11th Grade - Gateway 1

The materials reviewed for Grade 11 meet the criteria for Indicator 1a. 

The materials include publishable texts featuring engaging characters, universal topics, and themes that should appeal to students. Across the year, literary anchor texts are written by a broad range of well-known authors that feature characters from multiple cultures and rich language. Informational texts are grade-appropriate and published in popular news and magazine sources. 

Anchor texts are of high-quality and consider a range of student interests, are well-crafted, content rich, and engage students at their grade level. Examples include, but are not limited to, the following:

• In Unit 1, Module 2, students read an excerpt from Supreme Court Justice Sonia Sotomayor’s autobiography, My Beloved World. She reflects on her experience moving to a different neighborhood in her youth and how encountering cultural differences allowed her to see the world through a new lens. To engage the reader, the author asks rhetorical questions throughout the text to keep them interested and engaged in the theme of cultural differences. 

• In Unit 2, Module 2, students read the informational text “Saving America’s Treasures” by Joe Bubar. This complex text contains an engaging introduction followed by content covering historical timelines, the oppression of Indigenous people, and environmental issues facing national parks. Subheadings, timelines, and pictures support the students’ understanding of the issues.  

• In Unit 5, Modules 1–5, students read Macbeth by Shakespeare. Students read one Act per module. This Renaissance drama traces the values and motivations of Macbeth, showing his inner conflict through his actions, asides, and soliloquies throughout the play. 

The materials reviewed for Grade 11 meet the criteria for Indicator 1c. 

The materials include texts that have the appropriate level of complexity according to qualitative and quantitative analysis and relation to their associated student task. Each Teacher Unit Guide includes a rationale for the purpose of each unit in the curriculum. According to review analysis, anchor texts have the appropriate complexity in relationship to associated student tasks and unit themes. Of the 57 texts analyzed for Grade 11, 29 are within the suggested Lexile bands, 12 are below, and four are above (12 have no Lexile level because they are Non-Prose). When texts are below the quantitative level, qualitative measures such as knowledge demands, language, or structure make them more complex. The Teacher’s Guide, Module Preview, and Connection to Unit briefly describe student tasks associated with the texts. Student tasks are found to be grade-level appropriate, with necessary scaffolding for more complex tasks.  The materials include a linked spreadsheet in each Unit-At-A-Glance, which provides quantitative and qualitative data for each text in the curriculum and an associated reader and task analysis of each text.

Anchor/core texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. Examples include, but are not limited to, the following:

• In Unit 2, Module 3, students read the informational text, “Animals Notice - and Adapt - When Humans are in National Parks” by Laura Baisas online. The publisher-provided quantitative measure is 1210L-1400L, while the verified measure is 1400L, and the qualitative measure is slightly complex. This text has the appropriate complexity for student tasks. After reading, students complete five comprehension questions and two Pause and Reflect questions online. Students discuss their responses and use the Student Guide, Share Your Reflections graphic organizer to record Pause and Reflect answers and discuss reflections. Next, students complete the Analyze section online to highlight sentences that support them in answering the writing prompt. Students then use the Student Guide to complete an Apply Your Learning task. This task is focused on analyzing text features and can be completed individually, in pairs, or in small groups. During the Write section, students summarize the text online and use the Student Guide graphic organizer Share Your Argument Builder to share their argument builder with a partner, listen to peers, and record valuable ideas. Lastly, students use prior work to answer the writing prompt, “Trace and evaluate the author’s claim and evidence, including text features, to evaluate whether this information does or does not support the author’s argument.” This writing task is completed online. 

• In Unit 5, Module 5, Read Across Genres, students view the film production of Macbeth and read informational texts on the topic, including “Break a Leg, Macbeth: Theater Superstitions for the Unsuspecting” by Jennifer Sneed. This text has no provided quantitative measure because it is Non-Prose, and is rated as qualitatively very complex. Students read the text and answer a series of five multiple-choice comprehension questions. In the Student Guide, Build Context, students’ instructions state: “After reading the informational texts, find evidence in the play to support the answers to the questions.” Questions include, “How do the superstitions associated with productions of ‘Macbeth’ mirror the role of superstitions within the play itself? What lines from the play can you find to support your answer?”

• In Unit 7, Module 1, students read a short excerpt from “The Declaration of Independence.” This text has a publisher-provided quantitative measure of 710L and a verified measure of 1730L. The qualitative measure is exceedingly complex. After reading, students complete five comprehension questions and two Pause and Reflect questions online. Students discuss their responses and use the Student Guide, Share Your Reflections graphic organizer to record Pause and Reflect answers and discuss reflections. Next, students complete the Analyze section online to highlight sentences that support them in answering the writing prompt, “Trace and evaluate the components of the rhetorical situations presented in the Declaration of Independence. In what ways do the authors’ words and phrases reveal and reflect these components that shaped their rhetorical situations in this seminal document?” Students then use the Student Guide to complete an Apply Your Learning task. This task is focused on understanding rhetorical situations. During the Write section online, students summarize the text and use the Student Guide, Share Your Argument Builder graphic organizer, share their argument builder with a partner, listen to peers, and record valuable ideas. Lastly, students use prior work to answer the writing online prompt.

Anchor/Core texts and series of texts connected to them are accompanied by an accurate text complexity analysis and a rationale for educational purpose and placement in the grade level. Examples include, but are not limited to, the following:

• The Teacher Guide for each module provides a Module Preview with how the selection connects to the unit and the knowledge and skills focus for the text. The Unit-At-a-Glance provides a link to “Detailed Text Complexity Analysis,” which includes quantitative and qualitative analysis of each text and reader and task considerations. This spreadsheet includes the following columns: 

  • Lesson Title and ThinkCERCA Platform Link

  • Citation or Publisher Permissions Line

  • Author Bio and Awards

  • Grade Level

  • Unit

  • Unit Name

  • Anchor or Read Across Genres Text

  • Lesson Primary CCSS Reading Standard

  • Certified Lexile

  • ATOS

  • Flesch-Kincaid

  • Ease Score

  • Qualitative Measures

    • Structure

    • Language Conventionality and Clarity

    • Knowledge Demands

    • Purpose/Meaning of the Text

  • Quantitative Measures

  • Reader and Task Considerations

  • Recommended Placement

  • Info vs. Lit Text

  • Portfolio Writing Genre

  • Formative and Summative Tasks

• In Unit 2, Module 4, students read “Our National Parks Are in Trouble” by Jon Waterman. The Detailed Text Complexity Analysis Spreadsheet includes the following information under Reader and Task Considerations for the educational purpose of this text: “‘Our National Parks are in Trouble’ was chosen as a anchor text because it is an excellent example of an informative text and of the unit theme ‘Designing Our Communities,’which asks the question: ‘What Differences Can National Parks Make?’” The Recommended Placement Section states, “Overall, the quantitative measurements place ‘Our National Parks are in Trouble’ into the grade bands just slightly above and below the 11-12 text complexity band; the qualitative analysis would indicate that there are enough complexities and supports in the text to warrant its placement in the 11 grade.”

• In Unit 5, Modules 1-5, students read MacBeth by William Shakespeare. The Detailed Text Complexity Analysis Spreadsheet includes the following information under Reader and Task Considerations for the educational purpose of this text: “Macbeth was chosen as an anchor text because it is an engaging exploration of a classic Shakespearean tragedy.  It is also an excellent example of the unit theme, ‘Resolving Conflicts,’ which asks students to explore the question: ‘What happens when we betray our own values and morals?’” The Recommended Placement Section states, “Quantitative measures struggle to accurately capture the complexity of Shakespearean verse. Due to the complex nature of the language and maturity of the material, as well as the many scaffolds provided by ThinkCERCA around Macbeth, it was determined to be appropriate for a Grade 11 audience.” 

• The accuracy of the provided quantitative measures was verified using MetaMetrics or determined using the Lexile Text Analyzer on The Lexile Framework for Reading site. The accuracy of the provided qualitative measures was verified using literary and informational text rubrics.

The materials reviewed for Grade 11 meet the criteria for Indicator 1e.  

The materials identify opportunities for students to engage in reading a wide variety of text types and genres to support the achievement of grade-level expectations across the school year; however, the materials do not provide teacher guidance to foster independent reading, such as accountability procedures, schedules, or tracking evidence. Students read 57 texts during lessons labeled as individual, small group, pairs, or Whole-Class learning. Students generally engage with about eight texts in each of the seven units across the school year. These texts represent various text types and genres, including fiction, poetry, informational texts, myths, speeches, opinions, and memoirs. Materials provide suggestions and guidance for independent reading. 

Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and genres. Examples include, but are not limited to, the following:

• In Unit 1, Module 2, students read an excerpt from Supreme Court Justice Sonia Sotomayor’s autobiography, My Beloved World. Students analyze how the author develops central ideas about personal growth using details and personal anecdotes. The teacher introduces key vocabulary terms, and students determine how details support the theme and author’s message.

• In Unit 3, Module 2, students read the short story “Eveline” by James Joyce. Students learn about developing characters in fiction. They reflect on how narrative details about characters’ actions, thoughts, and feelings are used to reveal conflict, emotions, and relationships. 

• In Unit 7, Module 1, students read an excerpt from the seminal U.S. document,  The Declaration of Independence. Students identify and describe components of the rhetorical situation: the audience, writer, purpose, context, and message. They analyze examples of language, words, and phrases that reflect the rhetorical situation presented in the text. 

Instructional materials clearly identify opportunities and supports for students to engage in a volume of reading. Examples include, but are not limited to, the following:

• The Unit planner includes a pacing guide for 50-minute class periods. The 50-minute guide includes 22-26 days of lessons. These include one day to preview the unit and set personal goals, one day to explore the theme, approximately three days for each of the four close reading texts, two days for the five Read Across Genres texts, two days for Debate or Socratic Discussion, five days for the portfolio writing assignment, and one day to reflect on learning. Most units consist of three to four close-reading texts and five Read Across Genres texts. 

• In Unit 3, students read four informational texts. Each text is read over three days for a total of twelve days. Students can complete these lessons individually, in pairs, in small groups, or as a whole class. On Days 1 and 2, students preview the unit theme and journal response to a guiding question, complete a vocabulary map, and make a personal connection to the text. On Days 3–5, students read “The Bet” by Anton Chekhov and complete the Before You Read, Read and Analyze, and Write tasks. On Day 5, during the Write task, students develop a CERCA argument based on the text. On Days 6–14, students read the other three close-reading texts. On Days 15 and 16, students engage in the Read Across Genres: Multimedia and Poetry and Read Across Genres: Informational Texts activities. Lessons in each unit follow this pattern in a similar way using different texts.

There is sufficient teacher guidance to foster independence for all readers (e.g., independent reading procedures, proposed schedule, tracking system for independent reading). Examples include, but are not limited to, the following:

• Each Unit-At-a-Glance includes a section on independent reading opportunities. For example, the Unit 1 Unit-At-a-Glance includes the following teacher guidance: 

  • “Reserve one to two days for introducing the protocols for student choice during the first month of school: 

    • Introduce best practices for choosing appropriately challenging reading by showing the overview video. 

    • Allow students to brainstorm topics and types of books they may find interesting. 

    • Provide the suggested titles book list but also assure students that they need not restrict their choices only to those titles. 

    • Visit the library and let students select books based on the strategies introduced in the introductory video. 

    • Provide a class period or more for students to ‘get hooked on their book’ of choice while you conduct 1:1 conferences with students to understand their S.M.A.R.T. goals and progress. 

    • Model your expectations of how to complete reading logs and share submission and grading expectations.”

  The Unit 2 Unit-At-a-Glance includes the following guidance: 

  • “Select model book logs that demonstrate the expectations of the independent reading protocol and remove student names. Share digital copies of the exemplar work and review its exemplar qualities with the class.”

  Under Resources, Curriculum Resources, Grade 11, Reading, Implementing Independent Reading, slide 8, the materials include a blank reading log with sentence stems to support students in writing about texts. 

• Each Unit-At-a-Glance includes a link to “Independent Reading Options” for the Unit. There are four independent reading options provided to students for each unit. Each of the options is thematically linked to the content in each unit. The materials include a summary of each text to support students in making a selection based on their individual interests (student choice structure). The materials present teachers with several independent reading structures in the Implementing Independent Reading Guide. In addition to this “student choice” structure, teachers could choose to implement book clubs in two different structures: “one longer work, small groups” or “multiple longer works, small groups.” The materials include the pros and cons of all three structures for independent reading so that teachers can make the right choice for their students. 

The materials reviewed for Grade 11 meet the criteria for Indicator 1f. 

The materials contain text-specific and text-dependent questions, tasks, and assignments requiring students to engage with the text directly. Students read texts multiple times to demonstrate comprehension and complete tasks that require textual evidence to support what is explicitly stated and make valid inferences. The materials follow a specific pattern across all units where students read texts with embedded pauses and reflection questions. They complete the Check step, where they answer five text-specific multiple-choice questions. In the next step, Analyze, they highlight details that will help them provide evidence for a text-dependent writing prompt. The Teacher Guide provides guidance for each step of the lesson; however, this guidance is often general and restates the information found in the Student Guide. Direct instruction and teacher modeling are not always directly related to each text. Guidance is often not specific to text-dependent questions and tasks of each lesson, and they are the same for Grades 9–12. The Resources tab contains training, on-demand videos, and Teacher Toolkit materials to support general planning and implementation.  

Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the texts being studied. Examples include, but are not limited to, the following: 

• In Unit 1, Module 2, students read an excerpt from My Beloved World by Sonia Sotomayor. During the Analyze stage, students highlight the text to mark sentences that will help them answer the writing prompt, “Using specific evidence from the text, what themes and messages does Sonia Sotomayor convey about intellectual and emotional growth through her descriptions of her interactions with others in her youth?” 

• In Unit 3, Module 2, students read the short story “Eveline” by James Joyce and answer Pause and Reflect prompts embedded in the text: 

  • “Why do you think Joyce begins the story with flashbacks? What can you infer–so far–about Eveline based on these memories? 

  • Based on her thoughts, how would you describe Eveline’s internal struggle? 

  • What would her ‘list of pros and cons’ look like? 

  • What emotions are in conflict for Eveline, and at this point, what decision do you hope she will make?”

• In Unit 4, Module 3, students read “Why We Remember Floods and Forget Droughts” by Kim Bell. In the Check step, students answer five multiple-choice questions: 

  • “Which of the following figurative language techniques does the author include in the quotation: ‘Recent inundation is easy to see in high-water marks, which trace the edges of the tide with soil and seed deposits. Sometimes people memorialize these marks, carving them into stone and labeling the lines with dates, like a child’s growth chart drawn on a door frame’? 

  • Which quotation from the text serves as the best rhetorical example for appealing to the audience through pathos or emotion? 

  • Which sentence from the article best supports the claim that there is minimal historical record of droughts in contrast to floods? 

  • Reread the following quotation from the text: ‘In state museums and California-based archives, I uncovered a veritable deluge of flood pictures—more than 7,000 of them depicting that state alone. But when I looked for corresponding evidence of drought, the archives turned up very little. Only a couple dozen photographs showed drought in California.’ What does the word corresponding probably mean? 

  • Which of the following statements best explains how the author structures the passage and why?

    After the Check step, students highlight specific information in the text and summarize it to answer the prompt: “For what purpose does the author juxtapose the ways in which floods and droughts have been documented throughout history?”

Teacher materials provide support for planning and implementation of text-based questions and tasks. Examples include, but are not limited to, the following: 

• The Teacher Guide provides general guidance for each lesson step in each unit. 

• In Unit 2, Module 2, students read “Saving America’s Treasures” by Joe Bubar. The Teacher Guide includes guidance for the Share Your Reflections section. Guidance states,

  •   “Assist students in switching between the Pause and Reflect questions online and recording their responses in the Student Guide.

  • Facilitate pairs or small groups for students to discuss their responses. 

  • Remind them to record their discussion reflections in the Student Guide.”

• In Unit 3, Module 6, materials provide guidance for helping students Prepare for the Discussion. Guidance states,

  • “Instruct students to review their notes and develop a response to the Socratic question with reasons, evidence, reasoning, and possible counterarguments.

  • Provide information about the format that will be used.

  • Encourage students to select a struggle for freedom that resonates with them personally. Task them with crafting a fictional character who actively participates in this battle, and challenge them to create a narrative, poem, or other form of media that vividly depicts the character’s journey within this struggle.”

• In Unit 4, Module 2, students read “A Map of the Future of Water’ by Jay Famiglietti. The Teacher Guide includes guidance for the Share Your Reflections section. Guidance states,

  •   “Assist students in switching between the Pause and Reflect questions online and recording their responses in the Student Guide.

  • Facilitate pairs or small groups for students to discuss their responses. 

  • Remind them to record their discussion reflections in the Student Guide.”

• In the Resources tab, Training Courses, materials provide video training modules for teachers, including “Establishing Literacy Routines with CERCA Slides, Direct Instruction Lessons, Skill Practice Lessons, and Six Steps for Close Reading and Writing Lessons.” The On-Demand Video Library contains on-demand training videos, such as “Must Moments in Literacy” videos, demonstrating the conditions needed for successful implementation and the common challenges. The Help Center, Teacher Toolkit, Graphic Organizers to Support Close Reading, Effective Writing, and Critical Thinking provides teachers with graphic organizers for reading texts.

The materials reviewed for Grade 11 meet the criteria for Indicator 1g. 

The materials provide frequent and varied opportunities and protocols to support students’ speaking and listening skills across the year. In each unit, students have opportunities for evidence-based partner, small group, and whole class discussions using formal protocols, such as Socratic Discussions, Debates, Panel Discussions, and Performances. The materials provide direct instruction and skills practice lessons around each speaking and listening protocol in a tab at the top of every unit. These lessons are the same across Grades 9–12. The student guide includes worksheets to help students prepare for more formal speaking and listening activities. Each unit incorporates various speaking opportunities for students to react to and reflect on the unit content. The materials provide teacher guidance to help the teacher support students throughout the lesson. The guidance provides lesson rationale, Lesson snapshots, Lesson Roadmap, Support for English Language Development, Support for Students with Exceptional Needs, and Support for Further Exploration and Thinking. In the Resources tab, teachers can access materials to support implementation, such as training courses, on-demand videos, the Help Center, the ThinkCERCA Blog, and rubrics. 

Materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. Examples include, but are not limited to, the following:

• Direct Instruction and Skills Practice slideshow lessons in each unit include instructions for performing each speaking and listening task. Topics and protocols include: 

  • Rules for Discussion

    • Be prepared.

    • Define goals and roles.

    • Participate in a respectful way.

    • Ask and respond to questions.

    • Reflect on ideas.

  • How to Deliver an Oral Presentation

    • Keys to a strong oral presentation

    • Types of oral presentations 

    • Organization

    • Tips for writing note cards

    • Presentation language - formal and informal

    • Appropriate use of voice, props, and gestures.

  • Socratic Discussions

    • What is a Socratic Discussion?

    • Steps to answer the Socratic Question

    • Prepare Reasoning for the Discussion

    • Create your argument and forming a counterargument

    • Respectful speaking and listening rules including expressing ideas civilly, questioning members to bring in all viewpoints, making eye contact to show active listening.

    • Sentence frames provided for questions and statements to build effective discussion

  • Panel Discussion

    • What is a panel discussion?

    • Panel members - each bringing a different type of expertise or point of view on the topic

    • The Moderator and audience roles 

    • Format - brief introduction by each panel member, questions from the moderator, questions from the audience, and brief closing by each panel member

    • How to prepare

    • Respectful speaking and listening rules including expressing ideas civilly, questioning members to bring in all viewpoints, making eye contact to show active listening.

    • Sentence frames provided for questions and statements to build effective discussion

  • Pitch Deck

    • Definition of Pitch Deck

    • How to prepare for the pitch

    • How to prepare reasoning

    • Characteristics of a great pitch deck

    • Listening rules of the audience

  • Debate Game 

    • Preparing reasoning and evidence for the discussion

    • Forming a counterargument

    • How to speak and listen in a Socratic Discussion

    • Speaking and listening rules

    • Questions and statements to build effective discussion

  • Performance

    • Prepare

    • Perform

    • Be a Respectful Audience Member

Speaking and listening instruction includes facilitation, monitoring, and instructional supports for teachers. Examples include, but are not limited to, the following:

• Each unit contains one module focused on a speaking and listening activity. The Teacher Guide for this module includes guidance for all parts of the activity. 

• Under Resources, Speaking and Listening, Speaking and Listening Toolkit- Grade 11, materials include a toolkit for teachers and students. This toolkit includes observation tools and guidance for each Speaking and Listening activity type in the curriculum. 

• In Unit 3, Module 4, Share Your Reflections, the Teacher Guide states: “Facilitate pairs or small groups for students to discuss their responses.”

• In Unit 4 Module 7, students have a Panel Discussion. Facilitation Notes include detailed timing for each part of the lesson. In the Teacher Guide, guidance helps the teacher prepare students for the Panel Discussion. The lesson supports students in “Understand[ing] the purpose and process of a panel discussion and be able to synthesize multiple sources to present their positions and supporting evidence.” During the Build Knowledge Together section, students engage in the discussion. Teacher Guidance states, 

  • “Facilitate students’ organization and preparedness for the panel discussion, reminding them to have their completed Plan Your Points activity on-hand.

  • As needed, review salient points from the Panel Discussion lesson online and the Panel Discussion introduction in the Student Guide.

  • Facilitate the panel discussion, reminding panelists to support their thinking with evidence from the texts and to use the Build Knowledge Together sentence starters. 

  • Prior to kicking off the panel discussion, allow students to practice addressing each other directly without prompting from you and using add on statements such as, “As some of the other panelists have already mentioned, “x”...” 

The materials reviewed for Grade 11 meet the criteria for Indicator 1h. 

The materials support students’ listening and speaking about what they are reading and researching. Materials provide multiple opportunities over the school year for students to demonstrate what they are reading and researching through varied speaking and listening tasks. Unit tasks include Socratic Discussions, Debates, Performances, and Pitch Decks. They all require students to synthesize information from the unit texts and include text evidence in their speaking and listening tasks. Texts build knowledge, and tasks require students to use evidence to support their thinking and research. Materials include multiple opportunities for pair, small group, and class discussions. Direct Instruction lessons include Speaking and Listening protocols, and the protocols include formats for peer feedback and reflection. Materials provide teacher guidance for speaking and listening opportunities. 

Students have multiple opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following:

• Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Examples include, but are not limited to, the following:

  • In Unit 4, Module 7, students participate in a Panel Discussion. Instructions state: “In this module, students will participate in a panel discussion about water and sustainability. They will reflect on the panel prompt question, ‘What role does water play in creating a sustainable planet?’ Based on their answers to the mentor text guiding questions, they will synthesize information about positively impacting the emerging water shortage, a lack of access to fresh water, the emotional effects of visible images of climate disasters, and how our past water usage impacts our future water supply.” Guidance directs students to use the information they synthesized during the Panel Discussion. 

  • In Unit 6, Module 3, students read “Choosing a Major in College: What to Know” by Cole Claybourn. Before reading, students familiarize themselves with the Topic Overview online and use the Think/Connect prompt, “What type of work do you want to do in the future? Have you thought about what you will study in school to put you on the right path?” Students move into pairs to share responses they feel comfortable sharing. In the Facilitation Notes, teacher instructions state for students to complete a quick write using the guiding question, “How can you research and prioritize courses in college to pick the major that suits your goals?” Students share the quick write in pairs or small groups. 

• Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Examples include, but are not limited to, the following:

  • In Unit 1, Module 6, students participate in a Socratic Discussion on the question, “How do our connections to heritages and families determine our values, beliefs, and identities?” The Student Guide provides guidelines: “Prepare observations about the texts you have read, and be ready to share your evidence and explain your reasoning effectively. The goal is not to just share your point of view or ‘win’ but to explore a text together, so good listening is important. Take notes. Speak respectfully. You might not agree with everything your peers share about the topic or text, but you can still express your ideas civilly. Consider a Socratic discussion an opportunity to expand the circle to include all points of view on complex topics so that regardless of whether or not people agree, they have considered many aspects of the issues deeply and are truly well-informed when they take a position. This kind of collaboration is an important skill for success in school, the workplace, civic life, and in your personal life.”

• Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Examples include, but are not limited to, the following:

  • In Unit 6, students create a Pitch Deck using what they have learned from unit texts and their own retrospection. Students create a set of recorded slides that accompany a presentation. The Teacher Guide provides guidance for the activity before, during, and closing, focused on the Essential Question,  “How do you describe how your post will inform your future?” Using the template in the Student Guide, students create a Pitch Deck using text selections from the unit and other sources. The template includes Title Page, Defining a Career Pathway, My Interests, My Career Pathway Options, Possible Careers, Possible Challenges, Pitch Your Top Career Path, Explanation of Career Pathway Selected, Post-Secondary Plan, and Closing Page. 

Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following:

• Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Examples include, but are not limited to, the following:

  • In Unit 2, Explore the Theme, Preview the Essential Question, and Knowledge, Understanding, and Skills lesson, students explore the Essential Question, “How should we prioritize the designation and care of               national parks?” In a class discussion, the teacher asks several related questions, giving students an opportunity to brainstorm their initial thoughts, including, “Should protecting and funding national parks be a priority? Do the modern issues facing the preservation of national parks threaten the original intention of the parks? Is a safe and healthy coexistence between humans and animals in our national parks possible? And How do we best address the urgent issues facing our national parks?” There was no evidence found of students posing questions. 

• Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Examples include, but are not limited to, the following:

  • In Unit 2, Module 2, Share Your Personal Connection, students conduct a Think, Pair, Share. They read the topic of the text, “Saving America’s Treasures,” then write a brief response based on their personal experience to the prompt, “Have you ever visited or seen pictures of a natural area that you found particularly beautiful or meaningful? What would you do to protect such an area? Do you think protection means letting people use the area, leaving it as it is, or doing something else?” Students discuss with a peer, then reflect by writing a response to the questions, “What ideas did others share that you hadn’t considered? How were your ideas alike?”

  • In Unit 4, the Student Guide includes instructions for planning and taking part in a Panel Discussion. Student instructions state to plan for the following parts: “an opening statement, opportunities to answer 3-5 questions from the moderator and the audience, and a closing statement.” Guidance is provided for students during the discussion: “Listen Respectfully: During the panel discussion, it is important to listen to others so your answers to questions can add new information to the discussion. While all of you are looking at similar topics, you will also use evidence differently. It is important to listen to your peers closely so that you can answer appropriately.”

• Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Examples include, but are not limited to, the following:

  • In Unit 2, Module 6, students prepare for and conduct a debate on the Essential Question, “How should we prioritize the designation and care of national parks?” Students review four informational articles, a video, two opinion texts, and two visual texts. Students take notes on each of these sources as they prepare to argue their side of the debate.

  • In Unit 7, Read Across Genres, students complete a Quick Journal prompt, “How does literature reflect a society’s culture?” Using the poems “I Hear America Singing” by Walt Whitman and “I Too” by Langston Hughes, students analyze poetic structure. Students watch the videos “Hamilton” by Lin Manuel Miranda and “America Is In The Heart” by Carlos Bulosan. As they watch, students take notes using the following prompts: ”I like, I agree, I wonder, and I might want to challenge the idea that…” There was no evidence found for evaluating the credibility and accuracy of sources. 

• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Examples include, but are not limited to, the following:

  • In Unit 1, Module 1, students build a claim and write an argument to the prompt, “How do the author’s memories support the idea that childhood experiences and relationships shape our identities?” After writing their argument, they conduct a peer review. The peer reviewer uses the ‘Student Checklist for Peer and Self Editing,” which includes statements such as, “Takes a clear stance based on the question, States an alternative or opposing viewpoint, Explains why the alternative viewpoint is not as strong as the claim, Includes three or more clear facts or examples that support the claim and reasons, etc.” After students receive feedback from their peers, they complete a feedback loop worksheet answering the following questions: “From the feedback provided, what is one thing you agree with? From the feedback provided, what’s one thing you’ll improve before you complete the next assignment? From the feedback you received, what is one question you have?”

  • In Unit 6, Module 4, students summarize “How to Write a College Essay” by Kelly Mae Ross, Devon Haynie, and Josh Moody. Students become familiar with the online Share Your Argument Builder to build a claim using the prompt, “What is the purpose of this article, and how does the author develop that purpose throughout the text?” Students share their arguments in small groups and use the Student Checklist for Peer and Self Editing. As students receive peer feedback, they take notes in the student guide. The ThinkCERCA Feedback Loop Example is another resource to help students reflect on the feedback they receive. There was no evidence found for identifying fallacious reasoning or exaggerated or distorted evidence.

• Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Examples include, but are not limited to, the following:

  • In Unit 2, Module 6, students prepare for and conduct a whole-class Debate Game on the Essential Question, “How should we prioritize the designation and care of national parks?” The class is divided into two teams with one to four speakers. The team members who are not speakers participate by helping to develop arguments, plan rebuttals, and write closing arguments. Teams take turns presenting their arguments to each other, develop rebuttals or counterarguments, and then state their objections to the opposing argument. Students are encouraged to listen carefully and take notes while the opposing team presents. At the end of the debate, the class answers, “What side were you first leaning toward in the debate? Has it changed? What role did your peers have in your learning?” Then they discuss, “Which arguments were the strongest on both sides during the debate?”

  • In Unit 5, in the Student Guide, materials provide instructions for presenting a Performance:

    • “Make eye contact. Look up from your script as much as possible—even if you don’t have it memorized.

    • Project your voice. This is usually slightly louder and bolder than you would normally speak. Your audience can’t understand your awesome lines if they can’t hear you.

    • Consider the rate, or speed, at which you speak. Playing with different speeds can reflect different emotions in a character. For instance, super fast can indicate excitement or nervousness, while super slow might indicate shyness or fatigue. Mix it up to show your audience that your character has range.

    • Consider how loud and soft you speak. Loud is often interpreted as shouting, which can indicate excitement or anger. A whisper might indicate shyness or being sneaky.”

    Materials also provide instructions on how to serve as an audience member:

    • “As you listen to others’ performances, be respectful. It takes courage to perform in front of others! 

    • Make sure to offer your classmates constructive feedback if asked. Provide one ‘glow’ (positive) and one ‘grow’ (a way to improve for the next time).” 

The materials reviewed for Grade 11 meet the criteria for Indicator 1i. 

The materials include a variety of on-demand, process writing, and short-focused project opportunities across the school year. Digital resources are incorporated since the materials are accessed in the publisher’s online platform. Learning opportunities are available for full class, small group, pairs, or individual work. On-demand writing tasks include goal setting, unit preview analysis, Quick Journal, Topic Overview, Connect, Write to Impress, Reflect on Your Learning, and Text Summaries. The Your Portfolio section includes Process writing tasks at the end of each unit, which are connected to the unit in theme and writing tasks. The tasks include personal narrative, argumentative essay, short story, research paper, cause and effect essay, and literary analysis. Other process writing tasks include the Develop step online, Share Your Argument Builder in the Student Guide, and Research Big Ideas. The process writing tasks are expected to be completed over three to five days. The Student Guide provides guidance for each step of the writing process. The online lesson interface also provides guidance for students through sentence frames, graphic organizers, and peer editing checklists. Because the materials are mainly accessed digitally, students have many opportunities to incorporate digital resources while composing written work online. The Teacher Guide provides a Lesson Snapshot and Lesson Roadmap. Support for English Language Learners, Students with Exceptional Needs, and Further Exploration and Thinking are also provided.

Materials include on-demand writing opportunities that cover a year’s worth of instruction. Examples include, but are not limited to, the following:

• In Unit 1, Module 3, before reading “The Way to Rainy Mountain,” students respond to a Quick Journal: “Think about the historical events that have impacted shaping your family’s life or your own. Then answer: How can stories honor and memorialize our ancestors?” Students share their writing in pairs or small groups.

• In Unit 4, Module 4, students read “A Century Ago, This Water Agreement Changed the West. Now, the Region Is in Crisis” by Margaret Osborne. After reading about the topic in the Overview, students think about related experiences and respond in writing using the prompt, “Think about how much water each human being uses each day. In what ways will our water consumption affect our future water supply? What impact will climate change have on the way we protect our natural resources?” Using a Think-Pair-Share, students share their reflections.

• In Unit 7, Module 2, before reading “Excerpts from and Letters About the Constitution of the United States of America,” students respond to a Connect activity prompt, “Do you think there are amendments necessary to the Constitution today to accommodate all people in modern society? Why or why not?” 

Materials include process writing opportunities that cover a year’s worth of instruction. Opportunities for students to revise and edit are provided. Examples include, but are not limited to, the following:

• In Unit 1, students write a personal narrative “about a moment when a relationship or experience with another person shifted your perspective and brought new insight into who you wanted to be.” The estimated time for this task is three to five days. Students complete several online activities and pages in the Student Guide for pre-writing, drafting, and editing. Pre-writing tasks include reviewing the narrative rubric and reading the student exemplar, “Frank Mann” by Annie Whitmore. Students use previous class work to reflect and identify what they want to write about, use a graphic organizer to plan details, and write their draft. Students pair with another student and use the Make It Vivid page to examine word choice, looking for words to help develop the image in greater detail. Drafting tasks include the Share Your Paper page to individually assess their own draft and collaborate with a peer or peers to evaluate each other’s work using a rubric. Students use this information to make revisions. Following revisions, students write a brief reflection describing their experiences using the prompts, “Through self-assessment and/or peer editing, I learned… The strongest areas of this piece of writing are… An area of growth for me in this piece or in my writing in general is…”   

• In Unit 5, students write a cause-and-effect essay for the prompt, “Choose either Macbeth or Lady Macbeth. Trace the sequence of events that ultimately lead to the character’s downfall. How did these events shape their tragic ends to come?” In the 50-minute class pacing guide, students write the essay in five days, and the process includes one day for pre-writing, two days for drafting, one day for editing and revising, and one to share and reflect. The Student Guide includes a checklist with relevant skills lessons for each writing process step, a final narrative rubric, a graphic organizer to map each cause and effect showing the play’s tensions and conflicts, a peer editing checklist, and a reflection page. A student exemplar is included for students to read and answer questions about as part of the online lessons. The Teacher Guide includes guidance for each step of the writing process.

• In Unit 7, students write a literary analysis essay for the prompt, “How do two former presidents, Barack Obama (‘2008 Election Night’) and George W. Bush (‘Flight 93 Memorial Ceremony in 2021’), both evoke and re-envision the spirit of the people as characterized in previous speeches in American history? Use your understanding of their rhetorical situations and evidence from these two texts and others in the unit to support your answer.” In the 50-minute class pacing guide, students write the essay over five days, and the process includes one day for pre-writing, two days for drafting, one day for editing and revising, and one day to share and reflect. The Student Guide includes a checklist with relevant skills lessons for each step of the writing process, a final argumentative rubric, graphic organizers to map the similarities and differences between the texts, a graphic organizer for organizing the essay, a peer editing checklist, and a reflection page. A student exemplar is included for students to read and answer questions about as part of the online lessons. The Teacher Guide includes guidance for each step of the writing process.

Materials include digital resources where appropriate. Examples include, but are not limited to, the following:

• All units include interactive digital components such as video/slideshow skills lessons, online reading of texts including audio and multiple choice comprehension questions, guided writing lessons which include digital highlighting and note taking on the texts as a prewriting step, sentence frames, and instruction for each step in the writing process, and interactive rubric checklists.  

• In Unit 1, students write a personal narrative about “a personal moment when you realized the impact your family and heritage had on your individual beliefs and values.” Students write the narrative in the online lesson, Portfolio: Writing Your Personal Narrative, which includes multiple steps of typing the narrative. In the Develop step, students make a digital copy of the graphic organizer and then use the information from the organizer to write a statement to explain the message they want their audience to think about after reading their narrative. In the Create step, students write a draft, including an introduction and conclusion. The digital interface provides help if students click a “Need help getting started” link, which opens up general instructions about structure, audience, purpose, pacing, and dialogue in a narrative.

• In Unit 6, students create a Pitch Deck on the online platform. They use knowledge from unit texts and their own retrospection to create the presentation on the Essential Question, “How do you describe how your past will inform your future?” Students insert required information using a template that includes the following topics: Title Page, The Importance of Activities, My Interests, My Current Activities, My Extracurricular Path Options, Possible Challenges, Pitch Your Top Activity, Explanation of Activity Selected, Postsecondary Plan, and Closing Page.  

• In Unit 7, Read Across the Genres, a student activity titled “Read and Watch the Video of Frederick Douglass’s Descendents Read His Speech” guides students to digital resources to complete the associated tasks. The Teacher Guide provides these instructions: “During the Lesson: Have students navigate online,...[and] build a claim that answers the writing prompt: In the passages, which component of the rhetorical situation informs the strategic stylistic choices that the writers make in their arguments?”

The materials reviewed for Grade 11 meet the criteria for Indicator 1j. 

The materials provide opportunities for students to address different types of writing. The materials focus on argumentative writing skills; the CERCA acronym stands for Claims, Evidence, Reasoning, Counterarguments, and Audience. In each unit, the first four modules include multiple writing lessons connected to an argumentative or informative/explanatory prompt related to unit texts. For this reason, the distribution of writing types across all tasks is 38.5% argumentative, 38.5% informational/explanatory, and 23% narrative, which closely reflects the 40/40/20 writing distribution requirement. At each grade level, the Portfolio writing tasks are personal narrative, argumentative essay, short story, research paper, cause-and-effect essay, personal statement, and literary analysis. Some writing instruction is included throughout the materials through a series of slide decks that present guidance for students in planning, drafting, and revising. The Teacher Guide includes extra writing instruction guidance in Show and Tell, and Teach Academic Writing Skills boxes. Rubrics included require students to implement the elements of writing as required by the standards.

Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes/types of writing, that reflect the distribution required by the standards. Examples include, but are not limited to, the following:

• Percentage or number of opportunities for argumentative writing: Three units address argumentative writing. Portfolio writing assignments include an argumentative essay in Unit 2 and literary analysis in Unit 7. Five (38.5%) of writing opportunities are argumentative.

  • Unit 1: 0

  • Unit 2: 2

  • Unit 3: 0

  • Unit 4: 0

  • Unit 5: 0

  • Unit 6: 1

  • Unit 7: 2

• Percentage or number of opportunities for informative/explanatory writing: Three units address informative/explanatory writing.  Portfolio writing assignments include a research paper in Unit 4, and a cause-and-effect essay in Unit 5. Five (38.5%) of writing opportunities are informative/explanatory.

  • Unit 1: 0

  • Unit 2: 0

  • Unit 3: 0

  • Unit 4: 2

  • Unit 5: 2

  • Unit 6: 1

  • Unit 7: 0

• Percentage or number of opportunities for narrative writing: Three units address narrative writing.  Portfolio writing assignments include a personal narrative in Unit 1, a short story in Unit 3, and a personal statement in Unit 6. Three (23%) of writing opportunities are narrative.

  • Unit 1: 1

  • Unit 2: 0

  • Unit 3: 1

  • Unit 4: 0

  • Unit 5: 0

  • Unit 6: 1

  • Unit 7: 0

• Explicit instruction in argumentative writing:

  • In Unit 2, Module 7, students write an argumentative essay for the prompt, “Based on your readings, what are the most pressing issues for communities regarding the designation and maintenance of national parks?” Students use online modules, graphic organizers, and direct instruction to write an argumentative essay in an estimated three to five days. During the Preview section of the lesson, the Teacher Guide includes the following guidance for teachers: “Show and Tell—Writing a Conclusion: SStudents must understand the structure of conclusions in argumentative writing to complete their portfolio. They need to have practice on each type of conclusion: a summary, a focus on the main point, or a call to action. Model each type of concluding work by demonstrating how an author would write a conclusion based on the claim, “We can save wild animals by saving national parks.”.’”  The guidance presents 3 types of conclusion samples, a summary conclusion, a  call to action conclusion and a main point focus conclusion.” In the Student Guide, students use the Choose Your Argument guide and the Map Your Argument graphic organizer. During the Draft, students navigate online to the Portfolio: Writing Your Argumentative Essay to complete the Develop and Draft section. In the final section, Edit, students revise and edit the draft. In this section, students navigate online to Portfolio: Writing the Argumentative Essay and review the revising and editing sections. Next, students pair and use the Make It Powerful graphic organizer in the Student Guide to find the most important appeal sections and look for neutral words that can be improved upon. Students then navigate to the Portfolio: Writing Your Argumentative Essay, Review step and use the Share Your Argument graphic organizer in the Student Guide to work with a partner to read and listen to the argument to locate major parts that need more development. In the Portfolio: Writing Your Argument Essay, students complete the Review step and then complete the Share Your Argument in the Student Guide. In this step, students work with a partner to complete a graphic organizer and answer the following questions: “What is your claim? What evidence do you have to support it? Do you have a counterargument?” The Read and Analyze step within Portfolio: Writing Your Argumentative Essay is completed next. In the Student Guide, students edit their drafts with a partner according to the Edit the Draft Together guide. A Student Checklist for Peer and Self Editing Argumentative Writing is available as needed. Students write a brief reflection of their experience. In closing the lesson, this reflection may take the form of a quick-write, exit ticket, or turn and talk.    

• Explicit instruction in informative/explanatory writing:

  • In Unit 4, Module 8, students write a research paper for the prompt, “Based on the readings and other research, what role does water play in creating a sustainable planet?” Direct instruction is provided in a self-paced digital lesson, Writing the Research Paper, which includes slides defining a research paper, steps in the research writing process, synthesizing information and organizing the essay, introduction, body, and conclusion dos and don’ts, and examples. A five-question quiz follows the slide show to check for understanding. In the Student Guide, a checklist of tasks is included for the pre-writing, drafting, and revising steps, as well as an informative rubric. Before writing, students collect their research in a graphic organizer. The Teacher Guide includes the following gudiance for this section of the lesson “Show and Tell—Research for Supporting Evidence: When researching for evidence, remind students to use a variety of professional and scholarly texts, both print and non-print. Using a variety of mediums, such as journals, newspapers, interviews, and websites, allows for well-rounded and thorough research. Encourage students to use the Research Toolkit for additional support.” A graphic organizer is provided with prompts and guidance for students to make notes about the hook, claim, evidence and conclusion. Students complete writing online in the Portfolio: Writing Your Research Paper Writing Lesson and are guided through each step with sentence frames and organizing features, including plan, outline, draft, and review. The Teacher Guide includes gudiance for the pre-writing, drafting, and editing steps, including rationale, lesson snapshot and roadmap, and support for English language learners and students with exceptional needs. 

• Explicit instruction in narrative writing:

  • In Unit 3, Module 7, students compose a short story for the prompt, “Think about the factors that shape conflict. Write a short story that explores the prevention or resolution of a conflict.” Students read four short stories as anchors for the task. In Module 7, Portfolio: Writing the Short Story, students read Direct Instruction, Writing the Short Story, and answer five multiple-choice questions. Before writing, students read the Narrative Writing Rubric. The Teacher Guide includes the following guidance for this section “Show and Tell—Narrative Endings: Have the students research the movie Clue and its ending history. The movie was released with three different endings, and other theaters showed different versions. At the end of the home video release, all three endings are presented as possible solutions to the mystery. Each ending offers a different perspective on who committed the murder, providing a unique twist on the narrative. Have them also research The Stanley Parable and The Chrono Trigger, both video games that allow students to choose the endings. Discuss as a class how an author can create these ambiguities. Students have practiced ending narratives. As they complete the conflict resolution for their short story, have them write three different endings: one that requires an implicit resolution, one that requires a surprise resolution, and a final one that requires an ambiguous resolution. Ask students to exchange conclusions and get partner feedback on which conclusion works best with their short story.” Students read a Student Exemplar and begin writing the short story. Students complete the two steps Think: Develop and Create: Draft and Review. The Teacher Guide includes guidance for pre-writing, drafting, revising, and editing, which correspond to short story development in the Student Guide. 

Different genres/modes/types of writing are distributed throughout the school year. Examples include, but are not limited to, the following:

• Students have opportunities to engage in argumentative writing. 

  • Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Examples include, but are not limited to, the following:

    • In Unit 2, Module 7, students complete online lessons and pre-writing activities and write an argumentative essay. In the Student Guide, Map Your Argument, students complete graphic organizers to develop a Hook, Claim/Counterclaim, Evidence, and Rhetorical Appeals. Students answer the questions, “What opinion do you have about the issue? What opposing viewpoint might critics have?”  

  • Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Examples include, but are not limited to, the following:

    • In Unit 2, Module 7, Develop, students plan an argument by filling in various boxes. They enter their claim in one box and click to enter information into the following additional boxes: Add Another Reason, Add Another Evidence, Add Another Reasoning, and Add Another Counterargument. In Share Your Argument, when the initial draft is complete, students pair with a partner and ask questions to help strengthen each other’s argument using greater detail. Students ask the following questions: “What is your claim? What evidence do you have to support it? Do you have a counterargument?” The graphic organizer has a Share and Listen column for students to complete. In the Share column, students list three major parts of the person’s argument that need development, and in the Listen column, students list major parts of their own argument that need development.

  • Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Examples include, but are not limited to, the following:

    • In Unit 7, Module 7, Use Transition Sentences, when the initial literary analysis draft is complete, students partner to look for sentences in the essay that need transitions and determine how to choose words that transition from one idea to the next. When completed, students reflect on whether or not the revisions reinforced the relationships between ideas in the essay and if there are opportunities to revise to develop those ideas further. 

  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Examples include, but are not limited to, the following:

    • In Unit 2, Module 7, Teacher’s Guide, Student Learning Description, Writing the Argumentative Essay, students view slides to learn components of an argumentative essay. In the Check section, one slide is included that references tone and style, which reminds students to maintain a formal style and objective tone and also provides examples of what to avoid. No evidence was found that supports students during the writing process to establish and maintain an objective tone and formal style. In the Review section, students can edit their text and review their work, including punctuation and spelling, before clicking the submit box.

  • Provide a concluding statement or section that follows from and supports the argument presented. Examples include, but are not limited to, the following:

    • In Unit 7, Module 7, Teacher’s Guide, Student Learning Description, Writing a Literary Analysis, students view slides to learn components of a Literary Analysis. In the Check section, two slides are related to the conclusion. One provides a definition, and the second is an example. In the Student Guide, the Organize Your Essay, a graphic organizer has a space for students to write a conclusion.

• Students have opportunities to engage in informative/explanatory writing. Examples include, but are not limited to, the following:

  • Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Examples include, but are not limited to, the following:

    • In Unit 5, Module 8, students write a cause and effect essay for the prompt, “Choose either Macbeth or Lady Macbeth. Trace the sequence of choices and events that ultimately lead to your chosen character’s downfall. How did these events shape their tragic ends to come? Use specific lines and stage directions from the play to support your response.” In the Student Guide, a graphic organizer is provided for students to map out each cause and effect they will highlight in their essay. No other formatting support was found.

  • Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Examples include, but are not limited to, the following:

    • In Unit 4, Module 8, students write a research paper for the prompt, “Based on the readings and other research, what role does water play in creating a sustainable planet?” A graphic organizer is provided in the student guide for the revising stage, Write It and Cite It. They review the online lesson, Citing and Documenting Sources, and then instructions state: “Look for places in their paper where they have not introduced, summarized, or provided a concluding sentence for their evidence.” In the graphic organizer, Map your Research Paper in the Student Guide, students’ directions state: “As you read the texts and sources, you collected evidence that supports your solution. In this space, select at least three pieces of evidence that will be the basis for your three body paragraphs. Be sure to note which sources you used.“

  • Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Examples include, but are not limited to, the following:

    • In Unit 5, Module 8, students write a cause and effect essay for the prompt, “Choose either Macbeth or Lady Macbeth. Trace the sequence of choices and events that ultimately lead to your chosen character’s downfall. How did these events shape their tragic ends to come? Use specific lines and stage directions from the play to support your response.” In the Student Guide, students pair with another student and look for sentences in the essay that need transitions. Then, they determine how to choose words that transition from one idea to the next. Example transition words and revision steps are provided.

  • Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Examples include, but are not limited to, the following:

    • In Unit 4, Module 8, students write a research paper for the prompt, “Based on the readings and other research, what role does water play in creating a sustainable planet?” The rubric for this assignment includes checklist items, “Uses precise language and domain-specific vocabulary to inform about or explain the topic.” No further instruction is found in the Student or Teacher Guide.

  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Examples include, but are not limited to, the following:

    • In Unit 4, Module 8, students write a research paper for the prompt, “Based on the readings and other research, what role does water play in creating a sustainable planet?” The rubric for this assignment includes checklist items, “Writer establishes and maintains a formal style and objective tone throughout this longer research project. The style of writing is appropriate to task, purpose, and audience.” No further instruction is found in the Student or Teacher Guide.

  • Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Examples include, but are not limited to, the following:

    • In Unit 4, Module 8, students write a research paper for the prompt, “Based on the readings and other research, what role does water play in creating a sustainable planet?” In the Student Guide, the graphic organizer, Map Your Research Paper, includes the following guidance: “In your conclusion, you will want to restate your claim, summarize the problem, and then use your solution to motivate readers. What is your call to action? What do you want readers to remember?”

• Students have opportunities to engage in narrative writing. Examples include, but are not limited to, the following:

  • Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Examples include, but are not limited to, the following:

    • In Unit 6, Module 7, students write a personal narrative for the prompt: “Discuss an accomplishment, event, or realization that sparked a period of growth and a new understanding of yourself or others.” In Map Your Plan, students complete a chart with four categories: Hook, Describing Your Accomplishment, Opportunities for Advancement, and Postsecondary Plan and Conclusion. In the Hook section, the following instruction is provided: “In this paragraph, you will paint a picture of your accomplishment. You should do this in a way that grabs the reader’s attention - perhaps a story or a writing style that creates interest. You want to stand out. Many readers will only continue reading if your introduction grabs their attention.” In the Hook box, students answer the question, “How will you engage your reader to be interested in accomplishment?” 

  • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Examples include, but are not limited to, the following:

    • In Unit 3, Module 7, Student Guide, Show, Don’t Tell, students instructions state: “When you have finished an initial draft, pair with another writer and ask each other to find a character, description of the setting, and an event in each other’s stories. Then determine how you might show, not tell, by using descriptions for each.” A chart is provided with four categories: Character, Setting, and Event. An example of character description is included: “Experiment with ways to describe your character by showing what they feel rather than telling the reader what they feel. Instead of saying, ‘She was very surprised,’ have the character do or say something that shows surprise. ‘Her eyes grew wide, and when she opened her mouth to speak, nothing came out.’”

  • Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Examples include, but are not limited to, the following:

    • In Unit 3, Module 7, Student Guide, Map Your Story, students complete a graphic organizer with the following instruction: “[Write] as many descriptive details as you can about your character, setting, and events in your story. Organize your writing with a clear beginning, middle, and end.” In the Middle box, instructions state: “Write about the events in the story that comprise the Rising Action, leading up to the turning point, or Climax. What is the Climax, the most exciting part?”

  • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Examples include, but are not limited to, the following:

    • In Unit 3, Module 7, Student Guide, Show, Don’t Tell, students instructions state: “When you have finished an initial draft, pair with another writer and ask each other to find a character, description of the setting, and an event in each other’s stories. Then determine how you might show, not tell, by using descriptions for each.” A chart is provided with four categories: Character, Setting, and Event. An example of character description is included: “Experiment with ways to describe your character by showing what they feel rather than telling the reader what they feel. Instead of saying, ‘She was very surprised,’ have the character do or say something that shows surprise. ‘Her eyes grew wide, and when she opened her mouth to speak, nothing came out.’”

  • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Examples include, but are not limited to, the following:

    • In Unit 3, Module 7, Student Guide, Map Your Story, students complete a table with the following instructions: “Organize your writing with a clear beginning, middle, and end.” Additional questions are provided: “What are the events that comprise the story’s Falling Action? How do the events in the Falling Action resolve the conflicts? This is your Resolution.” 

Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Examples include, but are not limited to, the following:

• In Unit 5, Modules 1-6, students read Macbeth and write a cause-and-effect essay for the prompt, “Choose either Macbeth or Lady Macbeth. Trace the sequence of choices and events that ultimately lead to your chosen character’s downfall. How did these events shape their tragic ends to come? Use specific lines and stage directions from the play to support your response.” Students are instructed to use their reflections on the various causes and effects of conflicts driven by the setting, characters, and language to answer the prompt and write their essays. This pattern is followed in all units.

The materials reviewed for Grade 11 meet the criteria for Indicator 1k. 

The materials provide frequent opportunities for students to complete evidence-based writing tasks across the school year. The Teacher Guide provides a Module Overview, which identifies the evidence-based writing prompt and genre. Writing opportunities are largely focused on developing and planning an argument, though analysis and synthesis are also included. Each unit includes opportunities to write claims about the text and support the claim with reasons and evidence from the text. In each unit module, the Write section includes tasks such as summarizing the selection, developing and building an argument, completing a draft, and reviewing the draft. Students work with a peer to complete graphic organizers or obtain feedback that occurs frequently during writing. When drafting, students can use an Automated Feedback feature for grammar, usage, mechanics, and spelling, but the tool does not provide support for strengthening the argument. However, not all of the drafting tasks are required assignments throughout the program. While some of the module's writing pieces are essential for completion, most are optional. During the Closing of the Lessons, students reflect and share progress as a whole class. At the end of each unit, Your Portfolio writing tasks provide opportunities to write a short story, research paper, literary analysis, personal narrative, cause and effect essay, and argumentative essay. These are closely tied to the texts in their respective units and often require the synthesis of multiple texts. The Student Guide provides several graphic organizers to help students organize their thoughts and text evidence to support their claims. The Teacher Guide provides guidance for specific writing instruction throughout the materials, including reasons for the writing instruction focus, what students should be able to do, and what to focus on to grow as a writer. There is direct instruction guidance for teachers to implement. Teachers and students have access to slideshow lessons and support in the Student Guide. The materials include scaffolds for students in the Student and Teacher Guides.

Materials provide opportunities across the school year for students to learn, practice, and apply writing using evidence. Examples include, but are not limited to, the following:

• In Unit 2, Module 2, students read “Saving America’s Treasures” by Joe Bubar and write an argument to the prompt, “As the author selects and arranges evidence, how does he build a case in favor of the modern preservation of our national parks? Is the evidence sufficient for his position?” In the Write section, Develop, students use an interactive argument builder to make a claim and add reasons and evidence from the text to support their claim. Students may click the “Need help getting started?” link that provides sentence frames to guide students in making their claims, adding reasons and evidence, and writing a counterargument. The Teacher Guide includes guidance such as: 

  • “Explain to students that their claims should answer all aspects of the prompt, provide a clear focus for the writing, and present the points they will cover in their writing. 

  • Remind students to provide at least two reasons to support the claim. 

  • Explain to students that no reason can be submitted without supporting evidence and that no evidence can be provided without an explanation of reasoning. 

  • Guide students in sharing their CERCA plans with peers.”

  The Student Guide includes a graphic organizer to assist students in sharing their plans with peers. They write their claim, evidence and examples, and reasoning on the graphic organizer, then note their peers’ ideas. Direct Instruction slideshows are available on topics such as Citing Topics to Support Analysis in Informational Texts and Integrating Evidence Effectively. The Teacher Guide, includes the following guidance with these direct instruction slideshows: “Explain that by learning to identify various types of evidence, such as facts, statistics, examples, and expert opinions, students can evaluate the credibility and relevance of information. Explain that understanding how evidence supports claims and ideas helps students construct well-supported arguments and make informed decisions. Guide students in incorporating evidence to support their claims with factual information, examples, statistics, and make their arguments more convincing.” 

• In Unit 4, Module 1, students read “Water Shortages Must Be Placed on the Climate-Change Agenda. This Is Why” Jay Famiglietti and José Iganacio Gallindo and write a response to the prompt, “How do the authors explain water shortages as a global challenge?” In the Plan section, Develop, students use an interactive argument builder to make a claim and add reasons and evidence from the text to support their claim. Students may click the “Need help getting started?” link that provides sentence frames to guide students in making their claims, adding reasons and evidence, and writing a counterargument. The Teacher Guide includes guidance such as: 

  • “Explain to students that their claims should answer all aspects of the prompt, provide a clear focus for the writing, and present the points they will cover in their writing. 

  • Remind students to provide at least two reasons to support the claim. 

  • Explain to students that no reason can be submitted without supporting evidence and that no evidence can be provided without an explanation of reasoning. 

  • Guide students in sharing their CERCA plans with peers.”

  As students draft their CERCA paragraphs, The Teacher Guide states: 

  • “Have students drop their drafts into the drafting space and develop their CERCAs.

  • Feedback focus: Encourage students to share different aspects of their CERCA drafts to ensure they have included a strong claim, supportive reasons, and evidence.”

• In Unit 7, Module 1, students read an excerpt from “The Declaration of Independence” by the Founders and plan an argument for the prompt, “Trace and evaluate the components of the rhetorical situation presented in the Declaration of Independence. In what ways do the authors’ words and phrases reveal and reflect these components that shaped their rhetorical situation in this seminal document.” Students are guided online to write a claim, reasons and evidence, reasoning, and a counterargument. Sentence frames are provided for each of the required components. The Rubric tab provides evaluation criteria. In Draft, students use their Argument Builder and notes from peer collaborations to write a CERCA paragraph that answers the writing prompt. Students start the CERCA with their summary, ideas from personal connections, or an attention-getting question, fact, or quotation. Students can click on the “Need help getting started?” link to get support writing an introduction, body, and conclusion and help understanding the audience and using academic models. The Teacher Guide includes guidance such as:

  • “Explain to students that their claims should answer all aspects of the prompt, provide a clear focus for the writing, and present the points they will cover in their writing. 

  • Remind students to provide at least two reasons to support the claim. 

  • Explain to students that no reason can be submitted without supporting evidence, and that no evidence can be provided without an explanation of reasoning. 

  • Guide students in sharing their CERCA plans with peers.”

  As students Draft their responses, the Teacher Guide includes the following guidance: 

  • “Have students drop their drafts into the drafting space and develop their CERCAs.

  • Feedback Focus:  Encourage students to share different aspects of their CERCA drafts to ensure they have included a strong claim, supportive reasons, and evidence.”

  Teachers may click on the ThinkCERCA Argumentative Writing Feedback Bank provided in the Writing Resources in the Feedback Guidance document to find examples of writing feedback they can give students based on how well they perform on certain skills against the rubric. For example, if a student performs at a 3 out of 5, the teacher can say: “Stellar effort with your evidence! Reread your claim and then your evidence. Choose another quotation to ensure that the evidence you have is adequate enough to develop your claim and counterclaim.” In the Teacher Guide, Preview Key Concepts and Skills, guidance for teaching academic writing skills states, “Show and Tell - Rhetorical Situation: Help students understand the elements of the rhetorical situation. Walk them through the example and have them create a declaration that differs from the example. Exigence: Feeling overwhelmed by daily chores and longing for freedom from responsibilities. Audience: Parents or guardians who oversee household duties and task assignments. Writer: A young adult eager to negotiate for more independence and fewer chores. Purpose: Our goal is to persuade parents to reconsider chore distribution and allow more personal time for growth and exploration, a change that we believe is crucial for our personal development. Context: As they balance schoolwork, social activities, and personal interests, young adults seek a fairer allocation of responsibilities, a balance that we believe is crucial for our growth and development. Message: ‘Granting me greater autonomy in managing chores would foster independence and facilitate my personal development.’ Specific word choice: ‘Autonomy’ emphasizes the desire for self-governance, while ‘facilitate’ underscores the positive outcomes of increased responsibility.”

Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with texts and sources to provide supporting evidence. Examples include, but are not limited to, the following:

• In Unit 1, students read an essay, an excerpt from a nonfiction book, a memoir, and an opinion article and complete the following lessons: Citing Evidence to Write About Literary Texts; Appreciate the Author’s Craft: Setting, Point of View, Characters, and Narrative Techniques; Determining Theme and Author’s Message in a Personal Narrative; Appreciate the Author’s Craft: Theme/Message and Audience Appropriate Language; Analyzing Imagery in a Personal Narrative; and The Impact of an Author’s Choices: Words and Images. In Module 7, students write a personal narrative. In the Teacher Guide, the Facilitation Notes include instructions: “Students should review the Concept Map from the beginning of the unit, the readings from the unit, moments reflected on in the Quick Journals, and Connect Steps from each lesson. Give students 10 minutes to individually review the readings and their work and to brainstorm the moment they want to write about.”

• In Unit 2, students read informational news articles, opinion articles, and visual texts about national parks. In Module 7, they write an argument for the prompt, “Based on your readings, what are the most pressing issues for communities regarding the designation and maintenance of national parks?” Student directions state to add evidence from the unit texts. The Student Guide provides a Map Your Argument worksheet with the following instructions: “As you read the texts, the writers used strong and credible evidence in the form of summaries, quotations, and examples that supported the arguments and issues. What evidence have you evaluated from your readings that supports your claim and allows you to further support your argument with reasoning?”

• In Unit 5, Module 8, students write a cause-and-effect essay following the writing prompt, “Choose either Macbeth or Lady Macbeth. Trace the sequence of events that ultimately lead to the character’s downfall. How did these events shape their tragic ends to come?” During Pre-Write, students complete three online lessons: Writing the Cause-and-Effect Essay, Portfolio: Writing Your Cause-and-Effect Essay, and analyzing an exemplar. In the Student Guide, students select Macbeth or Lady Macbeth, trace the sequence of choices and events of that character that lead to his/her downfall, and complete the Map Your Cause-and-Effect Essay graphic organizer in the Student Guide. Students develop and draft their writing on the ThinkCERCA platform. Students complete the Writing the Literary Analysis module and answer five Check questions at the end. The Portfolio: Writing Your Literary Analysis section takes students through the process of drafting, reviewing, and submitting their essays. 

The materials reviewed for Grade 11 meet the criteria for Indicator 1l. 

The materials provide explicit instruction on grammar and usage standards, and opportunities for students to demonstrate the application of grammar skills in context are available. The materials include a Language and Styles Best Practices Toolkit, which is presented as a resource “for teachers and students to improve audience outcomes on writing rubrics.” This toolkit provides key definitions, generic examples, and a strategy for that particular skill, including capitalization and spelling, punctuation, end punctuation, subjects and predicates, subject-verb agreement, tense, commas, varied sentence structures, redundancy, clarification, modifiers, parallelism, formal and objective style, active and passive language, and style. The materials also include direct, explicit instruction that scaffolds instruction of grammar and usage standards, especially for how students apply the skills in larger writing contexts. The Direct Instruction slideshows include 26 grammar topics. Students practice grade-level grammar standard lessons through a mix of online lessons and corresponding tasks in the Student Guide. Teachers facilitate learning by helping students move to the next online module, moving students into pairs or small groups, having students read or share aloud, having students reflect on takeaways at the close of the module, and monitoring learning progress. Illuminating Key Concepts sections in the Teacher Guides provide additional teacher guidance on teaching specific grammar and usage skills throughout the lessons. The lessons are connected to reading a text and answering questions in the Write to Impress, Build Vocabulary, Citing Evidence, Understanding Author’s Craft, or Sharpen Your Sentences tasks. These opportunities to practice grammar skills give a brief explanation of the standard with examples, general instructions that tell students to experiment with the skill and apply it to writing, and a chart to complete with single-sentence responses to prompts. While there is evidence of focused work for spelling, it is not present throughout the modules. Using quotations and correct citations is addressed by reminding students to review an online MLA Style Manual. In essay writing, grading rubrics state students should follow standard conventions, and teachers are to use the Language and Style Guide for instruction of specific skills during Module 7, Your Portfolio. 

Materials include explicit instruction of the grade-level grammar and usage standards. Materials include authentic opportunities for students to demonstrate application of skills in context, including applying grammar and convention skills to writing. Examples include, but are not limited to, the following:

• Students have opportunities to apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. Examples include, but are not limited to, the following:

  • In Unit 1, Module 1, Student Guide, Write to Impress - Understand How Usage and Convention Changes over Time, students read a passage by an acclaimed author to understand how usage and conventions change over time. The instructions state: “Alice Walter writes a personal narrative in which she explores her perceptions of personal beauty through conventional language that has changed over time. The word mess is italicized in the first example for emphasis. In the second passage, her repeated use of commas might be contested, but she uses them to indicate pauses for effect within the context of her narrative.” Students rewrite two sentences from Alice Walker’s narrative “Beauty: When the Other Dancer Is the Self” following the directions: “Experiment with rewriting the following sentences from Walker’s narrative. Change the conventional language and usage that might be contested by modern usage standards. Then apply your learning to your writing.” Students are provided one example of a sentence rewritten, changing “knocked out” to “exhausted.” Then, students rewrite the provided sentences with underlined phrases to change. This is the only lesson on this topic in the curriculum.

• Students have opportunities to resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. Examples include, but are not limited to, the following:

  • In Unit 1, Module 2, Student Guide, Write to Impress - Resolve Issues in Usage, using an excerpt from the autobiography My Beloved World by Sonia Sotomayor, students read examples of complex language usage or idiomatic expressions bolded in the passage, such as “The way they shore themselves up with stories.” Students complete a graphic organizer rewriting two provided sentences with underlined phrases: “Resolve the contested language usage by rewriting the sentences with a more formal version of the language. Consult reference materials such as Merriam-Webster’s Dictionary as needed. Then apply your learning to your writing.”

  • In Unit 4, Module 2, Student Guide, Write to Impress - Consult Reference Materials, student instructions state: “Review the Using Reference Materials lesson. In ‘A Map of the Future of Water,’ author Jay Famiglietti discusses the growing concern over global freshwater supplies. By exploring the author’s language usage and consulting general and specialized references, readers will be able to utilize these resources in their writing.” Students read the passage with bold-faced words. The identified words are placed in a table. Students follow these directions for a specific task called Reference Materials: Dictionary, Thesaurus or Glossary: “Consult a dictionary, a thesaurus or a glossary and identify the following information about the words in the chart below: precise meaning, part of speech, pronunciation, etymology, a synonym, and standard usage. Indicate the resource you used and your rationale for using it.” An example is offered as a guide, and students complete two boxes. The Teacher Guide, Illuminating Key Concepts in Language and Grammar—Using Reference Materials section includes guidance for the teacher on how to go over this concept with students. The guide states, “Explain to students that reference materials are resources that provide definitions or basic explanations of a topic, including dictionaries, encyclopedias, glossaries, and thesauruses. After completing the Direct Instruction, have students summarize the three major types of reference materials in small groups. Then, have students look at the Write to Impress Student Guide lesson. Have students discuss the meaning of the passage, especially considering context clues. As a class, discuss how the word “venues” is used in this short passage. Look up “venues” in both a dictionary and a thesaurus. Facilitate a class discussion on how the different definitions might change the meaning of the sentence and how context helps narrow the meaning. Then, have students complete the chart.” 

• Students have opportunities to observe hyphenation conventions. Examples include, but are not limited to, the following:

  • In Unit 6, Module 1, Student Guide, Write to Impress - Use Punctuation, students review six hyphenation rules with bold examples from the unit text, “Lin-Manuel Miranda’s Commencement Address.” One example includes, “Use in a compound adjective before a noun. I have developed the first draft of my first full-length musical…” Students complete a chart with three specific rules of hyphenation; directions state: “Using the hyphenation conventions, create sentences that reflect Lin-Manuel Miranda’s message or theme from his Commencement Address.” One example is provided. This is the only lesson in the curriculum on hyphens. The Teacher Guide, Illuminating Key Concepts in Language and Grammar section includes guidance for teachers on how to go over this concept with students. The guide states, “Punctuation serves a number of functions in writing, including denoting the manner in which text is meant to be read or showing relationships between ideas. Prior to having students complete this activity, review with them the function and usage of hyphens. Hyphens can be used for any of the following: in double names that function as single names, in new or unusual prefix or suffix additions to words, in compound adjectives preceding a noun, two-word verb construction, following a prefix to ensure clarity, and when either a number is used as an adjective or when a compound adjective is used as a noun. When reviewing the rules in the activity, discuss with students the function and form of each hyphenation convention. Have students identify some of these hyphenation conventions in the text and review them together to ensure understanding. Then review the instructions with the students. Once students have completed the activity, have students share which hyphenation convention they found the most challenging and why.”

• Students have opportunities to spell correctly. Examples include, but are not limited to, the following:

  • In Unit 2, Module 7, Read the Final Argumentative Rubric, in the Audience Appeal section, one criterion states: “This piece of writing is strengthened by a skillful command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling and has very few errors.” This is carried out during peer feedback tasks using graphic organizers in the Student Guide, such as during Practice Feedback using the exemplar and during Edit the Draft Together using their own piece of writing. There is no explanation of standard spelling.

  • In Unit 3, Module 1, Student Guide, Write to Impress - Spell Correctly, instructions state: “As you write, pay careful attention to common spelling errors in these words. Proofread your sentences carefully to avoid these three common spelling mistakes.” Common mistakes are provided along with an example:  “Their is the possessive case of the pronoun they. There is an adverb that means in or at that place. They’re is a contraction of the words they and are.” The differences between already and all ready, course and coarse are also provided. Students complete a chart with the following instructions: “In the chart below, read through the following examples of common spelling errors that many writers make. Then, choose one example of each and practice using these words correctly in sentences.” Students have a choice of already, all ready and course, coarse in two boxes. The Teacher Guide, Illuminating Key Concepts in Language and Grammar section includes guidance on how to go over this concept with students. The guide states, “Correct spelling helps get the point across. This lesson aims to help students understand how correct spelling improves the clarity and credibility of their writing. Use the Direct Instruction lesson on spelling to introduce students to several rules that address common spelling mistakes, including the doubling up rule, silent “E,” “I after E,” and homophones. Then, review the Write to Impress page with students to identify some of these rules in action. Next, have students read through the examples of common spelling errors in the activity and choose an example of each to practice individually. They should apply the spelling rule in their own written example and share their work with a partner or the whole class.”

• Students have opportunities to vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed, and apply an understanding of syntax to the study of complex texts when reading. Examples include, but are not limited to, the following:

  • In Unit 2, Module 1, Student Guide, Write to Impress - Vary Syntax for Effect,  students read examples of simple, compound, complex, and compound-complex sentences with their part of sentence explanation. Students complete a graphic organizer with the instructions, “Using the chart below, experiment writing a variety of sentences as you respond to the prompt. Then, apply your learning to your writing. Writing Prompt: How does the author use details and specific examples to appeal to the audience in this argument for and against national park designation?" Students answer the question using one of each type of sentence: compound, complex, and compound-complex. The Teacher Guide, Illuminating Key Concepts in Language and Grammar section includes guidance for teachers on how to go over this concept with students. The guide states, “Review the sample sentences and structures. Simple sentences consist of a subject and verb, while compound sentences are two sentences joined by a comma and coordinating conjunction. Complex sentences are sentences that include a subordinate (or dependent) clause in addition to a subject and verb. Compound-complex sentences are compound sentences that also include a subordinate (or dependent) clause. Instruct students to identify the different parts (subordinate clause, subject, verb, and coordinating conjunction) of each of the sample sentences. Review students’ answers together before reviewing the activity’s instructions. Emphasize that the sentences they will write should address the prompt in the instructions. Once students have completed the activity, review their sentences and discuss what effects the different types of syntax had on their writing.”

  • In Unit 3, Module 5, students analyze and compare elements of poetry in “Blackberry Picking” and “The Gift.” Students consider the elements of “subject, language, imagery, structure, voice, speaker, details, and theme” and answer the questions in the Compare Poetry Elements task: “How does Heaney use diction and syntax to convey themes about the loss of innocence? How does Lee use carefully selected diction and syntax to examine the way in which we perceive our childhood experiences?” 

The materials reviewed for Grade 11 meet the criteria for Indicator 1m. 

The materials include a way for students to interact with and build text-specific vocabulary in the texts. The materials include a scope and sequence with the vocabulary tasks for each unit. Vocabulary facilitates students’ understanding of what they are reading. In each module, in the Student Guide, the Build Your Vocabulary activities provide one to four words that appear in the text for students to work with. While reading the text online, vocabulary words are blue so that students can click on them for a definition. Vocabulary support is also built into the online lessons through a glossary of terms. Some vocabulary words were repeated within a unit or across a unit. The year-long vocabulary plan is included in the Unit Planning Tools document for explicitly teaching vocabulary strategies and debriefing vocabulary words. The Build Your Vocabulary activities are listed as essential, and the materials also include online direct instruction, student guide tasks, and some additional offline resources. The Unit Planning Tool includes teacher guidance to support vocabulary instruction, including explicit vocabulary instruction strategies that differentiate between academic vocabulary terms and CERCA words, and a vocabulary presentation resource that provides the vocabulary terms and definitions organized by unit.  

Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:

• Each Unit Planning Tools document provides a Vocabulary Instruction Guidance document for each unit. This document includes definitions of Key Academic Terms, CERCA words, and Focus Words (words from the reading selections). Throughout the program, the following 17 word learning strategies with guidance are provided for teachers: Morphology, Word Relationships, Prefixes, Synonyms, Frayer Model, Context Clues, Map a Word, Antonyms, Shades of Meaning, Compare and Contrast, Word Analysis, Concept Map, Word Study, Roots Words, Word Web, Analogy Chart, and Etymology of Words. Each Unit focuses on two to four of these strategies. For Unit 1, four explicit Vocabulary Strategy Instructions are presented with key strategies: “Frayer Model -Analyzing words using characteristics, examples and non-examples, Word Relationships - finding common ideas or relationships with groups of words, Map a Word - Populating a graphic organizer with meaningful aspects of new words, [and] Word Analysis - Breaking apart words to discover their meaning.” There is a link to additional guidance, including establishing vocabulary notebooks and routines. An additional link to twenty-two Vocabulary Best Practice lessons. 

• Unit Planning Tools include a Key Vocabulary document for each unit. This document includes a link to a slideshow of Explicit Vocabulary Instruction Resources. The slideshow includes how to set up a Vocabulary Notebook, and slides on all of the vocabulary routines provided in the materials. This document includes key academic terms and CERCA words for the unit, as well as a slide show of the Focus words and their definitions for each module. ThinkCERCA defines these different types of vocabulary words as follows and provides the following high-level teacher guidance for each type: 

  • “Key Academic Terms include high-value vocabulary introduced in class and reviewed in the unit’s Direct Instruction. After leading students through the presentation, provide instruction to support understanding of the key concepts and skills they represent and have students record new terms. (See unit Direct Instruction for resources.)

  • CERCA Words found in the Build Your Vocabulary sections of the student guide deepen key conceptual understandings and enable the expression of reasoning. (The word may not appear in the text, but it captures a key concept for interpreting the text.) Use the Explicit Vocabulary Instruction in the Teacher’s Guide to provide students with explicit support for vocabulary skill development prior to facilitating the collaborative learning experience.

  • Focus Words are a subset of words from reading selections. They enrich grade level readings and often appear in assessments. (After teaching the Focus Words using the slide show and modeling the vocabulary strategies, use Best Practices Facilitation Resources in the Teacher’s Guide to help students develop strategies for vocabulary using engaging tasks.)”

• Throughout the Teacher Guides, general Vocabulary Explicit Strategy Instruction Guidance is provided. For example, in Unit 1, Module 1, Teacher Guide, for the Build Your Vocabulary Activity, teachers have the following guidance: “Explicit Vocabulary Instruction—Use the Frayer Model: Use the Explicit Vocabulary Instruction resources to help students build vocabulary and deepen understanding of key concepts in a reading, Have students analyze 2-3 essential terms, using the graphic organizer to define the word, list characteristics and examples, and even non-examples. This process encourages discussion and collaboration as students work individually or in groups to complete the model, ultimately leading to a shared understanding of the key terms.”

• The Student Guide provides one Build Your Vocabulary worksheet per module, including Map a Word, Word Analysis, Word Web, and Analogy Chart. The worksheets often include two to three vocabulary terms. In Map a Word, students write the word and definition, part of speech, root word or origin, picture of the word, synonym, antonym, and sentence using the word. In Word Analysis, students write the word, give an example, a definition or explanation, and respond to “makes me think of/connotation. In Word Web, students name words or phrases that are synonyms or closely related to the center word. In the Analogy Chart, students list a familiar concept, the new concept (word), similarities, differences, relationship categories, and what they now understand about the new concept. Other Student Guide activities that may include vocabulary practice include Raise Your Score and Write to Impress, where students practice using context clues to determine word meaning. A glossary of vocabulary terms is included with each text, and those terms are highlighted within the text so that students may click on them to see the definitions. Some general guidance is found in the Unit Planning Tools Document.

• In Unit 5, Module 1, Teacher Guide, Build Your Vocabulary, teacher guidance states:

  • “Introduce the Build Your Vocabulary task and review the example provided.

  • Organize students into small groups and assign them one or more words per group. 

  • Assist each group in sharing their findings with the entire class.”

Vocabulary is repeated in contexts (before texts, in texts) and across multiple texts. Examples include, but are not limited to, the following:

• In Your Portfolio: Writing Your Personal Narrative, 12 vocabulary words are listed, which are the same for Grades 9, 10, 11, and 12, including cohesive, concrete, eliminate, enhance, enthralling, envision, mechanics, omniscient, simultaneously, speech patterns, vital, and weave.  

• In Unit 6, Module 2, Student Guide, the word major appears in an analogy chart. This term is found in the glossary, overview, and text for Module 2. It also appears in the quiz and the writing prompt, “How does the author arrange information in the text to explain the essentials of choosing a major?”

• In Unit 7, Module 1, Student Guide, Build Your Vocabulary - Map a Word,  students complete a chart for the terms self-evident, Creator, and abolish. Students read an excerpt from “The Declaration of Independence” that includes a glossary list of vocabulary terms and definitions that students will encounter in the text. The words abolish and creator appear in this list. There is no instruction around these terms before reading the text. As students read the text, the vocabulary terms appear in blue font, and students may click on the term to see a definition. Five multiple-choice questions are presented in the Check step after reading the text. One of the questions asks about the meaning of the vocabulary term, impel. Before reading the text, this word was presented in the vocabulary list and was highlighted in blue. In the Student Guide, Apply Your Learning - Understanding Rhetorical Situation, students view a direct instruction slide show where they learn the definition of rhetoric and the rhetorical situation of a text. Rhetorical Situations is defined in the glossary and appear in the Write step. Students answer the prompt, “Trace and evaluate the components of the rhetorical situations presented in the Declaration of Independence. In what ways do the authors’ words and phrases reveal and reflect these components that shaped their rhetorical situations in this seminal document?”

Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Examples include, but are not limited to, the following:

• In Unit 2, Module 4, Teacher Guide, Module Preview lists Key Vocabulary Words, such as privatize, conservation, invasive, compromised, coupled, deferred, edifice, havens, neglect, portend, predates, and proliferating. In the Student Guide, Build Your Vocabulary - students complete Map a Word before reading the module text; instructions state: “Analyzing vocabulary will help you better understand, discuss, and write about a text. Complete the analysis of vocabulary terms for the selection. Use a dictionary if necessary. Fill in as many parts as you can.” Students fill in one chart for the words privatize, conservation, and invasive. Sections to map include definition, part of speech, root word or origin, picture, synonym, antonym, and sentence using the word. The Teacher Guide includes the following guidance for the Build Your Vocabulary activity “Explicit Vocabulary Strategy Instruction: Word Relationships: After completing the Build Your Vocabulary task, ask “What are some of the relationships or common ideas you see in this group of words: privatize, conservation, invasive” generate ideas such as environmental impact. After the word study, ask students if the words in the group are synonyms or antonyms of each other or if there is a different relationship between them.”Students read “Our National Parks Are in Trouble” by Jon Waterman, which includes a vocabulary list with 27 words; privatize is not listed. In the online text, all 27 vocabulary words are blue, and students can click on them for the definition.

• In Unit 4,  key vocabulary words for the four anchor texts are: “Water Shortages Must Be Placed on the Climate-Change Agenda. This Is Why” by Jay Famiglietti and José Ignacio Galindo - carbon management, aquifers, stewardship; “A Map of the Future of Water” by Jay Famiglietti - glaciers, drought tolerance; “Why We Remember Floods and Forget Droughts” by Kim Beil- climatology, Dust Bowl, juxtaposition; “A Century Ago, This Water Agreement Changed the West. Now, the Region is in Crisis” by Margaret Osborne - conservation, reservoirs, weather patterns. Learning these words is meant to support students in understanding, discussing, and writing about each text. 

• In Unit 7, Module 1, Student Guide, Write to Impress - Acquire new Vocabulary, student instructions state: “Using the context of the surrounding language, determine the definitions of the words. Next, verify the definitions using a dictionary or glossary. Then use the words to write sentences that describe how this seminal document still resonates today.” Students complete a chart with the terms endowed, unalienable, deriving, and abolish from the Declaration of Independence. The Teacher Guide includes the following guidance for this part of the lesson: “Illuminating Key Concepts in Language and Vocabulary: Acquire New Vocabulary: For further support, see the Direct Instruction about context clues. There are many ways to ascertain the meaning of unfamiliar or new words, including using context clues and consulting reference materials (such a dictionary). Encourage students to try to use context clues first when determining the meaning of unfamiliar words before they consult a dictionary. This way, the definitive source acts a confirmation. Review the passage in the activity with the students. Select some words that are not already a part of the activity from this passage. Confirm the definition of these words by showing students the definition in a dictionary or other relevant source. Following this, review the instructions of the activity, emphasizing that students use context clues before then confirming the definition in the dictionary. Additionally, remind them to create a sentence for each word that answers the prompt mentioned in the final sentence of the instructions. After the activity is completed, have students share their sentences and discuss.”