The materials reviewed for Grade 9 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 1, students read “Once More To The Lake,” a personal essay by E.B. White. Switching between the past and present, White describes returning to a childhood vacation site in Maine with his son while reflecting on his childhood memories. The selection is written in first-person point of view and uses rich word choices and vivid descriptions.

• In Unit 3, Module 4, students read “St Lucy’s Home for Girls Raised by Wolves,” a short story by Karen Russell. The author structures the text unusually. Russell begins each section of the text with an imaginary quotation from a handbook that outlines the changes the girls in the book undergo to assimilate. Within those stages, the text is primarily chronological. The story is told in first-person point of view by Claudette, who speaks on behalf of all the girls with the repeated pronoun of “we.”

• In Unit 6, Module 2, students read an article from US News and World Report by Tiffany Sorensen titled “How Colleges Weigh School Extracurriculars.” This text is suitable and relevant for 9th grade as the author describes how academic achievement and extracurriculars determine college admissions. 

 The materials reviewed for Grade 9 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 55 texts analyzed for Grade 9, 23 are within the suggested Lexile bands, 11 are below, and two are above (19 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 4, students read an opinion piece from the New York Times, “It Was a Mistake to Let Kids Onto Social Media Sites. Here’s What to Do Now” by Yuval Levin. The quantitative measure is 1240L, the verified Lexile is 1310L, and the qualitative measure is moderately complex. This text has the appropriate complexity for student tasks. Students read the text online, and after reading, they answer five comprehension questions and two Pause and Reflect questions. Next, students return to the online Analyze section to highlight sentences that support them in answering the writing prompt. Students return to the Student Guide to complete an Apply Your Learning task. This task is focused on analyzing issues and appeals. Students answer questions about how the author structured information and his argument, such as “The author begins the article with an appeal to readers about the issue. What is the issue the author wants you to understand? Why do you think he used this appeal to begin his argument?” Students move to the Write section online and summarize the text. Next, students use the Student Guide, Share Your Argument Builder graphic organizer, share the information on the graphic organizer with a partner, listen to peers, and record ideas. Lastly, students complete the Writing Lesson online, where they plan, draft, and write an essay answering the prompt, “Trace the issue that seems to be at stake for readers surrounding the debate about children and social media. How does the author appeal to the audience?” Students are expected to use all prior work from the module to write the essay.

• In Unit 5, Module 1, students read Romeo and Juliet, Act 1, Scenes I and II. There is no publisher Lexile provided since the text is Non-Prose. However, the qualitative measure is very complex. After reading the text online, students complete five comprehension questions and seven Pause and Reflect questions. Next, students complete the Analyze section online to highlight sentences that support them in answering the writing prompt, “How does Shakespeare use specific words and phrases to establish the time, place, and social dynamics of Romeo and Juliet’s Verona?” Students move to the Student Guide to complete an Apply Your Learning worksheet focusing on understanding Shakespearean language. During the Write section online, students summarize the text and use the Student Guide graphic organizer, Share Your Argument Builder, to share with a partner, listen to peers, and record valuable ideas. Lastly, students complete the Writing Lesson online, planning, drafting, and writing an essay answering the prompt, “How does Shakespeare use specific words and phrases to establish the time, place, and social dynamics of Romeo and Juliet’s Verona?” Students are expected to use all the prior work from the module to write the essay.

• In Unit 7, Module 5, Read Across Genres, students read a collection of poems and informational texts, including “The Greatest Tale Ever Told?” by Natalie Haynes. The quantitative measure provided is 1280L, while the verified measure is 1290L, and the text is qualitatively moderately complex. After reading the text online, students answer five multiple-choice comprehension questions. In the Student Guide, Understanding Multiple Perspectives, students complete a graphic organizer comparing the text with another text, “Enrique’s Journey” by Sonia Nazario. Directions state: “Take notes, describing what you like about the ideas in both texts, as well as what opinions you agree with or ideas you challenge. Think about: What do I wonder about after reading? What am I curious about?” In Analyze and Compare Tasks, students complete a chart after reading all of the Read Across Genres texts: “Using your notes from the analysis activity, organize your evidence and observations into a claim, reasons, and evidence with reasoning to answer the analysis question below. These will be your notes for your analysis. You may use this analysis in your Socratic discussion in addition to sharing your presentation. Students write a claim to answer the prompt, “How do authors and/or artists draw on and transform source material and themes from The Odyssey?” Students write a claim, give three reasons, three evidence and reasoning, and counterargument notes.

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 2, students read “Influencers Aren’t Going Anywhere. So What Does That Mean for Today’s Teens?” by Christianna Silva. The Detailed Text Complexity Analysis Spreadsheet includes the following information under Reader and Task Considerations for the educational purpose of this text: “‘Influencers Aren’t Going Anywhere. So What Does That Mean for Today’s Teens?’' was chosen as an anchor text as an excellent model of the unit’s essential question, ‘How do we ensure that we build and become members of healthy virtual communities that allow us to share and learn?’ Through an examination of both the positive and negative effects of social media influencers, along with analysis of the evidence the author provides, this text directly addresses this relevant and critical question for today’s youth.”  The Recommended Placement Section states, “Various quantitative measurements place ‘Influencers Aren’t Going Anywhere. So What Does That Mean for Today’s Teens?’ higher than grades 9-10 text complexity band. Despite these higher levels, qualitative analysis, including reader interest and in-text scaffolding activities, warrants this text’s placement in the 9th grade.” 

• In Unit 6, Module 5, students read “The Benefits of Extracurricular Activities for Students” by Mark Anthony Llego. The Detailed Text Complexity Analysis Spreadsheet includes the following information under Reader and Task Considerations for the educational purpose of this text: “‘The Benefits of Extracurricular Activities for Students’ was chosen as a text because it helps readers collect evidence for their arguments as part of the ‘What Interests You?’ unit. This unit asks students to explore the question: ‘How do your interests help you further your own future?’”  The Recommended Placement Section states, “Quantitative readability measures for this text vary. However, analysis reveals the qualitative elements of the piece are mostly slightly complex. Due to the nature of the content being more appropriate for 9th-grade interests, as well as the rigor level and scaffolding of ThinkCERCA’s guiding questions and activities, it was deemed appropriate for grade 9.

• 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 9 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. The materials provide a Unit Planner that states which days and lessons are dedicated to reading. Students read 55 texts during lessons labeled as individual, small group, pairs, or full-class learning. Students generally read 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 1, students read E.B. White’s essay, “Once More to the Lake;” Annie Dillard’s essay, “An American Childhood;” Richard Bianco’s poem,  “Mango No. 61;” and Veera Hiranandani’s excerpt from her essay, “My Favorite Photograph.” The text topics relate to childhood development, dual cultural identity, and how memories create identity.

• In Unit 3, Module 2, students read a short story, “A White Heron,” by Sarah Orne Jewett. Students explore how the plot and conflicts an author chooses to include help convey themes around the relationship between humans, nature, and innocence. 

• In Unit 6, Module 4, students read a magazine article, “Pros, Cons of High School Jobs for College Applications” by Alexandra Pannoni. Students learn that postsecondary planning happens throughout adolescence and that developing a plan helps them get on a path. 

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 pacing guide includes 22-26 days of lessons per unit. These include one day to preview the unit and set personal goals, one day to explore the theme, approximately three days to read and analyze each of the four close reading texts for a total of 12 days, two days to read 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 2, 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 “You Can Track Almost Everything Your Kids Do Online. Here’s Why That May Not Be a Good Idea” by Lisa Damour and complete the Before You Read, Read and Analyze, and Write tasks. On Day 5, the Write task is to develop a CERCA argument based on the text. On Days 6–14, students read the other three close-reading texts. On Day 15 and 16, students engage in the Read Across Genres: Multimedia and Opinions and Read Across Genres: Various Texts activities. This pattern is followed in each unit with 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 9, 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 9 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 2, Module 3, students read “Green Teen Memes: How TikTok Could Save the Planet” by Yasemin Craggs Mersinoglu and answer the prompt: “How does the author use examples and text features, such as TikTok memes, as evidence to support the arguments around social media and activism?” Students then analyze the article with a highlighting method: “Use Green to highlight examples of how people use social media to learn and to create change. Add notes about how effective social media is for learning and sharing information. Use Purple to highlight specific ways in which the platform of TikTok has been beneficial for these purposes. Add notes about what the TikTok screenshots and examples add to your understanding of the argument in the article.” In addition, students answer five multiple-choice questions based on reading and viewing a slide show about Analyzing Text Features.

• In Unit 5, Modules 1–5, students read Acts I to V of Romeo and Juliet by Shakespeare. Students read each act and answer five multiple-choice questions for each act. In addition, materials include text-specific questions for each act, such as in Module 4 for Act III: “How does Shakespeare use parallel plot structure in Act III to comment upon the relationship of Romeo and Juliet and create drama and suspense for the audience?” In Module 6, for Act V: “At the resolution of the play, what might be the enduring legacies of Romeo and Juliet for their families and the city of Verona? What are the enduring lessons of their story for viewers?”

• In Unit 7, Module 5, students read “The Greatest Tale Ever Told?” by Natalie Haynes. Students answer five multiple-choice questions in the Check step: 

  • “The author uses each of the following details to support the idea that The Odyssey remains central to our culture today, except which of the following? 

  • The author supports the idea that ‘the fantastical elements of The Odyssey have made it a source of inspiration to writers in virtually every field by including each of the following except which of the following?

  •  Based on the excerpt above and the author’s depiction of the film scene, which statement best compares how each of the scenes presents the idea of transformation? 

  • Which of the following statements from the article expresses a theme of The Odyssey that is also represented in the excerpt above? 

  • The author details Odysseus’s encounter with the sirens and Polyphemos, the cyclops, in order to support which claim about his character?”

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 1, Module 2, students read An Excerpt from An American Childhood by Annie Dillard. In the Teacher Guide, the Share Your Reflection section includes the following guidance: 

  • “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 4, Module 5, students read “Food and Climate Change: Healthy Diets for a Healthier Planet” by United Nations and “Your Questions About Food and Climate Change, Answered” by Julia Moskin, Brad Plumer, Rebecca Lieberman, and Eden Weingart. The Teacher Guide provides guidance for the Evaluating Information Texts section, including: 

  • “Explain that students will read the articles and complete the Check step.

  • Evaluate specific categories of evidence and focus on the overall analysis of each text.” 

• In Unit 5, Module 1, students read Romeo and Juliet, Act I, Scenes I, and II by William Shakespeare. At the end of the module, students draft a paragraph response. The Teacher Guidance for the Draft and Review section of the lesson is

  • “ 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 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 9 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, and 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 9, 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 1, Module 6, students participate in a Socratic Discussion. The Teacher Guide provides a step-by-step plan for the teacher to familiarize themselves with the online lessons about Socratic Discussions, the Rules of the Discussion, and the Student Guide activities. It also provides four options for setting up the discussion:

  • “Two discussions that change in intervals of 10-15 minutes: an inner and outer circle that switch places.

  • One discussion with the whole class. Prepare your classroom by putting the chairs in a circle.

  • Fishbowl discussion where 4-6 students engage in discussion. Others tap in at intervals to join the discussion.

  • Independent student groups engage in discussions.”

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

The materials reviewed for Grade 9 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 1, Module 6, students participate in a Socratic Discussion focused on the unit’s Essential Question, “How can certain memories, places, and experiences shape who we become?” Students prepare for the discussion by making a claim and supporting it with three reasons and evidence from the unit texts that support each reason. They also make notes on the counterargument.   

• Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. Examples include, but are not limited to, the following:

  • In Unit 3, Module 6, students have a Socratic Discussion on the question, “How do our experiences shape our values and reveal the choices we have available to us?” In the Student Guide, students use the following guidelines for participating in the lesson: “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.”

• 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, a set of recorded slides to accompany a presentation that communicates the solution to a problem or answers a question. The Teacher Guide provides guidance for the activity before, during, and closing, focused on the Essential Question, “How do your interests help you further your own future?” Using the template in the Student Guide, students create a Pitch Deck that includes information they have learned from unit texts, their own retrospection, and other sources. The Pitch Deck includes the following sections: Title Page, The Importance of Activities, My Interests, My Current Activities, My Extracurricular Path Options, Possible Changes, Pitch Your Top Activity, Explanation of Activity Selected, Postsecondary 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 relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Examples include, but are not limited to, the following:

  • In Unit 2, Explore the Theme, Preview the Essential Question, and Knowledge, Understanding, and Skills lesson, students explore the Essential Question, “How do we ensure that we build and become members of healthy virtual communities?” In a class discussion, the teacher asks several guiding questions, giving students an opportunity to brainstorm, such as “Is it possible to make social media and other online communities healthy for teens? How can schools address cyberbullying and improve student safety online? Do social media influencers have too much influence on adolescents? Can social media be used to make a positive change in the world? And should there be age limits for social media?” There was no evidence found of students posing questions.

• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Examples include, but are not limited to, the following:

  • In Unit 3, Module 4, Share Your Personal Connection, students participate in a Think, Pair, Share. They read the topic of the text, “St Lucy’s Home for Girls Raised by Wolves,” then write a brief response based on their personal experience to the prompt, “Consider a time in your life when you felt you had to choose between being true to yourself or conforming to a set of expectations. How did you feel? Did you take any action?” Students discuss with a peer and then write answers to the following 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.” Discussion guidance includes: “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 media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source. Examples include, but are not limited to, the following:

  • In Unit 2, Module 6, students prepare for and conduct a debate on the Essential Question, “Is it possible to make social media and other online communities healthy for teens?” Students review two informational articles, a video, two opinion texts, and two photo essays. Students take notes on each source to prepare to argue their side of the debate.

  • In Unit 7, Read Across Genres, students watch “A Black Odyssey” by Romare Bearden and complete a Quick Journal prompt, “How is the hero’s journey represented in modern stories and works of art?” Students analyze the structure of two poems: “Siren Song: by Margaret Atwood and “Ithaka” by C.P. Cavafy. Students analyze multiple perspectives using the informational texts “The Greatest Tale Ever Told?” by Natalie Haynes and an excerpt from “Enrique’s Journey” by Sonia Nazario. There was no evidence found on evaluating the credibility and accuracy of sources.

• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Examples include, but are not limited to, the following:

  • In Unit 1, Module 1, students build a claim and write an argument to the prompt, “What values and emotional experiences does the author convey through the descriptions of his childhood vacation spot? Cite specific evidence from the text to support your response.” After writing their argument, students 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 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 7, Module 2, students summarize “The Wanderings of Odysseus: Excerpts from ‘The Odyssey of Homer’ Books 7–12” by Homer. Students use the Share Your Argument Builder to build a claim using the prompt, “How do Odysseus’ decisions in the face of moral dilemmas define him as a leader?” 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 clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Examples include, but are not limited to, the following:

  • In Unit 2, Module 6, students prepare for and conduct a debate on the Essential Question, “Is it possible to make social media and other online communities healthy for teens?” Students participate in a Debate Game in which the class is divided into two teams, each with one to four speakers. The remaining team members 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 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 as a class, “Which arguments were the strongest on both sides during the debate?”

The materials reviewed for Grade 9 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 2, prior to reading “An American Childhood,” students respond to the following Quick Journal, on-demand writing prompt: “Certain moments from childhood build lasting memories. In turn, these memories help us understand the process of growing up. Think about an event that captures the spirit of your childhood. Why is this event something that you remember? How does it illustrate an important part of you, the people you were with, or the place in which it took place? Then answer: How can a small moment capture the spirit of childhood?” Students share their writing in pairs or small groups.

• In Unit 7, Module 3, students read “Return to Ithaka: Excerpts from ‘The Odyssey of Homer’ Books 13-19” by Homer. After reading about the topic in the Overview, students think about related experiences and respond in writing using the prompt, “What is it like to be absent from somewhere for a long time and then return? Think about visiting old classrooms or special places that have been torn down or renovated. Write about those experiences here.” Using a Think-Pair-Share, students share their reflections. Students also complete an on-demand summary in the ThinkCERCA.

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 that “illustrates a moment within a specific place and time that has an impact on who you are becoming.” In the 50-minute class pacing guide, this activity covers five days and includes a day for pre-writing, two days for drafting, a day for editing and revising, and a final day 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 the narrative, 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 on each step of the writing process.

• In Unit 5, students write a cause-and-effect essay for the prompt, “Choose one of the protagonists - either Romeo or Juliet - and analyze the character traits, personal choices, and external factors that ultimately led to his or her final fate.” The Teacher Guide estimates 3-5 days to complete the essay. Students use several online resources in the Student Guide to complete pre-writing, draft writing, and editing the draft. Students share the initial draft with a partner, providing feedback on the Share Your Essay page. Students use the Edit the Draft Together page to individually assess their draft and then collaborate with a peer or peers to evaluate each other’s work using a rubric. Before submitting the final essay, students write a brief reflection describing their experience using the Reflect on Your Writing page.     

• In Unit 7, students write a literary analysis essay for the prompt, “Select one or two texts that build on or transform ideas about themes, plot points, or characters from The Odyssey. Make a claim about how each author conveys their own unique perspective on an idea from The Odyssey and support it with examples from the original text as well as the newer text.” 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 for editing and revising, and one for sharing and reflecting. 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. Students also read and answer questions about a student exemplar. The Teacher Guide includes guidance on 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, instruction for each step in the writing process, and interactive rubric checklists.  

• In Unit 1, students write a personal narrative that “illustrates a moment within a specific place and time that has an impact on who you are becoming.” 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 your interests help you further your own 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.

The materials reviewed for Grade 9 p 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 addresses 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: 1

  • Unit 6: 0

  • 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 changes would you make as a user and community member to build a healthier online experience for all?” Students use online modules, graphic organizers, and direct instruction to write an argumentative essay in an estimated three to five days. The Teacher Guide and Student Guide have Pre-Writing, Draft, and Edit sections with multiple resources. During Pre-Writing, students read the Argumentative Writing Rubric and score an exemple. As students score the example, they practice giving it feedback. The Teacher Guide include the following guidance for this section, “Show and Tell—Student Exemplar Scoring: Model for students how to engage with the scoring process and to understand the criteria used to determine quality writing. Point to an example from the text and share how it meets/doesn’t meet the criteria in the rubric. Another option is to exemplify the criteria in the rubric. See the Answer Key for ideas. Also see Best Practices: Student Scoring.” 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. Next, students partner and use the Make It Powerful graphic organizer 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 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 with 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 listed as informative writing for the prompt, “Based on the readings and other research, what are the most pressing issues surrounding meat sustainability?” Direct instruction is provided in a self-paced digital slideshow lesson, Writing the Research Paper, including 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 slideshow to check for understanding. During pre-writing, students read the Informative Writing Rubric. The Teacher Guide includes the following teacher guidance for this section of the lesson: “Teach Academic Writing Skills: In this module, students will complete the entire research paper writing process. After multiple informal and formal research projects, students have a clear point of view on their topic, and it is time to impress with writing. They should develop a formal introduction with a clear thesis, strong reasons to support each section of their piece, and sufficient evidence to support their paper.  Students may need support with integrating evidence smoothly. They sometimes copy large tracts of a source text into their papers, believing it is most valuable in the author’s own words. Let them know that the quotes they can integrate into their own writing should be effective and concise, while the larger direct quotations worth integrating will be fewer. Anything longer than 2-3 sentences might call for a conversation with you. Have students complete or review Citing and Documenting Sources and leverage digital resources to complete the bibliography. Purdue’s Online Writing Lab is an excellent resource for tools and information in addition to the Direct Instruction provided.” In the Student Guide, a checklist of tasks is provided for the pre-writing, drafting, and revising steps, as well as an informative rubric for the paper. 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. They are guided through each step with sentence frames and organizing features, including plan, outline, draft, and review. The Teacher Guide includes guidance for the pre-writing, drafting, and editing stages. 

• Explicit instruction in narrative writing:

  • In Unit 3, Module 7, students compose a short story for the prompt, “Think about the factors that lead to certain decisions. Write a short story in which a character or several characters make choices that are shaped by their experiences and values.” 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. Students read a Student Exemplar and begin mapping the short story. After students map their stories, they engage in a Show, Don’t Tell activity. The Teacher Guide includes the following teacher guidance for this section of the lesson “Show and Tell - Using Concrete, Sensory Details in Narrative Writing: Remind students why concrete and sensory details are essential in narrative writing to make stories more engaging. Review the following excerpt from the student exemplar: “The tree looked to be barely a sapling. The sunlight bounced off the crystal-like water, shining light onto the new, spring flowers dotted around the opening.” Discuss how these details create vivid visuals for the reader. Next, students should examine their drafts or outlines, focusing on where they can incorporate specific sensory (sight, sound, touch, taste, smell) and concrete (objects, actions, settings) details into two key scenes. If time permits, pair students for peer feedback on their revisions, discussing how effectively the added details enhance their narratives.”  Students complete the 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. Examples include, but are not limited to, the following:

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

    • In Unit 7, Module 7, students complete online lessons and pre-writing activities in preparation to write a literary analysis essay. In the Student Guide, Organize Your Essay, students use a graphic organizer to develop an introduction, state key points of similarity or difference, and state their conclusion. When students have organized these pieces, they plan any additional paragraphs and expand the conclusion.  

  • 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 pair together 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, students view slides to learn the 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, 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, 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 to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Examples include, but are not limited to, the following:

    • In Unit 4, Module 1, students write a response for the prompt, “How does the author give readers a clear understanding of the differences between grass-fed and feedlot beef?” In the Student Guide, a graphic organizer is provided for students to plan their writing. The Teacher Guide provides the following guidance for teachers as students plan:  “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.” 

  • Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Examples include, but are not limited to, the following:

    • In Unit 4, Module 8, students write a research paper for the prompt, “Based on the readings and other research, what are the most pressing issues surrounding meat sustainability?” A graphic organizer is provided in the worksheet, Plan Your Research - Step 2: Find Reliable Sources. Students note the source title, author, type of source, summary, and citation. In Step 3, students collect relevant and reliable evidence to prepare for Step 4: Create a Thesis Statement.

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

    • In Unit 4, Module 8, students write a research paper for the prompt, “Based on the readings and other research, what are the most pressing issues surrounding meat sustainability?” The rubric for this assignment includes checklist items “Writer uses appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.”

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

    • In Unit 4, Module 8, students write a research paper for the prompt, “Based on the readings and other research, what are the most pressing issues surrounding meat sustainability?” 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 are the most pressing issues surrounding meat sustainability?” 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 are the most pressing issues surrounding meat sustainability?” In the online writing lesson, some guidance includes, “A strong CERCA includes a brief conclusion that wraps up your argument. Look back at your CERCA and write a conclusion that reinforces your claim. It can include a call to action, a question you want your audience to consider, or a statement of your personal opinion in response to the selection.”

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

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

    • In Unit 6, Module 7, students write a personal narrative for the prompt: “Describe something you’re passionate about. What makes it so appealing? How do you learn more about it?” In Map Your Plan, students complete a chart with four categories: Hook, Understanding Choices, Making Decisions, and Postsecondary Plan and Conclusion. In the Hook section, the following instruction is provided: “In this paragraph, you will paint a picture of your interest. Specifically, you should hook your reader by proudly announcing the interest you chose. Additionally, you should give a bit of background on the importance of extracurricular activities.” In the Hook box, students answer the question, “How will you tell your reader about your interest?”

  • 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, student 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, Plot Your Story, Plotting Your Narrative Arc, students use a provided diagram to plot the events in their story. Each part of the plot diagram is described, including “Rising Action: Include 2-3 rising action events. Falling Action: Make sure you resolve all conflicts, no matter how minor. This will give your readers a sense of closure.”

  • 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, Student Guide, Your Portfolio, 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 Romeo and Juliet and write a cause-and-effect essay for the prompt, “Choose one of the protagonists, either Romeo or Juliet. In your cause-and-effect essay, analyze the character traits, desires, personal choices, and external factors that ultimately lead to his or her final fate.” 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 9 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 1, students read “You Can Track Almost Everything Your Kids Do Online. Here’s Why That May Not Be a Good Idea,” by Lisa Damour, and write an argument in response to the prompt, “Does the author use convincing evidence to appeal to the audience about the negative impacts of monitoring teens’ social media activity?” The Teacher Guide includes support for teachers as students learn about “Introducing Arguments” and “Determining and Tracing Central Ideas in Texts” through Direct Instruction lessons: 

  • “Explain that understanding central ideas helps students grasp the key messages, which is essential for comprehension.

  • Guide students in identifying details that support the central idea and distinguish between relevant and irrelevant information by analyzing text structure to engage more deeply with text and draw informed and accurate conclusions.

  • Explain that students will learn how to introduce an argument effectively by understanding introductory methods and how the inclusion of background information establishes context or relevance for the reader.”

  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. After students have drafted their response, the Teacher Guide includes steps 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.” 

  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, “You’re getting there! You have provided evidence to support your analysis, but it’s not sufficient enough to develop your claim or counterclaim. Go back to the text and find a quotation that reinforces your thinking.” The materials also include a Teacher Flex strategy with additional support for helping students develop arguments. “Select a ThinkCERCA Best Practices Activity to enhance students’ arguments: Collaborating to Find Evidence or Pairing to Share Argument Builders.”

• In Unit 4, Module 1, students read “Is Grass-Fed Beef Really Better for the Planet? Here’s the Science” by Nancy Matsumoto and write a response to the prompt, “How does the author give readers a clear understanding of the differences between grass-fed and feedlot beef?” 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. In this module, students complete one Direct Instruction lesson on “Determining the Meaning of Words and Phrases.” The Teacher Guide includes the following guidance on this assignment: “Explain to students that recognizing an author’s choice of words to convey meaning will help them to see and talk about how these choices make a text effective. Analyzing an author’s use of words and phrases will help students evaluate them for purpose and effect.” 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 provides the following guidance: 

  • “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.”

• In Unit 5, Module 4, students read Romeo and Juliet: Act III by William Shakespeare. In Develop, students plan a response in the CERCA format for the prompt, “How does Shakespeare use parallel plot structure in Act III to comment upon the relationship of Romeo and Juliet and create drama and suspense for the audience?” 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. Students draft using their Argument Builder and notes from peer collaborations to write the CERCA paragraph that answers the writing prompt. The “Need help getting started?” link provides support for writing a claim, evidence,  reasoning, and counterargument. The Teacher Guide includes information on the purpose and connection to the Direct Instruction lesson, “How Playwrights Develop Dramatic Action Through Scenes” and “Precise Language and Vocabulary in Informative Writing.” The materials state, 

  • “Explain that understanding how playwrights develop dramatic action in their scenes will help students not only understand what is going on in a play but also appreciate the way that drama works to keep audiences engaged.

  • Explain that by learning how to use precise language and domainspecific vocabulary in writing, students improve their ability to communicate accurately and e!ectively with their intended audiences.” 

  The Teacher Guide includes steps 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.” 

  Students share their responses in small groups, using the Student Checklist for Peer and Self Editing. The note from the Teacher Guide states, “Feedback Focus:  Check in with students to ensure their claims are supported with at least two reasons.” 

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, Module 7, students write a personal narrative. Throughout the unit, they read a variety of texts and complete responses to guide them in composing their personal narratives. After reading one of the texts, “Once More to the Lake” by E.B. White, students complete the activity “Citing Evidence to Write About Literary Texts.” Students also read an excerpt from “An American Childhood” by Annie Dillard and complete the activity “Analyzing Imagery in a Personal Narrative.”

• In Unit 2, Module 7, students write an argument for the prompt, “Based on your readings, what changes would you make as a user and community member to build a healthier online experience for all?” Throughout the unit, students read informational articles, opinion articles, and visual texts about teens’ social media use. Student directions for the prompt 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 7, Module 7, students develop a comparative analysis for the prompt, “Select one or two texts that build on or transform ideas about themes, plot points, or characters from ‘The Odyssey’ by Homer. Make a claim about how each author conveys their own unique perspective on an idea from ‘The Odyssey’ and support it with examples from the original text as well as the newer text. Be sure to focus on one idea or element they share in order to focus your argument.” Students complete online lessons to support their writing, including pre-writing activities. During Pre-Write, students complete three online activities: Writing the Literary Analysis, Portfolio: Writing Your Literary Analysis, and Analyzing an Exemplar. In the Student Guide, students select texts for comparison in the Compare Similarities, Analyze Differences, and Finalize Your Analysis tasks. 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 9 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 limited opportunities to use parallel structure. Examples include, but are not limited to, the following:

  • In Unit 7, Module 1, Student Guide, Write to Impress - Parallel Structure, students read examples of parallel structure. Student instructions state: “In ‘The Telemachy: Excerpts from The Odyssey of Homer Books 1-6,” poet Homer uses parallel structure to demonstrate the common level of importance between ideas. Authors also employ parallel structure to create cohesiveness or rhythm.” Two bolded examples of parallel structure with explanation are provided, including: “‘Then [Athene] caught up a powerful spear, edged with sharp bronze...and descended in a flash of speed from the peaks of Olympus, and lighted in the land of Ithaka…’ This parallel structure begins with the word and is followed by a past tense verb and a prepositional phrase that begins with the word in.” Students complete two practice sentences with the following instructions: “Underline the examples of parallel structure and record explanations of how they represent parallel structure. Then apply your learning to your writing.” In The Teacher Guide, Illuminating Key Concepts in Language and Grammar—Parallel Structure, includes guidance on how to go over this concept with students. The guidance states, “: Before beginning the activity, ensure that students are familiar with parallel structure and specific examples. Show examples such as, “My hobbies are singing, dancing, and playing sports,” (correct) versus, “My hobbies are singing, dancing, and to play a sport” (incorrect). Discuss that parallel structure occurs when the syntax of a sentence is utilized to create cohesiveness, clarity, and rhythm by repeating similar forms and lengths of clauses and phrases. Discuss with students how in “The Telemachy: Excerpts from The Odyssey by Homer Books 1-6,” poet Homer uses parallel structure to demonstrate the common level of importance between ideas. Use the model sample passage from The Odyssey and point out instances of parallel structure within the passage. Ask students to share some of their findings for each prompt and discuss.”

  • In Unit 1, Module 1, Direct Instruction, teachers lead students through a Direct Instruction lesson on collecting evidence from the text in order to complete a writing task. Part of this lesson includes a bullet under the Students Will section that states “...how to use parallel structure in a sentence.” However, there are no teacher supports or examples provided for teachers to teach this skill. A link to the Language & Style Focus materials is provided that includes a section on Parallelism that states what it is and some generic examples. 

• Students have opportunities to use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. Examples include, but are not limited to, the following:

  • In Unit 1, Module 1, Read, teacher materials include a Show and Tell strategy to explore the use of phrases in the text. Teachers group students and then have each group look at a provided sentence. Students present their sentences without the adjective and adverb phrases. The teacher can also read a sentence stripped of its phrases and then discuss the differences. Students answer which type of phrases the author most uses in the text, adverb, adjective, appositive, or prepositional phrases.

  • In Unit 1, Module 1, Student Guide, Write to Impress - Use Phrases and Clauses, students read a four-sentence excerpt from “Once More to the Lake” by E.B White that includes bolded phrases and clauses: “I took along my son, who had never had any fresh water up his nose and who had seen lily pads only from train windows. On the journey over to the lake, I began to wonder what it would be like.” Students complete a chart with the following instructions: “In the chart below, experiment with writing sentences responding to the prompt using a variety of phrases and clauses. Then apply your learning to your writing.” The chart includes four types of phrases with examples of each: relative clause, prepositional phrase, absolute phrase, and dependent clause. Students answer the following prompt to practice using phrases, “What values and emotional experiences does the author convey through the descriptions of his childhood vacation spot? Cite specific evidence from the text to support your response.” An example response is provided in the relative clause box with the clause underlined. The Teacher Guide, Illuminating Key Concepts in Language and Grammar—Phrases and Clauses section includes guidance on how to go over this concept with students. The guide states, “Phrases are groups of words that are not complete thoughts but provide meaning to sentences. Clauses are parts of sentences that can function independently and are complete thoughts. Despite clauses being complete thoughts, they may or may not be complete sentences in isolation. Clauses that are complete sentences in isolation are independent clauses; those that cannot stand as complete sentences are known as subordinate or dependent clauses.”

  • In Unit 2, Module 2, Student Guide, Sharpen Your Sentences, students practice rewriting sentences. Instructions on the worksheet state: “By beginning sentences with phrases in counterclaims, authors can summarize and respond to issues raised by those with alternate or opposing viewpoints. Revise the sentence above using the phrases below that indicate counterclaims. You can then expand your own sentences in your CERCA as you write your counterclaim.” A claim is provided at the top of the worksheet: “The author argues that social media should be regulated to combat the negative effects on teens.” Students practice writing the sentence using the following introductory phrases, “On the other hand, Some say that, [and] Despite the fact that.”

• Students have opportunities to use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. Examples include, but are not limited to, the following:

  • In Unit 6, Module 1, Student Guide, Write to Impress - Use Punctuation to Link Ideas, students complete a chart practicing using a semicolon. Instructions before practicing include: “In ‘Shonda Rhimes Commencement Address,’ speaker Shonda Rhimes uses a semicolon to combine closely related independent clauses into a single compound sentence.” Students read two sentences that include semicolons: “I come from a middle-class family, my parents are academics, I was born after the civil rights movement, I was a toddler during the women’s movement, I live in the United States of America, all of which means I’m allowed to own my freedom, my rights, my voice, and my uterus; and I went to Dartmouth, and I earned an Ivy League degree.” A sentence of instruction states: “A writer might also use a semicolon, conjunctive adverb, and a comma to combine closely related independent clauses. Conjunctive adverbs include consequently, for example, furthermore, however, indeed, instead, meanwhile, similarly, and therefore.” Students complete the chart with two practice opportunities. The instructions state: “Using sentences from the selection, experiment with writing compound sentences by combining closely related independent clauses with a semicolon or with a semicolon, conjunctive adverb, and comma. Then apply your learning to your writing.” Students rewrite the sentences as a compound sentence using the semicolon. This is the only lesson in the curriculum on semicolons. The Teacher Guide, Illuminating Key Concepts in Language and Grammar— Punctuation, includes guidance on how to go over this concept with students. The guide states, “ For further support in discussing punctuation, see the Direct Instruction. Semicolons are used to link two ideas that are closely related. Writers may sometimes pair semicolons with a conjunctive adverb (such as “meanwhile”, “however”, or “consequently”) and a comma. Two examples of semicolon use are as follows: It was raining; the party ended early. It was raining; consequently the party ended early. After completing the Direct Instruction, highlight that semicolons may appear in either of the two structures mentioned above. Read the passage in the activity with the students. Have them identify the semicolon in each sentence and the structure following each semicolon. More examples may be used if necessary or desired.” 

• Students have opportunities to use a colon to introduce a list or quotation. Examples include, but are not limited to, the following:

  • In Unit 6, Module 2, Student Guide, Write to Impress - Use Punctuation to Introduce Ideas, students are provided two example sentences from the article “How Colleges Weigh High School Extracurriculars” by Tiffany Horensen,  in which the author uses colons to introduce a list and a quotation. One example sentence is: “As a guiding force, bear in mind these two factors as you select extracurriculars: your intended career path and your secondary passions.” Students complete a chart with the following instructions: “Using the writing prompt, experiment with writing sentences using colons to introduce lists and quotations. Then apply your learning to your writing.” The prompt connected to the article asks, “How does the author develop a clear and complete set of considerations for each aspect of the value of extracurriculars in the college admission process?” An example sentence is provided in the chart for using a colon to introduce a list. Students answer the question by writing sentences that include a colon to introduce a list and introduce a quotation. This is the only lesson in the curriculum on colons.

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

  • In Unit 1, Module 7, Edit the Final Draft, teacher instructions say to use the Capitalization slide in the Language and Style Toolkit to teach capitalization rules. Teachers are instructed to make an anchor chart covering these rules and are provided with a list to include. Teachers are told to go over homonyms, such as there/they’re/their. Additionally, teachers are told to show the Punctuation slide and make an anchor chart for punctuation rules, including commas, parenthesis, and dashes. 

  • In Unit 2, Module 7, Read the Final Argumentative Rubric, one of the rubric criteria for Audience Appeal 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.” In Score the Exemplar, students read the student essay and use one scoring criteria to evaluate conventions: “Standard English with very few errors.“ Another opportunity to evaluate their use of conventions is in Edit the Draft Together: “Do a self-assessment of your draft. Use the online rubric for the lesson on learn.thinkcerca.com, checking each box where you find evidence that you have achieved the criteria.” Each unit includes the same tasks in Module 7, Your Portfolio.

  • In Unit 3, Module 2, Student Guide, Write to Impress - Spell Correctly, students complete a lesson for these rules:

    • Drop the silent -e before adding a suffix that begins with a vowel.

    • Double the final consonant before adding a suffix that begins with a vowel.

    • Keep the silent -e when adding a suffix that begins with a consonant.

    • I before -e, except after -c, or when sounded as -a, as in neighbor and weigh.

  Student instructions state: “Use the spelling rules to spell words correctly.” Students read a passage and “ Experiment with writing sentences that demonstrate the spelling rules and describe Sylvia’s conflicts from the story. Then apply your learning to your writing.”

• Students have opportunities to write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Examples include, but are not limited to, the following:

  • In Unit 2, Module 1, Student Guide, Write to Impress - Using Evidence from Sources, student instructions state: “Review the Writing According to Style Manuals-MLA lesson. Good writers will use a combination of direct quotes and paraphrasing of evidence to support their claims.” Students read a four-sentence paragraph from an article and answer the prompt, “How closely should you inspect your teens’ online lives?” Student instructions state: “In response to the writing prompt, experiment with writing sentences that conform to the direct quoting and paraphrasing guidelines from the MLA Style Guide.” Two examples are provided from the paragraph, one for direct quotation and one for paraphrasing information. Students complete two sentences from the same paragraph, one each for direct quotation and paraphrase information.

  • In Unit 2, Module 2, Write to Impress - Edit Citations, instructions state: “Review the Writing According to Style Manuals-MLA lesson. In ‘Influencers Aren’t Going Anywhere. So What Does That Mean for Today’s Teens?’ author Christianna Silva offers evidence in support of her argument about social media influencers.” The excerpt includes source information with a title and date. Students complete a chart with the instructions: “Using an additional example from the selection, record the evidence and edit the citation so that it conforms to the guidelines in the MLA Style Guide.” One example of evidence with an in-text citation is provided, and one example source using MLA Works Cited entry format for the evidence is provided. Students complete a different piece of evidence and edit the MLA Works Cited entry to conform to the MLA Style Guide. 

The materials reviewed for Grade 9 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 Strategy Instruction—Word Parts: Use the Vocabulary Presentation Resources to introduce the Vocabulary Notebooks Routine and the routine of Building Your Vocabulary. Ask: “What other words can you think of that end with -ia?” Discuss the possible meaning of the word part that connects the words students have generated. These are word parts that have meaning. We call them morphemes. Morphology is the study of word parts. Have students record the terms morphemes and morphology and the definitions in their Vocabulary Notebooks.”

• 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 4, Module 1, Direct Instruction, teacher materials provide a Show and Tell strategy to explore the denotation and connotation of words the author uses. An example and definition of connotation and denotation are provided. Teacher instructions state to put students into small groups to read a short passage and discuss the denotation of vocabulary words, including power, footprint, cost, and savings. Students write two sentences using a provided word demonstrating the different meanings. Finally, students summarize the “...importance of understanding word meanings and their impact on writing.” 

• In Unit 5, Module 1, Teacher Guide, Build Your Vocabulary, in the Teacher Will section, 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.”

  • Teacher directions provide an Explicit Vocabulary Strategy Instruction for Map a Word. This has the same instructions as the “Teacher Will” section with the additional directions to “Explain that a good way to learn words is to take a deep dive and learn all about them, not just the definition.”  

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 1, Module 4 and Unit 2, Module 3, the vocabulary word inclusivity is listed in the Teacher Guide, Module Preview. In Unit 1, students complete the Build Your Vocabulary - Word Analysis graphic organizer; in Unit 2, students complete the Build Your Vocabulary - Map a Word graphic organizer using the word inclusivity. 

• In Unit 1, Your Portfolio: Writing Your Personal Narrative, the word eliminate is listed as a vocabulary word, and in Unit 2, online Portfolio: Writing Your Argumentative Essay, the word eliminated is listed as a vocabulary word. 

• In Unit 5, Module 1, Student Guide, Build Your Vocabulary - Map a Word, students complete a chart for the words tragedies and social dynamics. In the online lesson, before students read Romeo and Juliet: Act I, Scenes I, and II, a glossary of vocabulary terms and definitions that students will encounter in the text, including tragedies, is provided. As students read the text, the vocabulary words appear in blue font, and students may click on the term to see a definition. In the Check step, students complete five multiple-choice questions after reading the text. Two of the questions are about the meaning of vocabulary terms portentous and propagate. These words were not presented in the vocabulary list before reading the text or highlighted in blue. In the Write step, students answer the prompt, “How does Shakespeare use specific words and phrases to establish the time, place, and social dynamics of Romeo and Juliet’s Verona?” In the Student Guide, Write to Impress - Use Context Clues for Meaning, students analyze lines from the text containing valiant, adversary, and augmenting. Students identify words or phrases that provide context clues that support their understanding of the word and then record a definition of the word. Adversary and augmenting are found in the vocabulary list, but valiant is not.

• In Unit 5, some vocabulary terms appear across texts: In Module 1, Explore the Theme, the word asides is found. In Module 2, asides is a vocabulary term in the Build Your Vocabulary chart. In Module 2, Build Your Vocabulary, and later in Your Portfolio prompt at the end of the unit, the word protagonist is used as a vocabulary word. The prompt states, “Choose one of the protagonists—either Romeo or Juliet. In your cause-and-effect essay, analyze the character traits, desires, personal choices, and external factors that ultimately lead to his or her final fate.” 

• In Unit 7, Module 3, Student Guide, Build Your Vocabulary, portent, and vengeance appear as vocabulary words. Students practice using the word Vengeance in Module 3, Build Your Vocabulary - Map a Word. The words appear again in Module 4 in the online Check quiz after reading “The Stringing of the Bow: Excerpts from The Odyssey of Homer Books 20-24.” This term also appears in the Check quiz in Module 1.

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 regulate, policymaker, verification, acute, compelled, feasible, federal, fraught, hone, laborious, margins, plausible, proposed, routinely, and untapped. In the Student Guide, Build Your Vocabulary - Map a Word is completed 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 regulate, policymaker, and verification. Sections to map include definition, part of speech, root word or origin, picture, synonym, antonym, and sentence using the word. Students read “It Was a Mistake to Let Kids Onto Social Media Sites. Here’s What to Do Now” by Yuval Levin, which includes a vocabulary list with 69 words; policymaker is not on the list. In the online text, all 69 words are blue, and students can click on them for the definition. Explicit Vocabulary Strategy Instruction provided for Word Relationships is provided in the Teacher Guide with more specific guidance in the Unit Planning Tools Document. This is completed after the Map a Word task.  

• In Unit 4, Module 3, Student Guide, Build Your Vocabulary -  Concept Map is completed before reading the module text; instructions state: “Analyzing key concepts will help you better understand the texts you are reading. Use this technique to help the concepts ‘stick’ in your memory. Select one of the concepts above to map below.” Students complete one chart for cultivate, greenhouse gas, and factory farming. Five parts of the chart include 

  • “Concept to define and explain.

  • What part of speech is it? What is it like? 

  • What are some examples? 

  • My explanation of the concept.” 

  Explicit Vocabulary Strategy Instruction is provided for Concept Map in the Teacher Guides with more specific guidance in the Unit Planning Tools Document.

• In Unit 5, Student Guide, Explore the Theme, Before You Read the Play - Stage Directions, students view a list of stage direction terms and their definitions, including the following statement: “Playwrights use stage directions as a way to communicate not only what the actors should be doing but what the audience will see the characters doing. Stage directions are an important part of every play. They help readers visualize the action.” Some vocabulary terms listed are advances, alarum, aside, exeunt, flourish, and retires/withdraws. Student instructions state: “Review a few common stage directions. Then, write 3-5 sentences of your own using at least five of the stage directions to describe a typical scene from your life at home or school.”