High School - Gateway 2

The text quality in StudySync materials meets expectations for indicator 2a. The program includes a range of well-crafted, content-rich core and anchor texts across Grades 9-12 that are engaging and appropriate for students. Texts are organized around meaningful unit themes and selected for their quality, complexity, and opportunities for close analysis. Across grades 9–12, students engage with a variety of genres and subgenres—including short stories, poetry, drama, essays, speeches, memoirs, articles, and novel excerpts—that present age-appropriate themes and rich examples of author's craft. In grades 9–12, the reported distribution does not reflect the standards' recommended 70/30 informational-to-literary balance. Throughout the program, texts are intentionally selected to support unit themes, genre studies, knowledge building, and students' development of comprehension and analytical skills. In addition to the core texts, the program supports independent reading through Self-Selected Blasts, access to the StudySync digital library, and optional Novel Study units, with accompanying teacher guidance and accountability structures designed to promote sustained independent reading and student choice.

• Materials include core/anchor texts that are well-crafted, content-rich, and engaging for students at their grade level. 

  • The StudySync curriculum for Grades 9-12  includes well-crafted, content-rich texts that provide a mix of literary and informational works across various subgenres. Literary texts include short stories, poetry, dramas, and novel excerpts, while informational texts encompass articles, essays, speeches, and memoirs. The texts in the program present age-appropriate themes that engage students at each grade level. Texts are selected for their connection to unit themes, connection to the unit’s genre focus or content, and noteworthy elements of author’s craft. These factors make texts worthy of student study, enhancing students’ comprehension and analytical skills.

    • Grade 9 materials include texts on belonging, adventure, intelligence, the human experience, romance, and achieving goals that will engage 9th-grade students. 

    • Grade 10 materials include texts on the power of words, culture, memories, human connection, and the human experience that will engage 10th-grade students. 

    • Grade 11 materials include texts on independence in America, journeys and perspectives, individualism and collectivism, home, winning, and justice that will engage 11th-grade students. 

    • Grade 12 materials include texts on the future, identity, leadership, the power of a story, alienation, and change that will engage 12th-grade students. 

  • Throughout the materials, texts are content-rich, well-crafted, and worthy of student analysis. 

    • In Grade 11, Unit 5, students read Othello by William Shakespeare, which features complex language, including archaic or unfamiliar syntax, figurative language, and dramatic irony, to explore multiple themes of the manipulation of trust, outsider status, love, and jealousy. 

Note: As part of this review, the publisher submitted documentation detailing text characteristics, including genre and subgenre classifications and counts of full texts, excerpts, long-form texts, and short-form texts. The information below is presented as contextual evidence only and is not factored into the overall score or rating.

• Materials reflect the balance of informational and literary texts required by the grade-level standards (70/30 in 9-12), including various subgenres. Materials include a range of full texts and excerpts, depending on their stated purpose.  The materials only include short-form texts and do not include long-form texts. (The information below is presented as contextual evidence only and is not factored into the overall score or rating.)

  • In Grade 9, materials reflect a 52/38 balance between informational and literary texts, which does not meet the 70/30 balance required by the grade-level standards.

    • Materials include 77 core texts, 40 informational and 37 literary. 

    • Texts include the following subgenres: poetry, short story, essay, article, and speech.  

    • The materials include 55 full texts and 22 excerpts. 

    • The materials include 77 short-form texts and zero long-form texts.

  • In Grade 10, materials reflect a 51/49 balance between informational and literary texts, which does not meet the 70/30 balance required by the grade-level standards. 

    • Materials include 76 core texts, 39 informational and 37 literary.

    • Texts include the following subgenres: short story, poetry, novel excerpt, article, speech, essay, memoir, and drama.

    • The materials include 55  full texts and 21 excerpts. 

    • The materials include 76 short-form texts and zero long-form texts.

  • In Grade 11, materials reflect a 49/51 balance between informational and literary texts, which does not meet the 70/30 balance required by the grade-level standards. 

    • Materials include 81 core texts, 40 informational and 41 literary. 

    • Texts include the following subgenres: short story, poetry, essay, memoir, novel excerpt, article, speech, and drama. 

    • The materials include 58 full texts and 23 excerpts. 

    • The materials include 81 short-form texts and zero long-form texts.

  • In Grade 12, materials reflect a 53/47 balance between informational and literary texts, which does not meet the 70/30 balance required by the grade-level standards. 

    • Materials include 86 core texts, 46 informational and 40 literary. 

    • Texts include the following subgenres: article, speech, novel excerpt, essay, poetry, drama, memoir, and short story. 

    • The materials include 64 full texts and 22 excerpts. 

    • The materials include 86 short-form texts and zero long-form texts.

  • The publisher provides a clear rationale for selecting each text for each unit.

  • Note: As part of this review, the publisher submitted documentation outlining text characteristics, including genre and subgenre designations and counts of full texts, excerpts, long-form texts, and short-form texts.

• Materials include teacher guidance (including monitoring and feedback) and student accountability structures for independent reading (e.g., independent reading procedures; however, materials do not include a proposed independent reading schedule or a formal tracking system.) (The information below is presented as contextual evidence only and is not factored into the overall score or rating.)

  • The Program Guide provides guidance for developing a sustained independent reading program beyond the core curriculum. Students build independent reading habits through Independent Reads, Self-Selected Reading lessons, Blast research links, and selected Extended Writing Project research activities. Self-Selected Reading lessons teach strategies for choosing books based on personal interests and connect students to thematically related texts in the StudySync Library. The digital library supports independent reading through search filters, genre and topic tags, and access to contemporary and classic texts, each accompanied by Reading Quizzes, Thinks, and Prompts that provide accountability and enable teachers to monitor student progress. For students reading full-length texts, Novel Studies include instructional supports such as vocabulary instruction, reading quizzes, discussion prompts, and writing activities, allowing teachers to implement whole-class novel studies, literature circles, or individualized independent reading while differentiating instruction based on student interests and reading readiness.

  • At the end of each unit, students participate in a Self-Selected Blast and accompanying Self-Selected Response lesson to support independent reading and student choice. Self-Selected Blasts introduce students to a curated collection of texts from the StudySync digital library that are thematically, historically, or literarily connected, and explicitly teach strategies for selecting appropriate independent reading materials. Students then respond to their chosen text through a reflective or creative writing task, with opportunities for peer review and discussion. The Program Guide also provides recommendations for extending these lessons into a broader independent reading program.

  • The program includes optional Novel Study units that provide a complete instructional pathway for teaching full-length texts alongside the Core ELA curriculum. Each Novel Study includes both a Teacher Edition and Student Edition and provides approximately 30 days of integrated reading and writing instruction. Middle school units offer two to four novel study options, while high school units include three to five full-length text options. Each section of the novel includes vocabulary instruction, close reading questions, discussion prompts, reading quizzes, short written responses, and culminating writing activities. Novel Study lessons are intentionally paired with selected Core ELA texts and accompanying skill lessons, allowing students to compare the novel with literary and informational texts through comparative reading and writing activities. Additional comparative texts build background knowledge and support analysis across multiple texts, while the integrated instructional sequence helps students develop close reading, analytical writing, and stamina for extended texts. Teachers may choose to swap out novel study units for their respective core units. 

  • The materials do not include proposed independent reading schedules. There is space in each unit for the Self-Selected Blasts. If teachers would like to use a Novel Study unit for independent reading, rather than replacing a core unit with it, fitting this into their schedules would depend on their personal constraints and teacher discretion. 

The text complexity analysis in the StudySync materials meets expectations for indicator 2b. The Grade-Level Overviews provide comprehensive analyses of text complexity and a clear rationale for each core text’s educational purpose and grade-level placement. For each core text, the materials include quantitative measures, such as Lexile levels and word counts, as well as qualitative information, including genre, publication date, and guidance on addressing each text’s most challenging features. The overviews also identify each text’s instructional purpose by describing the targeted skills and concepts, associated writing task, and connection to the unit’s essential question and culminating writing project. Course-level text complexity information and unit-level complexity summaries further support text selection and instructional planning. Across grades 9–12, quantitative measures span a wide range of Lexile levels, with texts both below and above the grade-band ranges, while qualitative analyses identify the majority of texts as moderately or very complex, with the proportion of very and exceedingly complex texts increasing in the upper grades. The publisher’s qualitative analyses, together with the associated reader tasks, demonstrate that the core texts are appropriately complex for their intended grade levels and instructional purposes.

• Accurate text complexity analysis and a rationale for educational purpose and placement in the grade level accompany core/Anchor texts and a series of texts connected to them.

  • The Grade-Level Overviews provide comprehensive analyses of text complexity and explain each core text’s instructional purpose and grade-level placement. For each core text, the materials include quantitative measures, such as Lexile levels and word counts, as well as qualitative information, including genre, publication date, and guidance on addressing the text’s most challenging features. The overviews also describe each text’s instructional role by identifying the targeted skills and concepts, associated writing task, and connection to the unit’s essential question and culminating writing project. In addition, the Grade-Level Overviews include course-level text complexity information and unit-level summaries of text complexity for each instructional unit.

• According to quantitative and qualitative analysis and their relationship to the associated student task, core/anchor texts have the appropriate level of complexity for the grade.

  • Anchor texts have the appropriate level of complexity based on their text complexity analysis and the associated reader and task. For each core/anchor text in the program, the Grade Level overviews present the quantitative and qualitative complexity of each text. Throughout the program, tasks are appropriate for each grade level. 

  • Note: For this review and norming to other reviews, the publisher submitted qualitative information on levels of meaning/purpose, text structure, language conventionality and clarity, and knowledge demands for each text. 

    • Grade 9

      • Quantitatively: Texts range from 740L-1450L 

        • 23 texts are below the Lexile range for the grade band

        • 27 texts are in the Lexile range for the grade band

        • Five  texts are above the Lexile range for the grade band

        • 22 texts are Non-Prose (NP) or do not have a Lexile, given their format

      • Qualitatively: zero texts are slightly complex, 47 texts are moderately complex, 29 texts are very complex, and zero texts are exceedingly complex. 

    • Grade 10

      • Quantitatively: Texts range from 610L-1490L 

        • 15  texts are below the Lexile range for the grade band

        • 27 texts are in the Lexile range for the grade band

        • Ten texts are above the Lexile range for the grade band

        • 24 texts are Non-Prose (NP) or do not have a Lexile, given their format

      • Qualitatively: Zero texts are slightly complex, 46 texts are moderately complex, 28 texts are very complex, and two texts are exceedingly complex. 

    • Grade 11

      • Quantitatively: Texts range from 550L -1810L

        • 34 texts are below the Lexile range for the grade band

        • 17 texts are in the Lexile range for the grade band

        • Nine texts are above the Lexile range for the grade band

        • 21 texts are Non-Prose (NP) or do not have a Lexile, given their format

      • Qualitatively: Two texts are slightly complex, 26 texts are moderately complex, 45 texts are very complex, and eight texts are exceedingly complex. 

    • Grade 12

      • Quantitatively: Texts range from 110L-1760L 

        • 29 texts are below the Lexile range for the grade band

        • 29 texts are in the Lexile range for the grade band

        • Eight texts are above the Lexile range for the grade band

        • 20 texts are Non-Prose (NP) or do not have a Lexile, given their format

      • Qualitatively: Zero texts are slightly complex, 34 texts are moderately complex, 38 texts are very complex, and 14 texts are exceedingly complex. 

The text set organization in the StudySync materials meets expectations for indicator 2d. Text sets are cohesively organized around grade-appropriate unit focuses, essential questions, and genre studies, promoting sustained exploration of connected topics and themes throughout each unit. Each unit intentionally integrates literary and informational texts from multiple genres, along with knowledge-building topics drawn from literature, history, science, the arts, and other disciplines, enabling students to build content knowledge, academic vocabulary, and understanding of complex language structures. Learning progresses through a coherent sequence of background-building activities, explicit vocabulary and skill instruction, close reading, discussion, writing, and repeated engagement with texts, allowing students to deepen their understanding of the unit focus from multiple perspectives. Instruction culminates in authentic performance tasks, such as Extended Writing Projects or Extended Oral Projects, that require students to synthesize ideas across multiple texts, while Self-Selected Reading opportunities further extend students’ knowledge of the unit topic through independent reading. Each unit concludes with an End-of-Unit Assessment that measures students’ mastery of the reading, writing, and language standards addressed throughout the unit.

• Text sets are organized around a grade-appropriate, tightly-connected topic or theme. 

  • Each StudySync unit is organized by a grade-appropriate focus and an essential question. Each grade level consists of six units, with each unit including several texts across several genres. The bulk of each unit consists of the Integrated Reading and Writing section, where students read several texts and engage in reading, speaking, listening, vocabulary, grammar, and writing assignments as they work toward mastery of the ELA standards and explore the unit’s focus. Culminating tasks in most units include an Extended Writing Project, and for some units, an Extended Oral Project. At the end of the unit, students complete an End-of-Unit assessment in which they demonstrate their learning of the content and skills covered throughout the unit. 

    • Grade 9: 

      • Unit 1 Focus: Divided We Fall

        • Essential Question: Why do we feel the need to belong?

        • Genre Focus: Fiction

        • Knowledge-Building Topics:

          • Conventions of Fiction (Fine Arts)

          • Short Stories (Fine Arts)

          • The History of the American Dream (Social Studies)

          • The Haitian Creole Language (Social Studies)

      • Unit 2 Focus: The Call to Adventure

        • Essential Question: What will you learn on your journey?

        • Genre Focus: Informational

        • Knowledge-Building Topics:

          • Conventions of Informational Text (Fine Arts)

          • The Past and Future of Aviation (Science)

          • Famous Explorers (Social Studies)

      • Unit 3 Focus: Declaring Your Genius

        • Essential Question: How do you define intelligence?

        • Genre Focus: Argumentative

        • Knowledge-Building Topics:

          • Conventions of Argumentative Text (Fine Arts)

          • The History of Artificial Intelligence (Technology)

          • Retelling Homer’s The Odyssey (Fine Arts)

      • Unit 4 Focus: The Art of Disguise

        • Essential Question: How do we perform for different audiences?

        • Genre Focus: Drama

        • Knowledge-Building Topics:

          • Conventions of Drama (Fine Arts)

          • The Language of Shakespeare (Fine Arts)

          • A Biography of Mahatma Gandhi (Social Studies)

      • Unit 5 Focus: The Dance of Romance

        • Essential Question: When is love worth the fall?

        • Genre Focus: Poetry

        • Knowledge-Building Topics:

          • Conventions of Poetry (Fine Arts)

          • The Origins of the Sonnet (Fine Arts)

          • United States Poet Laureates (Fine Arts)

      • Unit 6 Focus: Human Potential

        • Essential Question: How can you help others achieve their goals?

        • Genre Focus: Multigenre Text

        • Knowledge-Building Topics:

          • Conventions of Myths and Folktales (Fine Arts)

          • Literature of the Classical Period (Fine Arts)

          • Satire in Writing (Fine Arts)

          • The History of Lift Every Voice and Sing (Social Studies)

    • Grade 10: 

      • Unit 1 Focus: The Power of Communication

        • Essential Question: Why do words matter?

        • Literary Focus: Modernism and Postmodernism

        • Genre Focus: Fiction

        • Knowledge-Building Topics:

          • Conventions of Fiction (Fine Arts)

          • Modernist and Contemporary Literature (Fine Arts)

          • Preserving Oral Traditions (Social Studies)

          • Interpreting Proverbs (Fine Arts)

      • Unit 2 Focus: Moving Forward

        • Essential Question: How does culture influence your goals?

        • Literary Focus: Ancient and Classical Literature

        • Genre Focus: Argumentative

        • Knowledge-Building Topics:

          • Conventions of Argumentative Text (Fine Arts)

          • Literature of the Classical Period (Fine Arts)

          • Ancient Cultures (Social Studies)

          • The Writing of Elie Wiesel (Social Studies)

      • Unit 3 Focus: The Persistence of Memories

        • Essential Question: How does the past impact the future?

        • Literary Focus: The Contemporary Period - Surrealism

        • Genre Focus: Informational

        • Knowledge-Building Topics:

          • Conventions of Informational Text (Fine Arts)

          • Writing from the Surrealist Period (Fine Arts)

          • The Art of Memoir (Fine Arts)

          • The Science of Lipreading (Science)

      • Unit 4 Focus: The Ties That Bind

        • Essential Question: What brings us back to one another?

        • Literary Focus: The Renaissance

        • Genre Focus: Drama

        • Knowledge-Building Topics:

          • Conventions of Drama (Fine Arts)

          • Renaissance Literature (Fine Arts)

          • The Story of Antigone (Fine Arts)

          • Alice Dunbar-Nelson (Social Studies)

      • Unit 5 Focus: Chopped, Stirred, and Blended

        • Essential Question: What are the ingredients of culture?

        • Literary Focus: Cross-Cultural Texts

        • Genre Focus: Poetry

        • Knowledge-Building Topics:

          • Conventions of Poetry (Fine Arts)

          • Cross-Cultural Literature of the Contemporary Period (Fine Arts)

          • Haiku Poetry (Fine Arts)

          • The History of Maple Sugaring (Social Studies)

      • Unit 6 Focus: Origin Stories

        • Essential Question: How does who we were guide who we will become?

        • Literary Focus: Magical Realism

        • Genre Focus: Multigenre Texts

          • Knowledge-Building Topics:

          • Magical Realist Literature (Fine Arts)

          • Classic TV Variety Shows (Fine Arts)

          • Vietnam in the 1970s (Social Studies)

    • Grade 11: 

      • Unit 1 Focus: Breaking Away

        • Essential Question: How does independence define the American spirit?

        • Literary Focus: The Colonial and Early National Period

        • Genre Focus: Fiction

        • Knowledge-Building Topics:

          • Conventions of Fiction (fine arts)

          • Early American Literature (Fine Arts)

          • The Iroquois Confederacy (Social Studies)

          • Life and Work in Nineteenth-Century New York (Social Studies)

      • Unit 2 Focus: The Highway

        • Essential Question: How do journeys influence perspective?

        • Literary Focus: Transcendentalism and Romanticism

        • Genre Focus: Informational

        • Knowledge-Building Topics:

          • Conventions of Informational Text (Fine Arts)

          • Works of the Transcendentalist Period (Fine Arts)

          • History and Literature of the Classical Period (Fine Arts)

          • The Interstate Highway System (Social Studies)

          • Victor Hugo Green (Social Studies)

      • Unit 3 Focus: No Strangers Here

        • Essential Question: How does place shape the individual?

        • Literary Focus: The Realist and Naturalist Period - Regionalism

        • Genre Focus: Poetry

        • Knowledge-Building Topics:

          • Regionalist Literature of the Realist and Naturalist period (Fine Arts)

          • Conventions of Poetry (Fine Arts)

          • African Diaspora in Florida (Fine Arts)

          • The Mexican Revolution (Social Studies)

      • Unit 4 Focus: Living the Dream

        • Essential Question: What does home mean to you?

        • Literary Focus: The Modernist Period - The Harlem Renaissance

        • Genre Focus: Drama

        • Knowledge-Building Topics:

          • Conventions of Drama (Fine Arts)

          • Literature of the Harlem Renaissance (Fine Arts)

          • Zora Neale Hurston (Social Studies)

          • The Horror Writing of Edgar Allan Poe (Fine Arts)

      • Unit 5 Focus: The Wars We Wage

        • Essential Question: What does it mean to win?

        • Literary Focus: American Modernism

        • Genre Focus: Argumentative

        • Knowledge-Building Topics:

          • Conventions of Argumentative Text (Fine Arts)

          • American Modernist Literature (Fine Arts)

          • The Marshall Plan (Social Studies)

          • Brown v. Board of Education (Social Studies)

      • Unit 6 Focus: With Malice Toward None

        • Essential Question: How can we attain justice for all?

        • Literary Focus: Postmodernism

        • Genre Focus: Texts That Blend Genres

        • Knowledge-Building Topics:

          • Conventions of Argumentative Text (Fine Arts)

          • Postmodernist Literature (Fine Arts)

          • Lincoln’s Second Inaugural Address (Social Studies)

          • King’s Advocacy for Workers’ Rights (Social Studies)

    • Grade 12: 

      • Unit 1 Focus: What’s Next?

        • Essential Question: How can we transform the future?

        • Literary Focus: N/A

        • Genre Focus: Informational

        • Knowledge-Building Topics:

          • Conventions of Informational Texts (Fine Arts)

          • Planning for Life After High School (College and Career Planning)

          • Writing an Application (College and Career Planning)

          • Post-Secondary Decision Making (College and Career Planning)

      • Unit 2 Focus: Uncovering the Truth

        • Essential Question: How do challenges cause us to reveal our true selves?

        • Literary Focus: The Medieval Period and the English Renaissance

        • Genre Focus: Fiction

        • Knowledge-Building Topics:

          • Conventions of Fiction (Fine Arts)

          • Medieval Literature (Fine Arts)v

          • Literature from the English Renaissance (Fine Arts)

          • Old English (Fine Arts)

          • Literary Criticism (Fine Arts)

      • Unit 3 Focus: Against the Wind

        • Essential Question: How do challenges cause us to reveal our true selves?

        • Literary Focus: The Medieval Period and the English Renaissance

        • Genre Focus: Fiction

        • Knowledge-Building Topics:

          • Conventions of Fiction (Fine Arts)

          • Medieval Literature (Fine Arts)v

          • Literature from the English Renaissance (Fine Arts)

          • Old English (Fine Arts)

          • Literary Criticism (Fine Arts)

      • Unit 4 Focus: Sculpting Reality

        • Essential Question: What is the power of story?

        • Literary Focus: Romanticism and Victorianism

        • Genre Focus: Poetry

        • Knowledge-Building Topics:

          • Conventions of Poetry (Fine Arts)

          • Literature of the Romantic Period (Fine Arts)

          • Victorian Literature (Fine Arts)

          • Ancient Greek Vases (Social Studies)

          • The Life and Literature of the Brontë Sisters (Fine Arts)

      • Unit 5 Focus: Fractured Selves

        • Essential Question: What causes individuals to feel alienated?

        • Literary Focus: Modernism

        • Genre Focus: Argumentative

        • Knowledge-Building Topics:

          • Conventions of Argumentative Text (Fine Arts)

          • British Modernist Literature (Fine Arts)

          • The Life and Works of Virginia Woolf (Fine Arts)

          • The Jeju Haenyeo (Social Studies)

      • Unit 6 Focus: Times of Transition

        • Essential Question: How are we shaped by change?

        • Literary Focus: Postmodernism and Postcolonialism

        • Genre Focus: Fiction

        • Knowledge-Building Topics:

          • Conventions of Fiction (Fine Arts)

          • Postmodern and Postcolonial Literature (Fine Arts)

          • The Biafran War (Social Studies)

          • Generational Cohorts (Social Studies)

• Text set organization provides opportunities for students to address facets of the same topic or theme over an extended period (e.g., a unit, module), enabling the development of deeper knowledge. Text sets cohesively build knowledge across various topics in social studies (including history), science, the arts, and literature, exposing students to academic vocabulary, content knowledge, and complex syntax.

  • Each unit in the program is organized around a unit focus and an Essential Question that guides learning and connects all instructional tasks. The Grade Level Overview includes a section titled Unit Connection that explains how each text is connected to the unit’s essential question and end of unit project. At the beginning of the unit, students learn some background information on the unit focus, reflect on the Essential Question, and record their initial thinking in a Blast. They engage in some Skill lessons focused on content vocabulary, the unit’s genre focus, and some academic vocabulary. In the Integrated Reading and Writing section of the unit, students engage with a range of texts across genres, with each lesson targeting specific reading, writing, vocabulary, and language skills. Through each text, students build further knowledge on the unit’s focus. Skills lessons are spread out throughout the unit, where units enhance their skillset across research, speaking, listening, vocabulary, reading, writing, and grammar. For many texts, students read them several times for varying purposes, allowing them to dive deeply into the content. Learning builds toward the culminating task, typically an Extended Writing Project (in most units) or an Extended Oral Project (in one unit), both of which require students to synthesize ideas and learning from multiple texts. Toward the end of each unit, students engage in Self-Selected Reading, where they select texts of interest to further build their knowledge on the unit’s focus. Each unit concludes with an End-of-Unit Assessment that measures students’ mastery of the reading, writing, and language standards addressed throughout the unit.

    • In Grade 12, Unit 5, students study the unit Fractured Selves with the essential question, “What causes individuals to feel alienated?” Students explore the Modernist movement and examine how literature reflects the realities of modern life through the theme of alienation. Reading a range of poems, short stories, drama, memoir, speeches, and informational texts, students analyze how historical events, particularly World War I and World War II, shaped individuals’ experiences and influenced Modernist writers’ portrayals of isolation, identity, and the human condition. Across the unit, students consider multiple perspectives on alienation while analyzing literary elements and author’s craft. The unit culminates in an Extended Writing Project in which students synthesize their learning by writing a literary analysis essay that examines how the unit’s texts develop the theme of alienation.

The questions, tasks, and assignments in StudySync materials meet expectations for indicator 2g. The materials provide consistent opportunities for students to make meaning of texts through text-based questions and tasks that require close reading, rereading, annotation, discussion, and written response. Across the StudySync program, the recurring First Read, Skill, and Close Read lesson structure supports students in engaging with texts multiple times and in varied formats. First Read lessons introduce students to the text through annotation, Text Talk discussions, comprehension checks, and Think questions that require evidence-based interpretation. Skill lessons prompt students to return to complex sections of the text to apply standards-based reading skills, analyze language and structure, and support responses with textual evidence. Close Read lessons extend this work by asking students to revisit key portions of texts, complete focused annotations, discuss interpretations with peers, and craft short written responses grounded in cited evidence. Through this repeated instructional sequence, students regularly use the text as the basis for speaking, writing, analysis, and interpretation, supporting deeper comprehension of the texts being studied.

• Materials provide opportunities to support students in making meaning of the texts being studied through text-based questions and tasks that require students to answer in varying formats (e.g., speaking, writing, etc.). 

  • Throughout the StudySync program, materials include three lesson types that support students in making meaning of the texts under study. These Lesson Types include First Read, Skill, and Close Read lessons. During First Read lessons, students engage with the text by annotating and answering written Think Questions that ask them to interpret ideas and support their responses with textual evidence. In Skill lessons, students return to the text to annotate, reread, and participate in discussions focused on specific standards-based skills. During Close Read lessons, students revisit the text to complete Skills Focus annotations, collaborate with peers to deepen their interpretations, and write brief evidence-based responses. 

    • In Grade 9, Unit 2, students read “The Journey” by Mary Oliver. During the First Read lesson, students use the Make Connections to Personal Experiences reading strategy to deepen their understanding of the text. As they read, students annotate the text and may use the following provided sentence stems to generate their annotations:

      • “To make connections to personal experiences:

        • How does this relate to my life?

        • What were my thoughts and feelings when I read this?

      • To make connections to ideas in other texts:

        • How is this different from other texts I have read?

        • How is this similar to other texts I have read?

      • To make connections to society:

        • How does this relate to issues in society?

        • How is this similar to or different from things that happen in the real world?”

      In a subsequent Skill lesson, teachers show students a model for analyzing poetic elements and structure. At the end of the lesson, students apply the skills from the model as they answer several multiple-choice questions, including “Which statement below provides the most accurate analysis about the use of structure and sound in the poems?” and “Which lines show the use of varied line length and enjambment to create emphasis?” Afterward, students complete another Skill lesson on this text's point of view. Later in the unit, students complete a Close Read lesson for this text, where they reread the text and ultimately write a short response to the question, “Compare and contrast the journeys in ‘Stopping by Woods on a Snowy Evening,’ ‘12,’ and ‘The Journey’ analyzing as you do so how the poets’ use of structure, sound devices, and figurative language enhances the development of these journeys. Points of comparison-contrast might include the motivation for the journey, the type of journey taken, and the result of the journey.” Before writing, students engage in a class discussion to share their initial thoughts with peers. 

• Materials include text-based questions and tasks that require students to closely read and/or re-read complex parts of texts to deepen their analysis and understanding. 

  • Across the program, First Read lessons promote repeated engagement with texts through whole-class Text Talk discussions, optional comprehension assessments, and Think questions that ask students to support their interpretations with textual evidence. In each Skill lesson, students independently revisit challenging portions of the text, annotate key passages, and apply the targeted literacy skill. During Close Read lessons, students return to selected sections of longer texts to examine central ideas, author’s craft, text structure, and supporting evidence in greater depth, culminating in a brief written response that cites relevant textual evidence.

    • In Grade 11, Unit 4, students read an excerpt from Lorraine Hansberry’s A Raisin in the Sun. During the First Read lesson, after students read, they participate in Text Talk, where they discuss several questions, including:

      • “What plan have the Youngers made to improve their life?

      • What does Walter mean when he says he will ‘put on a show’?

      • How does Walter really feel about putting on a show?”

      Students should return to different sections of the text to answer these questions and provide appropriate textual evidence in their responses. Later in the lesson, students complete the Think questions, which require written responses. Some of these questions include:

      • “Based on the text, what can you infer about Mr. Lindner’s motivations for paying Walter and his family not to move?

      • How does Walter define manhood? Cite specific quotes or passages from the text to support your answer.”

      Students must revisit parts of the text to find appropriate textual evidence to analyze the text and support their thinking. In a subsequent Skill lesson, students learn about Dramatic Elements and Structure. At the end of the lesson, students practice this skill. In this practice, students must re-read and analyze the elements of a portion of the text to complete the activity. In a later Close Read lesson, students re-read the text, considering the following questions as they read, 

      • “Highlight an exchange of dialogue between Beneatha and Walter that shows how Beneatha feels about the family’s dreams and Walter’s reaction. Analyze the relationship between plot and theme in these lines.

      • Identify a passage that includes dialogue and stage directions that show what Walter thinks it means to be a man. Analyze how these dramatic elements help advance the plot of the play.

      • Locate a passage that contains clues about the setting of A Raisin in the Sun. How does the setting affect the characters and influence the plot?

      • Identify dialogue between Beneatha and Mama near the end of the scene in which they discuss respect, dignity, and love. Analyze the relationship between characters and explain how their exchange reveals a theme of the play.

      • Why is owning a home so important to Mama? What makes a home so important to a family? Identify textual evidence to support your answer.”

      After students re-analyze the text with these questions in mind, they later participate in a discussion and draft a constructed response that synthesizes all their learning. 

The analysis opportunities in StudySync materials meet expectations for indicator 2h. The program provides consistent opportunities for students to analyze and evaluate texts in ways that support comprehension of complex ideas within and across texts. Throughout the program, students engage with key ideas and details through standards-aligned Skill lessons, Knowledge Building Blast activities, and text-based tasks that require them to identify central ideas, summarize information, and analyze how details contribute to meaning. Students also examine craft and structure through lessons focused on elements such as word choice, language, text organization, and author’s techniques, helping them understand how these features shape meaning and tone. Additionally, the program includes opportunities to analyze the integration of knowledge and ideas by comparing themes, perspectives, and information across paired and multiple texts. Through recurring opportunities to synthesize evidence, evaluate relationships among texts, and support their analyses with textual evidence, students deepen their understanding of both individual texts and broader topics of study.

• Materials provide opportunities for students to analyze key ideas and details (according to grade-level standards) within individual texts and across multiple texts to support students in making meaning.

  • In each unit, students have opportunities to analyze key ideas and details within texts through Skill lessons and Knowledge Building Blast lessons aligned to these skills. In each unit, students have opportunities to analyze key ideas and details across texts through Compare and Contrast Skill lessons aligned with these skills. 

    • In Grade 10, Unit 4, students read an excerpt from William Shakespeare’s Macbeth. As part of the learning sequence, students complete a Skill lesson on Summarizing. At the end of the lesson, students practice the skill by answering multiple-choice questions on summaries about the text. The questions they complete are: 

      • “Which detail from the text is the most important one to include in the summary?

      • What is the best summary of the events that occur in this section?”

• Materials provide opportunities for students to analyze craft and structure (according to grade-level standards) within individual texts and across multiple texts to support students in making meaning.

  • In each unit, students have opportunities to analyze craft and structure within texts through Skills lessons aligned to these skills, as well as some First Read and Close Read lessons. In each unit, students have opportunities to analyze craft and structure across texts through Compare and Contrast Skill lessons aligned with these skills. 

    • In Grade 12, Unit 2, students read an excerpt from The Canterbury Tales titled “The Prologue of the Pardoner’s Tale” by Geoffrey Chaucer. As part of the learning sequence, students complete a Skill lesson on Point of View. At the end of the lesson, students practice the skill by analyzing lines in the text that reveal point of view. The questions they complete are: 

      • “The Pardoner uses figurative language when he states ‘To spice therewith a bit my sermoning / And stir men to devotion, marvelling…’ Why does the Pardoner use this metaphor?

      • Which of the following phrases make it clear that the Pardoner knows he is a liar?”

• Materials provide opportunities for students to analyze the integration of knowledge and ideas (according to grade-level standards) within individual texts and across multiple texts to support students in deepening their understanding on a topic.

  • In each unit, students have opportunities to analyze the integration of knowledge and ideas within texts through Skill lessons aligned to these skills and some Close Read lessons. In each unit, students have opportunities to analyze the integration of knowledge and ideas across texts through some lessons focused on paired text sets.

    • In Grade 11, Unit 6, students read an excerpt from “Gaman” by Christine Kitano and “Demeter’s Prayer to Hades” by Rita Dove. After reading and analyzing both texts, students complete a Close Read lesson for “Demeter’s Prayer to Hades.” At the end of the lesson, students draft a response to compare how the texts approach similar topics. The prompt states: 

      • “LITERARY ANALYSIS: 'Demeter’s Prayer to Hades’ and ‘Gaman’ both implicitly address the subject of self-knowledge and self-reflection. Analyze how each text addresses this topic. What is each author’s message about self-knowledge or self-reflection? How do the poetic elements and structure of each poem help shape the author’s message? How does the figurative and descriptive language in each poem help reveal the message? Are the messages in the two texts similar or different? How so? Cite evidence from the text in your analysis.”

    • In Grade 11, Unit 5, students read an excerpt from the Supreme Court’s decision in Brown v. Board of Education. In the learning sequence, students engage in a Close Read lesson on the text. At the end of the lesson, students must draft a response that analyzes the text’s claims and evaluates the quality of the evidence and reasoning. The prompt states: 

      • “RHETORICAL ANALYSIS: The author of this text uses reasoning and evidence to support his claim reached in the resolution of this case. Identify the author’s claim. Then, evaluate how successful the author’s use of reasoning and evidence is in convincing his audience of this claim. Support your response with evidence from the text.”

The evidence-based discussion opportunities in the StudySync materials meet expectations for indicator 2j. The program provides frequent opportunities for students to engage in collaborative, evidence-based conversations about the texts and topics they are studying. Across units, students participate in partner, small-group, and whole-class discussions through recurring activities such as Talk Text, Discuss, and Collaborative Conversations. These activities prompt students to use textual evidence, apply vocabulary, compare ideas across texts, and explain their thinking in response to complex questions. Discuss activities, in particular, require students to support their ideas with evidence from the texts under study, while Collaborative Conversation activities broaden discussion to include unit themes, essential questions, and key ideas. Through these recurring opportunities, students consider peers’ perspectives and engage in intellectual discourse about texts, topics, and larger concepts developed across the unit. While the program includes frequent discussion opportunities in varied formats, extended seminar-style discussions are not a recurring component of instruction.

• Materials provide opportunities for students to engage in collaborative conversations about the text being read, which require them to utilize, apply, and incorporate evidence from texts and/or sources. Materials provide opportunities for students to consider others’ perspectives and engage in intellectual discourse about texts and topics they are reading.

  • Throughout the StudySync units, students have many opportunities to engage in collaborative conversations about the texts they are reading. In each unit, students participate in partner and small-group discussions through Talk Text, Discuss, and Collaborative Conversations activities. Discuss activities, in particular, prompt students to cite evidence from the texts under study to support their ideas. Across both Discuss and Collaborative Conversations activities, students respond to complex questions that require them to consider multiple perspectives and engage in intellectual discourse about texts and topics. Collaborative Conversation activities further extend students’ thinking by prompting them to discuss overarching themes, essential questions, and key ideas developed across the unit. While the program provides frequent opportunities for partner, small-group, and whole-class discussion, it does not include extended seminar-style discussions as a recurring component of instruction.

    • In Grade 9, Unit 6, students read an excerpt from Lumberjanes Vol. 1: Beware the Kitten Holy, by N.D. Stevenson. During the learning sequence, students participate in a Close Read lesson. During this lesson, students participate in a Discuss activity in which they respond to the prompt, “What makes the graphic novel format an effective medium for exploring the particular characters, setting, and themes in Lumberjanes?” As they discuss, students should consider others’ perspectives to strengthen their ideas before writing their answers to the prompt.  

    • In Grade 12, Unit 4, students engage in a Vocabulary Review lesson. During this lesson, students engage in a Collaborative Conversation in small groups as they answer the prompt “In this unit, you learned about the literary movement of Romanticism, which originated in the early 19th century. However, the word ‘romantic’ or ‘romance’ usually makes people think of love and courtship. What do you think of first when you hear the word ‘romanticism’? How is your first association with the word similar to or different from the themes of the literary period? Do you think ‘Romanticism’ is a fitting name for the literary period, or, if you could rename it, what would you call it and why? Use as many literary period and academic vocabulary words in your discussion as you can.”

The opportunities for students to practice independent word-learning strategies and newly taught vocabulary words in StudySync meet expectations for indicator 2l. The program provides students with opportunities to develop and apply independent word-learning strategies while building both academic and content-specific vocabulary. Throughout each unit, students engage with vocabulary instruction in multiple contexts, including Big Idea lessons, First Read and Close Read lessons, Mid-Unit Vocabulary Practice lessons, Vocabulary Review lessons, and Extended Writing Project activities. Instruction and practice encourage students to use various word-learning strategies. Students also apply these strategies to text-specific vocabulary while reading and revisiting complex texts. Vocabulary learning is reinforced through repeated exposure and review, as students encounter words across multiple lessons, use them in discussions and writing tasks, and reflect on their vocabulary growth. This spiraled approach supports both vocabulary acquisition and the development of transferable word-learning skills that students can apply independently across texts and disciplines.

• Materials include opportunities for students to use independent word-learning strategies to understand the meaning of challenging words  (inferring from context, using morphological or etymological awareness). 

  • Each unit also includes a Mid-Unit Vocabulary Practice lesson, in which teachers present models of vocabulary-learning strategies and students practice these skills. Students practice the skills in the Your Turn portion of the lesson. 

    • In Grade 9, Unit 3, students participate in a Mid-Unit Vocabulary Practice Lesson. First, the review the words and their definitions. After reviewing the independent word-learning strategies of word relationships, morphology, and considering usage, students complete the Your Turn activity. In this activity, students practice each strategy. For example, to practice word relationships, they match the vocabulary word to its synonyms. 

• Materials include opportunities for students to use academic and content-specific vocabulary in various contexts. 

  • At the beginning of each unit, the materials include a Big Idea section, where students learn the academic or content vocabulary of the unit. In First Read and Close Read lessons, students learn and practice content vocabulary specific to each text. 

    • In Grade 10, Unit 4, students read “La Juanita” by Alice Dunbar-Nelson. As part of the learning sequence, students engage in a First Read lesson. During this lesson, students are introduced to the vocabulary words for the text through a graphic organizer that shows each word, its form (part of speech), definition, and a sample sentence. The words for this text are: demand, furtive, impudence, treacherous, and tumultuous. Students encounter these words again in bold as they read. In the Think section of the lesson, students answer the following question on the vocabulary word furitive: “The Latin word furtum means theft. Use this information and context clues from the text to determine the meaning of furtive. Write your definition of furtive here and explain how you arrived at it.” Students also answer a question on the vocabulary word impudence: “Use context clues to determine the meaning of the word impudence as it is used in ‘La Juanita.’ Write your definition of impudence here and explain how you figured it out.” Later, as part of the learning sequence, students complete a Close Read lesson on the text. At the start of the lesson, students complete a vocabulary chart by dragging and dropping definitions to the correct words, then draft a sample sentence. As students read the text again, they encounter these words in bold. 

  • Toward the end of each unit, students participate in a Vocabulary Review lesson to review the meanings of content and academic vocabulary. At the end of these lessons, students discuss, then write a written response, and are encouraged to “use as many Big Idea and Academic Vocabulary words in [the] discussion as [they] can.” 

    • In Grade 11, Unit 5, students participate in a Vocabulary review lesson. At the start of the lesson, students complete a vocabulary chart by dragging and dropping definitions to the correct words. Later in the lesson, students participate in a discussion on the prompt “In this unit, you have studied American Modernism and some of the literature that movement produced. Since that movement was a product of a terrible war, think about how war has spurred other movements throughout the past two centuries. What is the meaning of protest, waging war, and ‘winning’ in contemporary culture? How do the texts from this unit and any other texts, works or art, or personal experiences you have had influence or shape your perspective on war? Use as many Literary Focus and Academic Vocabulary words in your discussion as you can.” As they prepare for the discussion, the directions prompt students to “revisit the vocabulary review list to select useful and relevant terms.” Afterward, students reflect on the discussion and write a response to the prompt “After your discussion, reflect on your experience. How many vocabulary words were you able to incorporate? How comfortable did you feel recalling and using these words? What strategies were beneficial in learning these words, and what will you adjust in the future?” 

  • At the end of each unit, students complete the Extended Writing Projects. Skills lessons in this part of the unit sometimes include opportunities for students to review vocabulary from the unit. 

    • In Grade 12, Unit 1, students complete an extended writing project. As they complete the project, they complete several Skill lessons. Many of these skills lessons include a vocabulary component. For example, in the Revise section of the project, students complete a skill lesson on Precise Language. The lesson includes a vocabulary section in which students complete a vocabulary chart by dragging and dropping definitions to the correct vocabulary words.

• Practice opportunities incorporate review of previously learned words based on their connection to the topic of study. 

  • In First Read lessons, students are introduced to vocabulary words specific to that text for the first time. Students encounter these words again and get more practice with them in subsequent Close Read lessons for the same text. This spiraled nature of the lessons ensures that students review previously learned words. 

  • Each unit also includes a Mid-Unit Vocabulary Practice lesson, in which students review the list of content and vocabulary words they have learned up to that point. 

  • Toward the end of each unit, students participate in a Vocabulary Review lesson in which they review the meanings of content and academic vocabulary words, then practice using them in various contexts. At the end of these lessons, students discuss, then write a written response, and are encouraged to “use as many Big Idea and Academic Vocabulary words in [the] discussion as [they] can.” 

  • Throughout the unit, students are prompted to use vocabulary in both discourse and writing activities. 

The on-demand and process writing opportunities in StudySync meet expectations for indicator 2o. The program provides a balance of on-demand and process writing opportunities aligned with the texts and instructional focus of each unit. Students regularly engage in on-demand writing through First Read Think Questions, Close Read Write prompts, and Independent Read writing tasks that require evidence-based responses to texts. In addition, most units culminate in an Extended Writing Project that guides students through a multi-step writing process to produce extended compositions in a variety of genres. These process writing tasks are directly connected to the unit's essential question, themes, and anchor texts, requiring students to synthesize their reading and support their ideas with textual evidence. In grades 9–12, the distribution aligns with the standards' expectations.

• Materials include a mix of grade-appropriate on-demand and process writing.

  • The program offers students various grade-appropriate opportunities to engage in on-demand writing activities. These activities include First Read Think Questions, Close Read Write Prompts, and Independent Read Write Prompts. 

    • In Grade 11, Unit 3, students read “Given to Rust” by Vievee Francis. As part of the learning sequence, students participate in a First Read lesson. At the end of this lesson, students answer several Think Questions on demand, including: 

      • “According to the speaker, how has her voice changed over the course of her life? Use evidence from the poem to support your assertions.

      • What do you think the speaker means in the first line, ‘Every time I open my mouth my teeth reveal / more than I mean to?’ Explain how you came to your understanding, citing evidence from other lines of the poem if necessary.

      • What do you think is the significance or the meaning of the title, and how does it connect to the content of the poem? Be sure to cite textual evidence to help explain your answer.”

      As part of the learning sequence, students participate in a Close Read lesson. At the end of this lesson, students answer the Write prompt: “LITERARY ANALYSIS: ‘Given to Rust,’ ‘South,’ and ‘N’em’ each present an individual navigating the connections between the past and the present. Compare and contrast how this idea is presented across each of the poems. Then, analyze how the use of figurative language in ‘Given to Rust’ emphasizes the author’s message regarding this theme. Support your analysis with evidence from the text and original commentary.”

  • At the end of most units, students have the opportunity to engage in process-based writing through the Extended Writing Project. 

    • In Grade 12, Unit 5, students write a literary analysis as the Extended Writing Project to the prompt “Consider all the texts you have read in this unit, and reflect on how alienation impacts those who experience it. Then, select three characters or speakers from the texts. Write a literary analysis essay to examine how the authors explore the theme of alienation through these three characters or speakers. In your conclusion, synthesize the ideas in these texts about alienation in the modern world. Regardless of which selections you choose, be sure your literary analysis includes the following:

      • an introduction

      • a thesis statement

      • coherent body paragraphs

      • reasons and relevant evidence

      • a conclusion”

• Materials reflect the distribution indicated by the standards for process writing (9-12 40/40/20 persuade/explain/convey experience). (This criterion is evidence only and not considered in scoring)

  • The process writing distribution in the StudySync program is as follows:

    • Grade 9: 40/40/20 persuade/explain/convey experience

    • Grade 10: 40/40/20 persuade/explain/convey experience

    • Grade 11: 40/40/20 persuade/explain/convey experience

    • Grade 12: 40/40/20 persuade/explain/convey experience

    • StudySync materials reflect the distribution indicated by the standards in grades 9, 10, 11, and 12. 

• Writing opportunities are appropriately aligned to the purpose, genre, and/or topic of the unit’s reading. 

  • Each Extended Writing Project is directly related to the unit’s purpose, genre, and/or topic of study. The Plan lesson for these projects directs the task to the unit’s essential question and anchor texts.

    • In Grade 10, Unit 5, students complete an Extended Writing Project in which they write an argumentative essay. The plan lesson introduces this task by first connecting it to the unit’s reading. This introduction to the task states, “Travel writer Deborah Cater once said, ‘You have to taste a culture to understand it.’ Similarly, according to novelist Jonathan Safran Foer, ‘Food is not just what we put in our mouths to fill up; it is culture and identity.’ Both writers are expressing the same idea—that one can get to know a particular culture or group of people through that group’s food.” The Extended Writing prompt states, “Reflect on how the texts you have read throughout this unit, as well as your own personal experiences, inform your perspective on this topic. Choose a position that expresses your stance on this question. Write an argumentative essay in which you state a clear claim and support it with reasons and evidence from at least two of the unit texts as well as your own experience.”

The explicit instruction in varied writing processes in StudySync meets expectations for indicator 2p. The program provides explicit instruction in the writing process, integrated with the texts and topics students study throughout each unit. The program includes frequent opportunities for students to write in multiple genres through short constructed responses, text-dependent writing tasks, and Extended Writing Projects. The Extended Writing Projects guide students through each stage of the writing process—including planning, drafting, revising, editing, and publishing—with embedded skills lessons, teacher modeling, discussion prompts, and structured guidance for teaching specific writing skills. Students also analyze mentor texts and student exemplars to examine genre characteristics and effective writing techniques before applying those features in their own work. Teacher materials include writing rubrics, facilitation guidance, check-for-success prompts, peer review questions, and revision supports that help teachers provide ongoing feedback throughout the writing process. In addition, the platform's WritePrecise feature offers students immediate, individualized feedback on their writing, further supporting revision and improvement. Together, these resources provide a comprehensive framework for teaching writing while supporting students as they develop and refine their compositions.

• Materials include explicit instruction in writing processes (paragraph and multi-paragraph construction for varying purposes), embedded in what students are studying throughout the unit. 

  • Throughout the StudySync program, students have opportunities to practice writing for different purposes. At the end of most units, students complete the Extended Writing Project. These writing assignments are directly integrated with the reading students complete throughout each unit. Teacher guidance for these assignments is provided in the Teacher Edition and lesson plans. Each writing process step and lesson includes guidance on how teachers should facilitate. 

    • In Grade 9, Unit 3, students write an argumentative writing essay to the prompt “Based on your reading in this unit and personal experience, identify at least two factors that you think an effective intelligence test should take into account and develop a strong argument in support of them. For example, should an intelligence test consider a person’s knowledge of the natural world, ability to communicate persuasively, creative potential, facility for learning languages, coordination, technological ability, capacity for making effective decisions under pressure, moral aptitude, or academic expertise? What should the ideal intelligence test, in your view, focus on and why? Remember to state a clear claim and to reinforce your claim with relevant details from the unit texts and your personal experience.” The Teacher Edition and lesson plans include teacher guidance for each step of the writing process. 

      • In the planning step, students read and annotate the prompt and then review the Argumentative Rubric—Grade 9. For reviewing the rubric, the Teacher Edition states, “Have students examine the ‘Argumentative Rubric—Grade 9’ grading rubric. Inform students that this is the same rubric that will be used to evaluate their completed Argumentative Extended Writing Project.” Afterward, students review a student model. The teacher guidance includes a list of questions to ask students with sample student responses. The questions cover the following topics: purpose, focus, organization, evidence, elaboration, word choice, sentence fluency, and conventions. 

      • In the drafting step, students engage in several Skills lessons on the following skills: Thesis Statement, Organizing Argumentative Writing, and Reasons and Relevant Evidence. The Organizing Argumentative Writing teacher guidance includes directions on projecting and discussing the skill model. For introducing the model, guidance states, “Project the model on the board. Read aloud or call on students to read the Skill Model. Students should annotate to:

        • highlight key points.

        • ask questions.

        • identify places where the Skill Model applies the strategies laid out in the checklist.”

        For discussing the skills model, guidance states, “After students read the Model, use these questions to help students understand how to develop their argumentative essay using an outline.” Questions and sample student responses are provided. 

      • In the revise step, students engage in several Skills lessons on Introductions, Transitions, and Conclusions. The Transitions teacher guidance includes directions on projecting and discussing the skill model. For introducing the model, guidance states, “Project the model on the board. Read aloud or call on students to read the Skill Model. Students should annotate to:

        • highlight key points.

        • ask questions.

        • identify places where the Skill Model applies the strategies laid out in the checklist.”

        For discussing the skills model, guidance states, “After students read the Skill Model, use these questions to help students understand how to develop their essay using transitions.” Questions and sample student responses are provided.

      •  In the edit and publish step, students engage in several Skills lessons on the following skills: Style, Parallel Structure, Noun Clauses, and Semicolons. The Noun Clauses teacher guidance includes directions on projecting and discussing the skill model. For introducing the model, guidance states, “Project the model on the board. Read aloud or call on a student to read the authentic text examples and explanations. Students should annotate to:

        • analyze how the model uses authentic texts to explain the rules for noun clauses

        • ask questions about usage

        • identify places where the model guides students on when to use and when not to use noun clauses when writing.”

        For discussing the skills model, questions and sample student responses are provided.

  • In each unit, students complete several written responses in First Read, Close Read, and Independent Read lessons. In the SyncStart part of unit 1, students engage in a Short Constructed Response lesson that walks them through the process of writing a constructed response. For lessons in which students write responses, the Teacher Guide and lesson plans include guidance on facilitation. 

    • In Grade 10, Unit 1, students complete a Skills lesson on Short Constructed Responses. After teachers introduce the skill with a Concept Definition video, they present a skill model for breaking down a prompt, planning a constructed response, and writing a constructed response. The materials include the scripted model for teachers. Next, teachers facilitate a discussion on the model. The Teacher Edition and lesson plan include the questions and sample student responses. 

    • In Grade 11, Unit 5, students read an excerpt from Othello by William Shakespeare. As part of the learning sequence, students participate in a Close Read lesson. At the end of the lesson, students must write a response to the prompt “LITERARY ANALYSIS: In Othello, the great Moroccan general Othello is brought down by lies. In The Moor’s Account, Estebanico, an enslaved Moroccan man, survives a dangerous trek through the unknown and eventually escapes to freedom. For both, their ability or inability to judge the people and situations around them causes a radical reversal of fortune. Analyze how each author’s word choice helps portray each man’s judgment in order to foreshadow the reversal of fortune. Support your response with evidence from the text.” The Teacher Edition and lesson plan include the following guidance: “Ask students to complete the writing assignment using textual evidence to support their answers. Once they have completed their writing, they should click ‘Submit.’”Additional guidance for checking for success states, “Remind students to use unit vocabulary to help develop their response:

      • Othello’s resolution is foreshadowed by words like _____.

      • Estebanico’s reversal of fortune is foreshadowed by terms like _____.

      • One similarity between the two characters is _____.”

      Furthermore, the lesson plan and Teacher Edition state to “Remind students that writing is a recursive process that involves collaboration and revision.

      • Provide students time to submit their response for an initial review with WritePrecise and revise their writing based on the feedback they have received.

      • Have students use the peer review questions to provide feedback for at least two peers.

      • Once students have completed peer reviews, provide time for them to reflect on and revise their responses based on the feedback they have received.”

• Materials provide teachers with mentor texts and/or student exemplars to support students in examining how the genre works. 

  • In the Big Ideas section of each unit, students examine the genre of writing that they will produce in the Extended Writing Project in the Skills lesson for Recognizing Genre. In this lesson, teachers present a model that focuses on the different types of writing within the genre, and students analyze some key components. 

  • At the end of most units, students complete an Extended Writing Project, students examine a Student Model throughout the different parts of the writing process. They use the model to examine different components and consider how the writing develops from the initial draft to the final published piece. 

    • In Grade 12, Unit 4, students write a research essay. In the Plan section of the writing process, students read the sample student model for the first time. The lesson plan and Teacher Edition include the following guidance: “As students read, have them use the annotation tool to identify and label the genre characteristics of informative writing, including:

      • thesis statement

      • supporting details

      • text structure

      • conclusion

      • works cited”

      In the Draft section of the writing process, students engage with a student model for each separate skill, including planning research, evaluating sources, research and notetaking, and a model first draft. In the Revise section of the writing process, students engage with student models for each separate skill, including critiquing research, paraphrasing, sources and citations, and print and graphic features. In the Edit and Publish section of the writing process, students engage with the student model as an example for editing. For all these components, the Teacher’s Edition and lesson plans include guidance on facilitation. 

• Materials provide guidance and instruction to teachers on how to provide timely and constructive feedback on student writing.

  • As students complete the Extended Writing Task, the Teacher’s Edition includes guidance for teachers to facilitate each step of the writing process. In the Plan section of each task, students review and analyze the Rubric for the aligned writing genre and grade level. This rubric helps both teachers and students understand the expectations for each piece of writing. In lessons where students write their responses, the Teacher’s Edition includes guidance on teacher feedback and guiding questions for peer review. 

    • In Grade 9, Unit 5, students write a literary analysis essay. In the Plan section of the project, students analyze the prompt, review the Literary Analysis Writing Rubric—Grade 9, and later review and analyze the student exemplar. Afterward, students write a one-paragraph summary which “should identify the texts you plan to write about and state at least one idea about how the characters, speakers, or authors of those texts support your ideas about the effects of romantic love.” The Teacher Edition and lesson plan include the following feedback guidance: “Check for Success: If students struggle to come up with answers for the questions in the lesson, work with students to provide an answer to one question and then help them build from there. For example, start by asking students, ‘In which unit texts is love presented as a blessing/curse?’ and ‘What makes love a blessing/curse in each text?’ Once students have answered one question, help them to work through a second question until they’ve begun to build some momentum. It may be helpful to start with a different question than the one that’s listed first in the lesson.” Peer Review Questions are provided, including:

      • “Does the writer identify three texts he or she is planning to write about?

      • Does the writer make a clear, arguable claim?

      • Are there any ideas that could be improved on? How so?” 

      At the end of the Draft step of the writing process, students write and submit their draft. The Teacher Edition and lesson plan include the following feedback guidance: “Check for Success: If students struggle to begin drafting their literary analysis essays, ask them the following questions:

      • What is your claim?

      • What are your main ideas about the selections you chose to discuss? Are these ideas clearly connected to your claim?

      • What details and other textual evidence do you have to support your claim? Are your details and evidence relevant to your claim? Will they help readers understand and agree with it?

      • How will the organization of your literary analysis help readers understand and agree with your claim?”

      Peer Review Questions are provided, including: 

      • “What main ideas might be strengthened in order to better support the claim? How so?

      • What relevant textual evidence does the writer provide to support the main ideas and claim?

      • Where can the writer add more supporting details or textual evidence?

      • What suggestions can you make to help the writer improve the organization of his or her literary analysis?”

      At the end of the Revise step of the writing process, students use a revision guide to revise their drafts. The Teacher Edition and lesson plan include the following feedback guidance: “Check for Success: Circulate around the room to spend time with individual students. Ask:

      • What category are you working on?

      • Why are you revising this specific section?

      • How are you revising it?

      • How does this change support your purpose?

      • Does this change make your writing appropriate for your audience?

      If students struggle while revising their drafts, choose an exemplary revision to share with the class while the student talks through the process. You could also invite a student to share a dilemma in the revision process and allow the class to offer feedback or suggestions.”

      Peer Review Questions are provided, including: 

      • “What do I know about the writer’s claim and evidence after reading the introduction?

      • Which areas of the body paragraphs require more textual evidence or explanation?

      • Are there ways in which the organization of ideas can be improved?

      • How does the conclusion wrap up the writer’s argument? How can it be improved?

      • Where can this writer continue to improve sentence effectiveness, including proper placement of phrases and dependent clauses?”

      At the end of the Edit and Publish step of the writing process, students make final edits to and publish their final drafts. The Teacher Edition and lesson plan include the following feedback guidance: “Check for Success: If students struggle to edit successfully, help them determine where edits are needed, and what changes need to be made. Direct students to the grammar lessons in this unit if they are uncertain about the rules for specific concepts.”

  • The Program Guide includes a synopsis of the Writing Rubrics provided in the program. The Program Guide explains that writing rubrics are embedded throughout the writing process to clarify expectations and support students as they develop and revise their writing. Rubrics evaluate core aspects of writing, including clarity, development of ideas, organization, and style. Teachers are encouraged to review the rubric before students begin writing so that expectations for the assignment are clear. Rubrics are integrated into Close Read lessons and Extended Writing Projects, guiding students' responses and supporting peer review activities. The materials state that rubrics help students monitor their own progress, provide meaningful feedback to peers, and strengthen their understanding of the writing process through reflection, collaboration, and revision.

  • The platform’s WritePrecise feature enables students to receive real-time feedback on their writing. 

The opportunities for students to practice the writing processes using evidence-based strategies in StudySync meet expectations for indicator 2q. The program provides multiple opportunities for students to engage in all stages of the writing process through the program’s Extended Writing Projects. Students begin by planning their writing through activities such as annotating prompts, analyzing writing rubrics, examining student models, responding to guiding questions, and developing summaries or outlines of their ideas. Before drafting, students complete targeted skills lessons that build the knowledge needed for the writing task and then apply those skills as they compose their essays. Students also engage in structured revision and editing processes supported by revision guides, editing checklists, student models, and additional skills lessons focused on both composition and language conventions. Throughout these stages, students use technology to draft, revise, edit, and ultimately publish their writing by submitting final products through the StudySync digital platform, reinforcing writing as a recursive process supported by multiple tools and resources.

• Materials include multiple opportunities for students to plan writing (e.g., with graphic organizers).

  • Students have opportunities to plan their writing for each Extended Writing Project. 

    • In Grade 9, Unit 2, students write an informative essay. As part of the writing process, they plan their writing. First, they read and annotate the prompt. Then, they review the Informative Writing Rubric—Grade 9. Next, students read and discuss a Student Model essay. Last, students use guiding questions to start planning their essay. They write a one-paragraph summary that describes what their essay will be about, focusing on the most important elements.

• Materials include multiple opportunities for students to draft their writing. 

  • Students have opportunities to draft their writing for each Extended Writing Project. 

    • In Grade 10, Unit 5, students write an argumentative essay. After planning, students draft their writing. First, they complete a sequence of Skills lessons on the following topics: Organizing Argumentative Writing and Thesis Statement. Then, they analyze a Student Model answering specific questions. Last, students draft their essays, using all the learning from this section of the project. 

• Materials include multiple opportunities for students to revise and edit their writing with grade-appropriate strategies and tools. Materials include multiple opportunities for students to use technology to produce and publish writing. 

  • Students have opportunities to revise and edit their writing for each Extended Writing Project. As part of the revision process, students complete several skills lessons before applying their learning to their drafts. As part of the editing process, students complete several skills lessons before applying their learning to their drafts. After revising and editing, students publish their writing by submitting their final version on the StudySync platform. As a Beyond scaffold in the lesson plans, additional publishing ideas are provided. 

    • In Grade 11, Unit 4, students write a research essay. After planning and drafting, students revise their writing. First, they complete a sequence of Skills lessons on the following topics: Critiquing Research, Paraphrasing, Sources and Citations, and Print and Graphic Features. Next, they examine their draft and find places for revision, using a revision guide to support the process. Last, students revise their essays, using all the learning from this section of the project. In the next section of the project, students edit and publish their writing. First, they complete a sequence of Skills lessons on the following topics: Using A Style Guide, Contested Usage, and Hyphens. Next, students review the editing checklist and student model, analyzing how the student used the checklist to edit their draft. Lastly, they submit the final published essay on the StudySync platform. As a Beyond scaffold in the lesson plans, the following suggestion is provided for students to share their work: “Flip the Script

      • ​For argumentative: Have students assume an opposing position, then read and edit their work looking for gaps in logic or lack of focus.

      • For narrative: Have students assume the point of view of another character and analyze their story through that lens. Is there anything they want to change in their narrative after their analysis?

      • For informative: Give students a list of questions (for example, who, what, when, where, why, and how) and have them assume the perspective of someone who knows nothing about the topic. They should be able to answer all questions by the end of the essay. If they are unable to answer all those questions, what changes can they make to provide those answers?”

The evidence-based writing opportunities in StudySync meet expectations for indicator 2r. The program provides frequent opportunities for students to produce evidence-based writing that requires close reading, analysis, and the integration of textual evidence. Throughout the program, students respond to text-dependent Think Questions in First Read lessons, compose analytical responses to Write prompts in Close Read lessons, and complete Extended Writing Projects that require sustained analysis of one or more texts. These writing tasks ask students to analyze explicit ideas and make inferences, develop claims, synthesize information across texts, and support their thinking with relevant textual evidence. Across these recurring instructional routines, students revisit texts, gather evidence, and construct written analyses that demonstrate their understanding of both individual texts and broader themes and concepts.

• Materials provide writing opportunities that require students to cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Materials provide writing opportunities focused on students’ analyses and claims, which are developed by reading closely and working with texts and sources to provide supporting evidence.

  • The program includes many writing opportunities that require students to cite evidence and analyze texts closely through the following activities: First Read: Think Questions, Close Read: Write prompts, and Extended Writing prompts in the Extended Writing Project. 

    • In Grade 9, Unit 3, students read an excerpt from Persepolis by Marjane Satrapi. As part of the learning sequence, students participate in a First Read lesson. At the end of the lesson, students answer five Think questions that require them to use textual evidence and draw inferences. These include:

      • “Why is Marji’s mother shocked at the price of jeans? Cite evidence from the text to support your answer.

      • After the missile attacks start, why does Marji’s family remain in Tehran? Support your answer using evidence from the text.

      • When Marji learns that the missile destroyed their neighbor’s house, why does her mother try to change the subject? Cite evidence from the text to support your answer.”

      Later in the learning sequence, students participate in a Close Read lesson. At the end of this lesson, students draft a response to the Write prompt, which states “LITERARY ANALYSIS: In The God of Small Things, Chacko says of Anglo-Indian history, ‘And we cannot understand the whispering, because our minds have been invaded by a war. A war that we have won and lost. The very worst sort of war. A war that captures dreams and re-dreams them.’ Explain how this quotation connects to the unique and shared experiences of the people or characters depicted in the graphic novel Persepolis, the memoir Rock, Ghost, Willow, Deer: A Story of Survival, and the novel The God of Small Things. Select ideas or evidence from the various texts to support your response.” To complete this activity, students must cite textual evidence, draw inferences from the texts, and read parts of each text closely to analyze the connections between them. 

    • In Grade 12, Unit 5, students engage in an Extended Writing Project where they write a literary analysis to the prompt “Consider all the texts you have read in this unit, and reflect on how alienation impacts those who experience it. Then, select three characters or speakers from the texts. Write a literary analysis essay to examine how the authors explore the theme of alienation through these three characters or speakers. In your conclusion, synthesize the ideas in these texts about alienation in the modern world. Regardless of which selections you choose, be sure your literary analysis includes the following:

      • an introduction

      • a thesis statement

      • coherent body paragraphs

      • reasons and relevant evidence

      • a conclusion”

      To complete this task, students must cite textual evidence and re-read closely to draw their own conclusions and support their analysis of several texts in the unit.

The formative assessments and teacher guidance on formative assessments in StudySync meet expectations for indicator 2u. The program provides frequent formative assessment opportunities throughout daily instruction, including Reading Quizzes, Think Questions, Your Turn activities, written responses in Close Read and Independent Read lessons, and formative tasks throughout Extended Writing Projects. Many of these assessments are standards-aligned and generate reportable data in the digital Gradebook, allowing teachers to examine student performance at the standards, assignment, item, class, and individual levels and monitor progress over time. Lessons also include Check for Success stopping points that allow teachers to assess student understanding during instruction and provide specific guidance for making immediate instructional adjustments when students demonstrate difficulty, including additional modeling, guided practice, and targeted support. Standards-aligned rubrics further support teachers in evaluating constructed responses and identifying students' levels of proficiency. The Program Guide and Help Center provide additional guidance for using assessment data to identify student strengths and needs and make instructional adjustments, including scaffolding, remediation, enrichment, and flexible grouping. Teachers can use Gradebook reports and color-coded proficiency indicators to identify patterns in student performance and assign targeted Spotlight Skills reteaching lessons to individual students or the entire class based on identified needs. Together, these resources provide teachers with ongoing opportunities to determine students' current skills and understanding and use formative assessment results to make instructional adjustments that support student progress.

• Materials include formative assessments and support for the teacher in determining students’ current skills/level of understanding. Materials include guidance that supports the teacher in making instructional adjustments to increase student progress.

  • In each lesson, the program provides several formative assessments that teachers can use to assess student learning. In First Read lessons, formative assessment opportunities include Reading Quizzes and Think Questions. The Reading Quizzes are captured in the Gradebook and teachers can view standards level data on these assessments. Your Turn practice activities embedded within Vocabulary, Sentence Composition, and Reading Skill lessons deliver immediate, standards-aligned feedback. These are also captured in the Gradebook. Close Read and Independent Read lessons include written responses that teachers can assess with standards-aligned rubrics. During the Extended Writing Project, teachers can assess student drafts, Your Turn, and Write tasks as additional formative assessments. When scored, all these assessments generate reportable data within the digital gradebook. Additionally, throughout lessons the materials include Check for Success stopping points. These can be found in:

    • Text Talk Discussions (First and Independent Read lessons)

    • Analyze Vocabulary

    • Develop Knowledge

    • Develop Fluency routines; Vocabulary Charts

    • Skills Focus annotations

    • Structured Discuss and Write moments

    Teachers can view guidance for these checkpoints in the Teacher’s Edition and lesson plans. 

    • In Grade 9, Unit 2, students read “Volar” by Judith Ortiz Cofer. During the First Read lesson, students complete a Reading Quiz in which they answer five multiple-choice, standards-aligned questions about the text. In the Think section of the lesson, students answer five short-response questions about the text. All questions are standards-aligned, and teachers can automatically see the scores and standards-level data captured in the gradebook for the Reading Quiz questions, and additional standards-level data once they score the Think questions. Decisions on what to do with this data are left up to the teacher’s discretion. Additionally, the teacher materials include a Check for Success stopping point for the Read section of the lesson. The Teacher’s Edition and lesson plan state, “Check for Success:

      • Ask small groups to provide examples of inferences they have made while reading the text. Project exemplar inferences as a model for students as they continue reading.

      • If students struggle to make inferences, show and discuss the following examples:

        • As I am reading, I notice that the narrator dreams of having X-ray vision and can see through walls into other people’s homes. I can infer that the narrator wishes she could know what other people’s lives are like and may feel isolated from others.

        • During reading, I can ask: How does the narrator feel about herself? I notice details such as she dreams of her arms and legs growing long and strong, and her hair turning straight and blonde. Then she seems disappointed when she wakes up unchanged. I can infer that the narrator is unhappy with the way she looks.”

    • In Grade 11, Unit 4, students read an excerpt from Lorraine Hansberry's play A Raisin in the Sun. At the end of the Close Read lesson, students complete a Write activity where they write a response to the prompt “LITERARY ANALYSIS: In both ‘The Old Cabin’ and A Raisin in the Sun, the historical setting plays an important role in the development of the texts’ themes. Identify the historical setting of each text. Then, analyze how the setting of each text impacts each text’s themes. Support your response with evidence from the text and your own analysis.” A rubric is provided for teachers to score the prompt. It states, 

      • “Theme (CCSS: RL.11-12.1, RL.11-12.2)

        • Score 4: The writer clearly analyzes and explains how the historical setting impacts theme in both the play and the poem. The writer provides exemplary analysis, using relevant evidence from the text.

        • Score 3: The writer analyzes and explains how the historical setting impacts theme in both the play and the poem. The writer provides sufficient analysis, using relevant evidence from the text most of the time.

        • Score 2: The writer begins to analyze or explain how the historical setting impacts theme in both the play and the poem, but the analysis is incomplete. The writer uses relevant evidence from the text only some of the time.

        • Score 1: The writer attempts to analyze or explain how the historical setting impacts theme in both the play and the poem, but the analysis is not successful. The writer uses little or no relevant evidence from the text.

        • Score 0: The writer does not provide a relevant response to the prompt or does not provide a response at all.

      • Language and Conventions (CCSS: L11-12.1, L.11-12.2)

        • Score 4: The writer demonstrates a consistent command of grammar, punctuation, and usage conventions. Although minor errors may be evident, they do not detract from the fluency or the clarity of the writing.

        • Score 3: The writer demonstrates an adequate command of grammar, punctuation, and usage conventions. Although some errors may be evident, they create few (if any) disruptions in the fluency or the clarity of the writing.

        • Score 2: The writer demonstrates a partial command of grammar, punctuation, and usage conventions. Some distracting errors may be evident, at times creating minor disruptions in the fluency or clarity of the writing.

        • Score 1: The writer demonstrates little or no command of grammar, punctuation, and usage conventions. Serious and persistent errors create disruptions in the fluency of the writing and sometimes interfere with meaning.

        • Score 0: Serious and persistent errors overwhelm the writing and interfere with the meaning of the response as a whole, making the writer’s meaning impossible to understand.”

      Teachers may use the StudySync gradebook to identify trends across standards and skills their students are struggling with and assign reteach lessons (Spotlight Skills lessons) on those skills. They can choose to assign reteach lessons to specific students or to the entire class. According to the Program Guide “Spotlight Skills are targeted lessons that provide resources to reteach and remediate without assigning additional readings.”

  • In the Help Center, teachers can access a section about assessments. The section on tracking data tools, with the guiding question “What data and tracking tools does StudySync provide for data-informed support?” includes the following teacher guidance on gradebooks and data tracking 

    • “Data tracking and presentation tools help teachers use the results of assessments to identify which standards and skills present particular challenges for students, as well as where students are excelling and are ready for enrichment. Using the StudySync gradebook, teachers can effectively decide how to scaffold instruction and assign remediation support for individual students.

    • StudySync offers integrated data tracking and presentation tools that support ongoing progress monitoring, including:

      • standards-level reporting

      • assignment- and item-level reporting

      • raw score data

      • color-coded indicators of performance

      • class-level and individual-level data views

      • These tools allow teachers to monitor growth over time and tailor instruction to meet demonstrated needs.”

The culminating/summative assessments in StudySync meet expectations for indicator 2v. The program includes coherent culminating tasks and summative assessments that align to each unit’s topic, essential question, and instructional goals. Most units conclude with an Extended Writing Project, while one unit per grade level features an Extended Oral Project, alongside a comprehensive End-of-Unit Assessment. Together, these assessments provide students with opportunities to demonstrate their learning through authentic performance tasks that integrate reading, writing, speaking, and listening, as well as through standards-aligned summative assessments that measure mastery of unit content and skills. Throughout each unit, instruction is intentionally sequenced to build the knowledge and skills needed for these culminating tasks, with unit overviews, pacing guides, and standards progressions supporting alignment between daily instruction and final assessments. Teacher guidance for evaluating student performance includes embedded standards-aligned rubrics, student writing models, answer keys, grading tools, and assessment reports that support consistent scoring, progress monitoring, and instructional decision-making.

• Culminating tasks/summative assessments are evident in each unit/module and align to the unit’s/module’s topic or theme. Culminating tasks/summative assessments provide students with the opportunity to demonstrate the knowledge and skills acquired throughout the unit/module while integrating multiple literacy skills (reading, writing, speaking, listening).

  • In most units in the StudySync program, students complete an Extended Writing Project at the end of the unit. In one unit per grade level, students complete an Extended Oral Project. Additionally, each unit includes a formal End-of-Unit Assessment. Together, the Extended Writing Project/Extended Oral Project and the End-of-Unit Assessment provide complementary summative measures by allowing students to demonstrate learning through an authentic performance task and a comprehensive assessment of unit content and standards.

    • In Grade 10, Unit 3, students complete several End-of-Unit assessments. 

      • For the Extended Writing Project, students write a nonfiction narrative to the prompt “From this unit or any other unit, reflect on texts that deal with the memories and dreams of individuals. Create an original narrative in which the protagonist is driven to action by the recurrence of a significant memory. Use what you have learned from these texts and your own prior knowledge to inform your writing. You may choose to write about an imagined character, or you may write a personal narrative reflecting your own experiences. Be sure to describe the memory and to make the connection between this memory and the primary conflict of your narrative.” Throughout this task, students integrate their reading, writing, and speaking and listening skills as they consider the unit's big themes and learning. 

      • For the End-of-Unit Assessment, students answer 41 total questions, including multiple-choice, short-answer, and extended-response questions that cover the unit’s skills and standards. 

• Materials provide opportunities to support students in gaining the knowledge and skills needed to complete the culminating tasks/summative assessments.

  • Students gain the knowledge and skills throughout each unit to complete culminating tasks. The Scope and Sequence for each grade level includes a list of standards that students learn and practice in each unit. Each unit’s pacing guide lists the skills and standards that students engage in for each text or part of the unit. Each unit overview includes a clear summary of the unit, which synthesizes the unit title, essential question, and learning that students complete throughout. This summary also lists the different Reading, Grammar, Writing, and Speaking and Listening Skills covered throughout the unit. The End-of-Unit assessments require students to apply many of the skills and standards they learned and practiced earlier in the unit. The content of the Extended Writing Project/Extended Oral Project is directly related to the unit's big ideas and content. 

    • In Grade 12, Unit 5, students complete the unit, Fractured Selves, with the essential question “What causes individuals to feel alienated?” The unit summary states, 

      • “Most people love stories that end happily. The characters work out their differences, the hero saves the day, good defeats evil. But not all authors want to tell happy tales. Instead, they want literature and art to reflect real life more truthfully.

      • What does more realistic literature tell us about modern life? How did World War I and World War II change the way people viewed and experienced life? What causes individuals to feel alienated? How does Modernist art and literature explore the theme of alienation?

      • In this unit, students will think about the theme and essential question as they focus on Modernist art and literature. They will explore examples of Modernist poetry such as ‘The Great Figure’ and ‘The Love Song of J. Alfred Prufrock.’ They will also read the Modernist short stories ‘A Cup of Tea’ and ‘The New Dress’ and an excerpt from the play The Glass Menagerie. Poems ‘miss rosie,’ ‘The Idler,’ ‘Hurricane Season,’ and ‘Pearl Divers’ Daughters’ allow students to consider how feelings of alienation can result from a variety of situations. Furthermore, the nonfiction texts A Room of One’s Own, ‘Be Ye Men of Valour,’ and ‘Shooting an Elephant’ encourage students to think about the power of the written word to reflect important historical events and the experience of alienation individuals experienced within them.

      • Students will begin this unit as readers, and they will finish as writers, as they apply what they have learned about story elements to their own literary analysis essays.”

      At the end of the unit, students answer the following prompt for the Extended Writing Task: “Why is alienation such a common theme in Modernist literature? Consider all the texts you have read in this unit, and reflect on how alienation impacts those who experience it. Then, select three characters or speakers from the texts. Write a literary analysis essay to examine how the authors explore the theme of alienation through these three characters or speakers. In your conclusion, synthesize the ideas in these texts about alienation in the modern world.” This prompt requires them to apply some of the knowledge and skills that they’ve learned throughout the unit. Additionally, the End-of-Unit assessment covers the skills and standards students learned earlier in the unit.

• Materials include broad guidance that supports the teacher in determining and evaluating student performance on the culminating tasks/summative assessments in the program. 

  • The Program Guide explains that writing rubrics are embedded throughout the writing process to clarify expectations and support students' development in key areas of writing, including organization, development, clarity, style, and conventions. Teachers are encouraged to review rubrics before students begin writing to establish clear expectations and guide instruction. Rubrics are used across Close Read lessons and Extended Writing Projects and support peer review, self-assessment, discussion, and revision, helping students use feedback to strengthen their writing while promoting consistent, standards-based evaluation.

    • Extended Writing Projects include embedded standards-aligned rubrics within the Edit and Publish stage, with the same criteria reinforced throughout the Plan, Draft, Revise, and Edit/Publish phases of the writing process. Student writing models aligned to the rubric further support consistent, standards-based scoring and teacher calibration.

  • The Program Guide describes the End-of-Unit Assessment as a summative measure of student learning that evaluates students' understanding of unit content and their ability to write across multiple genres. Assessment results are intended to inform instructional planning, grouping decisions, reteaching, and intervention by providing standards-aligned data on student performance. The assessments also familiarize students with item types and question formats similar to those found on state assessments. Reporting tools provide information on students' skill strengths, areas for improvement, standards proficiency, and growth across units,

    • End-of-Unit Assessments include answer keys, standards alignments, and teacher grading tools. Constructed-response and writing tasks are accompanied by embedded rubrics within the Teacher Grading View, promoting consistent, standards-based scoring across student responses.

    • End-of-Unit Assessment answer keys provide sample answers for short responses, the correct answers for multiple-choice questions, and rubrics for oral-response questions.