, they create a documentary on one of the settings they read about. In Part 4, they write and present a speech announcing the winner of a Prize for Contemporary Literature.
  • In Unit 6, Part 3 towards the end of the unit, there is a Constructed Response section, where students can write an essay in which they analyze the development of a key narrative element in a story from Unit 6. There is another opportunity where they can write an essay in which they analyze the development of two or more themes in a literary work from Unit 6. Lastly, an opportunity to write an essay in which they analyze and evaluate the structure of a nonfiction work from Unit 6. Nowhere do they have an opportunity to practice writing a short story in which they learned in the Unit 6 Writing Workshop.

Indicator 2g

Materials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.
0/4
+
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Indicator Rating Details

The instructional materials reviewed for Grade 12 do not meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to synthesize knowledge and understanding of a topic using texts and other source materials.

The Common Core standards call for 12th graders to have robust research projects that connect reading, writing, speaking and listening. The projects within this textbook, are smaller stand-alone activities that do not sequence in a way that provides depth of knowledge or rigorous research as the year progresses. Students are not required to synthesize information from various selections in the textbook with their own research to complete tasks.There are limited lessons that build students’ skills to research. There are no resources provided for students in any of these projects. The project lengths are not identified as short or long projects in the scope and sequence for teachers or in the directions for students. It is impossible to tell from what is provided if it is a long or short project. Examples of how the materials provide research component work to Grade 12 students include (but are not limited to) the following:

  • In the Introductory Unit, Common Core Workshop, there is a section on Conducting Research with 6 pages of instruction including how to conduct short- and long-term research, research topics and questions, planning your research, finding authoritative sources, taking notes, providing appropriate citations, and practice. In the margin are examples related to William Shakespeare for how to created focused topics, a reliability checklist, cite facts vs. common knowledge.
  • In every unit is a Research Project Primary Sources activity. It may be placed in Part 2, 3 or 4 of the units. There does not seem to be a reason for placing it in those parts other than that it went with the text types that were in that part. The directions for how to conduct research prior to reading the primary sources also do not specify what students are looking for when they research - they are not connected to the Research Task after reading the selections. Students are just instructed to consider the Essential Question and make a list of the cultural values reflected in the letter and ballads. Then they are provided a note-taking guide.
  • In Unit 2, Part 2, the Research Project Primary Sources deals with speeches and eyewitness accounts. The two types of text are defined and then the skill of summarizing texts is briefly explained. Students then discuss the Essential Question for the unit and how it may relate to speeches leaders give to soldiers. Then students read 3 selections before starting the Research Task: Write a research report about one of these aspects of the battle with the Spanish Armada: historical causes of the conflict, forces and weapons of each side, military tactics used by each side, sequence of the battle’s events.” The task does not require any connection to the primary sources they just read as research.
  • In Part 4 of every unit is a Writing Workshop that includes research. In the Workshop in Unit 3, Part 4, students write a reflective essay describing an event from personal experience. After the writing assignment is explained, there is a “Focus on Research” box that provides instructions about how research “can add more depth to reflective essays” and provides a list of ways it can do so. In Prewriting and Planning set of instruction is a section on “Gathering Details” that reminds students to “conduct research to deepen your knowledge of your subject. Talk with friends and family, or use the library or the internet to gather details about past events or issues that relate to your personal experience.” However, in a subsequent page in the student model provided, there is no outside research to deepen the essay or show how one might incorporate research as the reminder suggests.

Indicator 2h

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

The instructional materials reviewed for Grade 12 do not meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. There are components parts supporting possible independent reading, but these components are not organized to guide teachers nor students to accountability and independent reading growth.

At the end of each unit there are two pages that address independent reading. The first page provides titles for Extended Reading (both informational text and literature as well as an online text set ). The textbook also offers an online text set that is found in the Student eText section of the curriculum. In the teacher’s edition, in the margins there are some suggestions for implementing the online text set and helping students choose a book.

There are a couple of brief notes to guide teachers while they support students in the process of independent reading. In the Time and Resource Manager before Part 3 in each unit, there is a direction to spend 2-3 days on each text provided and to have students read the text independently. There is no monitoring or accountability system. There are no directions of when these readings should be read, in or outside of class. Literature Circles are noted in the teacher edition as a method to have students discuss the independent reading. The teacher edition offers guidance for students who need extra support and those who need increased challenge, though they are minimal. There are no other lesson plans for how to break down the independent reading or incorporate it into lessons. There is a page of questions that students can use while reading independently. Overall, the independent reading section of the textbook is more suggestions than instructions or systems.

There is no method suggested for how students might track their independent reading. There is no suggestion for whether or how students might independently read in or out of class.

In each unit, there is a Preparing to Read Complex Texts page that includes directions about reading for college and career and questions a student might ask while reading to understand key ideas and details, to analyze the text for craft and structure, and to make connections and integrate ideas. In each unit, the questions start with a sentence stem: “When reading complex texts, ask yourself…” followed by 4-7 questions in each section. The teacher edition to tells students “they can be attentive readers by bringing their experience and imagination to texts they read and by actively questioning those texts.” It also directs students to review and “amplify” one particular question in each of the three sections. Lastly, it directs teachers to “explain to students that they should cite key ideas and details, examples of craft and structure, or instances of the integration of ideas a as evidence to support their point during a discussion of drama, fiction, or nonfiction. After hearing the evidence, the group might reach a consensus or might agree to disagree.” These directions are the same in every unit and do not provide guidance for when or how these directions should be given or when student discussions might take place.

Gateway Three

Usability

Not Rated

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

Criterion 3a - 3e

Indicator 3a

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

Indicator 3b

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

Indicator 3c

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

Indicator 3d

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

Indicator 3e

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

Criterion 3f - 3j

Materials support teacher learning and understanding of the Standards.

Indicator 3f

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
N/A

Indicator 3g

Materials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.
N/A

Indicator 3h

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

Indicator 3i

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

Indicator 3j

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

Criterion 3k - 3n

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

Indicator 3k

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

Indicator 3l

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

Indicator 3l.i

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

Indicator 3l.ii

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

Indicator 3m

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

Indicator 3n

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

Criterion 3o - 3r

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

Indicator 3o

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

Indicator 3p

Materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.
N/A

Indicator 3q

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

Indicator 3r

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

Criterion 3s - 3v

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

Indicator 3s

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

Indicator 3t

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

Indicator 3u

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

Indicator 3u.i

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

Indicator 3u.ii

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

Indicator 3v

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

Report Published Date: 2017/08/31

Report Edition: 2015

Title ISBN Edition Publisher Year
Pearson Literature 2015 Grade 12 Student Edition 978‑0‑1332‑6856‑0 Pearson 2015
Pearson Literature 2015 Grade 12 978‑0‑1332‑6861‑4 Pearson 2015
Student Materials: Common Core Companion Workbook, Grade 12 978‑0‑1332‑7113‑3 Pearson 2015

The publisher has not submitted a response.

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

ELA High School Review Tool

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

For ELA, our review criteria evaluate materials based on:

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

  • Building Knowledge with Texts, Vocabulary, and Tasks

  • Instructional Supports and Usability

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

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

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

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

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

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

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

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

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

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

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

Math K-8

  • Focus and Coherence - 14 possible points

    • 12-14 points: Meets Expectations

    • 8-11 points: Partially Meets Expectations

    • Below 8 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 18 possible points

    • 16-18 points: Meets Expectations

    • 11-15 points: Partially Meets Expectations

    • Below 11 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 38 possible points

    • 31-38 points: Meets Expectations

    • 23-30 points: Partially Meets Expectations

    • Below 23: Does Not Meet Expectations

Math High School

  • Focus and Coherence - 18 possible points

    • 14-18 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 16 possible points

    • 14-16 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 36 possible points

    • 30-36 points: Meets Expectations

    • 22-29 points: Partially Meets Expectations

    • Below 22: Does Not Meet Expectations

ELA K-2

  • Text Complexity and Quality - 58 possible points

    • 52-58 points: Meets Expectations

    • 28-51 points: Partially Meets Expectations

    • Below 28 points: Does Not Meet Expectations

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

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 3-5

  • Text Complexity and Quality - 42 possible points

    • 37-42 points: Meets Expectations

    • 21-36 points: Partially Meets Expectations

    • Below 21 points: Does Not Meet Expectations

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

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 6-8

  • Text Complexity and Quality - 36 possible points

    • 32-36 points: Meets Expectations

    • 18-31 points: Partially Meets Expectations

    • Below 18 points: Does Not Meet Expectations

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

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations


ELA High School

  • Text Complexity and Quality - 32 possible points

    • 28-32 points: Meets Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

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

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

Science Middle School

  • Designed for NGSS - 26 possible points

    • 22-26 points: Meets Expectations

    • 13-21 points: Partially Meets Expectations

    • Below 13 points: Does Not Meet Expectations


  • Coherence and Scope - 56 possible points

    • 48-56 points: Meets Expectations

    • 30-47 points: Partially Meets Expectations

    • Below 30 points: Does Not Meet Expectations


  • Instructional Supports and Usability - 54 possible points

    • 46-54 points: Meets Expectations

    • 29-45 points: Partially Meets Expectations

    • Below 29 points: Does Not Meet Expectations