The materials reviewed for Grade 10 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 the essay “Us and Them” by David Sedaris. Sedaris describes his childhood fascination with some neighbors who do not have a television. The narrative begins with some background about moving before pivoting to the primary storyline, which is told chronologically. Humor makes the text engaging. 

• In Unit 4, Module 2, students read an article from Scientific American, “Can we Feed the World and Sustain the Planet?” by Jonathan A. Foley. In this persuasive essay, the author uses statistics, data, expert opinion, and counterclaims to appeal to the reader about the compelling issue of food scarcity and food security.

• In Unit 7, Module 3, students read two texts, “The Last Curiosity” by Lucy Tan and “Time Capsule Found on Dead Planet” by Margaret Atwood. These two texts, set in post-apocalyptic worlds, explore the possible downfalls of current society. They are paired for students to compare two modern creation stories. They explore universal themes that serve as cautionary tales.

The materials reviewed for Grade 10 meet the criteria for Indicator 1c. 

The materials include texts that have the appropriate level of complexity according to qualitative and quantitative analysis and relation to their associated student task. Each Teacher Unit Guide includes a rationale for the purpose of each unit in the curriculum. According to review analysis, anchor texts have the appropriate complexity in relationship to associated student tasks and unit themes. Of the 57 texts analyzed for Grade 10, 24 are within the suggested Lexile bands, 11 are below, and five are above (17 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 1, Module 4, students read the excerpt from the memoir “Breaking Night” by Liz Murray. The quantitative measure provided is 970L, with the verified Lexile of 970L, which is below the suggested Lexile band for Grade 10, and the qualitative measure is moderately complex. This text has the appropriate complexity for beginning-of-the-year student tasks. After reading, students complete five comprehension questions and two Pause and Reflect questions online. Next, students complete the Analyze section to highlight sentences that help them answer the writing prompt. Students then use the Student Guide to complete an Apply Your Learning task to determine the theme and the author’s message in a personal narrative. The graphic organizer lists three questions related to the excerpt and one personal reflection question. During the Write section, students summarize the text online. In the Student Guide, complete the graphic organizer and share with a partner, listen to peers and record valuable ideas, and Share Your Best Writing Sample to analyze a paragraph they wrote using the sentence starters, “I believe that I did a great job with, I plan to share ___. The Strongest areas of this piece of writing are ________,” and “An area for growth for me on this piece or in my writing in general is ___.” Lastly, students choose their best paragraph to submit for evaluation. This writing task is completed online. 

• In Unit 6, Module 1, students read “Kerry Washington Commencement Speech” with a publisher-provided quantitative measure of 810-1000L, while the verified measure is 850L, which is below the suggested Lexile band for Grade 10. However, the qualitative measure is moderately complex. After reading, students complete five comprehension questions and three Pause and Reflect questions online. Students discuss their responses and use the Student Guide, Share Your Reflections graphic organizer to record Pause and Reflect answers and discuss reflections. Next, students complete the Analyze section online to highlight sentences that support them in answering the writing prompt, “What are the most powerful examples and anecdotes that Kerry Washington uses throughout her speech to develop her call to action for the audience?” Students then use the Student Guide to complete an Apply Your Learning task that focuses on reflecting on how the author uses examples and anecdotes to explain ideas. During the Write section, students summarize the text online. In the Student Guide, they complete the graphic organizer, share it with a partner, listen to peers, and record valuable ideas. Lastly, students use prior work to answer the writing online prompt.

• In Unit 7, Module 5, Read Across Genres, students read a collection of poems and short stories, including “The Fifth Story” by Clarice Lispector. This text has a publisher-provided quantitative measure of 810L, with the verified measure is 810L, but is rated as qualitatively very complex. Students read the text and answer five multiple-choice comprehension questions. In the Student Guide, Understanding Multiple Perspectives, students complete a graphic organizer comparing the text with another text, “What I Have Been Doing Lately.” 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?” After reading all of the Read Across Genres texts, a culminating task is to write a claim based on the prompt, “Choose two of the texts you have studied in this unit to explore on your own. As you read, use the questions to make insightful observations about how each text’s creation elements, characters, and themes reveal messages about the power, responsibility, and enduring nature of creation.”

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 3, Module 2, students read “The Lottery” by Shirley Jackson. The Detailed Text Complexity Analysis Spreadsheet includes the following information under Reader and Task Considerations for the educational purpose of this text: “‘The Lottery’' was chosen as an anchor text because it is an excellent model of how dystopian narratives - along with other types of otherworldly fiction - can ‘help us explore important questions about society and our perceptions.’” The Recommended Placement Section states, “While various readability scores trend significantly low, the complexity of layered and nuanced themes common to the dystopian genre and ThinkCERCA's platform supports make the text suitable for Grade 10 readers.”

• In Unit 6, Module 4, students read “College Still Matters, Now More Than Ever” by Stanley Litow. The Detailed Text Complexity Analysis Spreadsheet includes the following information under Reader and Task Considerations for the educational purpose of this text: “This text was chosen as an anchor text because it is an excellent example of the unit theme, ‘What is the Value of College?’ which asks students to explore the question: ‘What factors should one consider in determining the path for their post-secondary life?’” The Recommended Placement Section states, “Various readability measures indicate that this text is appropriate for grade 10.”

• 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 10 meet the criteria for Indicator 1e.  

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

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

• In Unit 1, Module 1, students read the personal narrative “Us and Them” by David Sedaris. Students explore ideas around family, community, and media influence on identity.

• In Unit 2, Module 3, students read an informational news article, “100 Years After Compact, Colorado River Nearing Crisis Point,” by Chris Outcalt and Brittany Peterson. Students look at various ideas to solve the water crisis while analyzing text features. They examine how writers use visual evidence to support their claims and how writers use emotional and logical appeals to affect audiences.

• In Unit 3, Module 2, students read the short story “The Lottery” by Shirley Jackson. Students analyze story elements and reflect on how narrative details regarding characters’ actions, thoughts, and feelings are used by writers to reveal conflict, emotions, and relationships.

• In Unit 5, Modules 1–6, students read the drama A Raisin In the Sun by Lorraine Hansberry. Students learn how playwrights enable audiences to suspend disbelief and look at life through various lenses. Students analyze conflict and interactions between characters.

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

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

• In Unit 4, 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 “Farmers in India Cut their Carbon Footprint with Trees and Solar Power” by Sibi Arasu and complete the Before You Read, Read and Analyze, and Write tasks. On Day 5, during the Write task, students develop a CERCA argument based on the text. On Days 6–14, students read the other three close-reading texts. On Days 15 and 16, students engage in the Read Across Genres: Multimedia and Informational Texts/Opinions and Read Across Genres: Various Texts activities. Lessons in each unit follow this pattern in a similar way using different texts.

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

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

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

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

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

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

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

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

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

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

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

  Under Resources, Curriculum Resources, Grade 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 10 meet the criteria for Indicator 1f. 

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

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

• In Unit 1, Module 4, students read an excerpt from Breaking Night by Liz Murray. In the Check step, students answer five multiple-choice questions: 

  • “Which statement best captures the main idea of this excerpt? 

  • Read the following passage, ‘Sleeping in a hallway around Bedford Park later that week, I took out my blank transcripts and filled in the grades I wanted, making neat little columns of A’s. If I could picture it—if I could take out these transcripts and look at them—then it was almost as if the A’s had already happened.’ What does this paragraph tell the reader about Murray? 

  • How does the memory of her mother’s experience with the caseworker affect Murray’s perception of her future? 

  • Which detail from the sentence helps the reader understand the word tangible as it is used in the sentence, ‘Transcripts were a real thing, a tangible expression of what I had and had not done with my life, and a road map of what still had to be done’? 

  • Why is it important to know that the author does not have a permanent home?”

• In Unit 3, Module 2, students read “The Lottery” by Shirley Jackson, view slides for Analyzing Story Elements in Literature, and answer five multiple-choice questions. After the questions, students respond to the following writing prompt: “Analyze the commentary Shirley Jackson makes on society and human behavior through the story of ‘The Lottery.’ Use details from the text to explain why everyone in the town chooses to participate year after year.”

• In Unit 7, Module 6, students complete the Portfolio: Writing Your Literary Analysis ThinkCERCA task. In the Check step, students answer five questions, 

  • “Why is a literary analysis considered an argumentative piece of writing?

  • What element(s) will become the main ideas of the body paragraphs of a literary analysis? 

  • A writer is analyzing Edgar Allan Poe’s use of descriptive details in a literary analysis. How should an example of the sounds a character hears in one of Poe’s poems be used in the essay? 

  • When comparing two works of literature in a literary analysis, which element is not the best choice for a writer to compare? 

  • What would the body paragraphs look like in an outline organized by the similarity and difference method?”

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 Your Parents Must Be Very Proud by Richard Rodriguez. The Teacher Guide includes guidance for the Share Your Reflections section. Guidance states,

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

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

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

• In Unit 2, Module 4, students read “California and the American West Is Thirsty. But Is Seawater Desalination 'a Silver Bullet' to Solve the Water Crisis?” by Matt Vasilogambros. In the Develop section, students plan an argument for the prompt: “Trace the issues on both sides of this debate about desalination. According to evidence provided in this ongoing debate, how do proponents appeal to their audience’s values in presenting their arguments around desalination?” Teacher Guidance states, 

  • “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 1, students read A Raisin In the Sun, Act I, Scene I by Lorraine Hansberry. The Teacher Guide provides guidance for the Read Section. Guidance states, 

  • “Show students how to use the self-help tools built into the technology.

  • Encourage students to preview the questions at the end of the selection and leverage the scaffolds and tools to access the text.”

• 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 10 meet the criteria for Indicator 1g. 

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

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

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

  • Rules for Discussion

    • Be prepared.

    • Define goals and roles.

    • Participate in a respectful way.

    • Ask and respond to questions.

    • Reflect on ideas.

  • How to Deliver an Oral Presentation

    • Keys to a strong oral presentation

    • Types of oral presentations 

    • Organization

    • Tips for writing note cards

    • Presentation language - formal and informal

    • Appropriate use of voice, props, and gestures.

  • Socratic Discussions

    • What is a Socratic Discussion?

    • Steps to answer the Socratic Question

    • Prepare Reasoning for the Discussion

    • Create your argument and forming a counterargument

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

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

  • Panel Discussion

    • What is a panel discussion?

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

    • The Moderator and audience roles 

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

    • How to prepare

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

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

  • Pitch Deck

    • Definition of Pitch Deck

    • How to prepare for the pitch

    • How to prepare reasoning

    • Characteristics of a great pitch deck

    • Listening rules of the audience

  • Debate Game 

    • Preparing reasoning and evidence for the discussion

    • Forming a counterargument

    • How to speak and listen in a Socratic Discussion

    • Speaking and listening rules

    • Questions and statements to build effective discussion

  • Performance

    • Prepare

    • Perform

    • Be a Respectful Audience Member

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

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

• Under Resources, Speaking and Listening, Speaking and Listening Toolkit- Grade 10, 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 2, Module 6, students participate in a Debate. The Teacher Guide provides guidance for before, during, and after the Debate Game. ThinkCERCA’s Debate Game directions and slides are included in the lesson plan and include additional student handouts, slides with directions, procedure notes, and protocols. Guidance includes the following: 

  • “Explain that students will use their completed Prepare for the Debate notes to support their debates.

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

  • Prior to kicking off the debate, review the rules and the performance criteria with students. Remind them that debates would not be useful if there were not two valid and opposing viewpoints, so they should be appreciative of the counterarguments as a support for deepening their own thinking on the subject.

  • Using a class roster, take notes on student performance across the 5 criteria, using the evidence indicators to evaluate whether students Do Not Meet, Meet, or Exceed grade level expectations. In the Debate.”

• In Unit 7, Module 3, Apply Your Learning, the Teacher Guide provides the following guidance: “Facilitate pairs or groups for students to complete the tasks.” 

The materials reviewed for Grade 10 meet the criteria for Indicator 1h. 

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

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

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

  • In Unit 4, the Unit Planner identifies two lessons for a Panel Discussion after two lessons of Research in which students focus on the Essential Question: “What lessons can be learned about sustainable food sources by looking into the past and toward the future?” The research includes the following steps: “Explore the Topic, Find Reliable Sources, Collect Relevant and Reliable Evidence, and Create a Thesis Statement.” Students use the research gathered in these steps to prepare for the Panel Discussion.

  • In Unit 6, Module 3, students read “The Surprising Thing Google Learned About Its Employees-and What It Means for Today’s Students” by Valerie Strauss and Cathy N. Davidson. In the Facilitation Notes, instructions state to have students complete a quick-write for the guiding question, “Which of your skills or set of skills do you believe will be the most valuable to you in the future, and why?” The quick write is shared in pairs or small groups. Before reading, students familiarize themselves with the Topic Overview online and use the following Think/Connect prompt: “Write about a time when you tried something outside of your comfort zone. Did you succeed? Why or Why not?“ Students move into pairs to share responses they feel comfortable sharing.  

• 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 participate in a Socratic Discussion on the question, “How can fantasy and various otherworldly elements of stories help us explore important questions about human behavior and society?” The Student Guide provides the following directions: “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.”

  • In Unit 5, the Student Guide provides guidelines for peer responses to Reflect on Performance: “As a whole class, discuss: Which performance tips led to a rich and layered rendition of your play? How did the performances change your interpretations of the text? Then, individually, reflect on the performance by answering the questions below: Strengths of my own performance. Strengths of the group’s performance.”

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

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

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

• Propel conversations by posing and responding to questions that 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 3, Explore the Theme, Preview the Essential Question, Knowledge, Understanding, and Skills lesson, students explore the Essential Question, “How can fantasy and various otherworldly elements of stories help us explore important questions about human behavior and society?” In a class discussion, the teacher poses several related questions, giving students an opportunity to brainstorm their initial thoughts, including “How can others inspire us to seek justice? Why might it be important to reevaluate certain traditions? What motivates a person to seek justice or commit revenge? How does human behavior demonstrate duality, including the capacity for good and evil?” 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 2, Module 2, Share Your Personal Connection, students participate in a Think, Pair, Share. They read the text, “Kathmandu Finally Got Tap Water. After a Climate Disaster, It Was Gone,” and write a brief response based on their personal experience to the prompt, “Consider a large-scale building project. How could having more people working on such a project be useful? How could it be challenging or cause problems?” Students discuss with a peer and then reflect by writing a response to the questions, “What ideas did others share that you hadn’t considered? How were your ideas alike?”

  • In Unit 4, the Student Guide includes instructions for planning and taking part in a Panel Discussion. Student instructions state to plan for the following parts: “an opening statement, opportunities to answer 3–5 questions from the moderator and the audience, and a closing statement.” 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, “How can we improve access to clean water for all?” Students review two informational articles, a video, two opinion texts, and two visual texts. Students take notes on each of these sources as they prepare to argue their side of the debate.

  • In Unit 5, students read A Raisin in the Sun and compare the text to multimedia in the task, “Written Text vs. Film Production.” The instructions state: “Compare and Contrast Literature in Different Mediums. Then, use the guiding questions below to compare elements in the text that the playwright intended with the choices that the actors, directors, and designers made in the film production. Some of the areas and corresponding questions include “Characters: Consider who the characters are and how they are directed to interact by the playwright. Do the characters in the film production appear and interact as you visualized them in the text? Setting: What is the setting of the scene as intended by the playwright? How is it different from the set in the film production? Plot: What is the action in the text? How does it differ from the film production?” There was no evidence found for evaluating the credibility and accuracy of sources.

• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, 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, “Based on evidence from the text, choose which factor you think has the greatest influence on who we become: our family, community, or the media we consume.” After writing their argument, they conduct a peer review. The peer reviewer uses the Student Checklist for Peer and Self Editing, which includes statements such as, “Takes a clear stance based on the question. States and alternative or opposing viewpoints. 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.” In the Share Your Argument Builder worksheet, instructions state, “Listen to your peers’ ideas and incorporate their feedback into your writing.” 

  • In Unit 7,  Module 1, students summarize the Creation Stories Collection by Various Authors. Students become familiar with the online Share Your Argument Builder to build a claim using the prompt, “Compare and contrast an element of the creation stories in these four selections. How do these selections celebrate the creation of nature and humanity? Choose one aspect to analyze, such as character, plot, theme, etc.” 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, “ How can we improve access to clean water for all?” In a Debate Game, the whole 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 instructed to listen carefully and take notes while the opposing team presents. At the end of the debate, the class writes answers to reflection questions: “What side were you first leaning toward in the debate? Has it changed? What role did your peers have in your learning?” After writing, they discuss the following question: “Which arguments were the strongest on both sides during the debate?”

The materials reviewed for Grade 10 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 2, Module 4, students read “100 Years After Compact, Colorado River Nearing Crisis Point” by Chris Outcalt and Brittany Peterson. After reading about the topic in the Overview, students think about experiences related to the topic and respond in writing using the prompt, “Think of a time when what you wanted in the short term clashed with what others might have needed- such as consuming something yourself versus sharing it with other people. How did you decide what to do?” Using a Think-Pair-Share, students share their reflections. 

• In Unit 3, Module 1, students respond to a Quick Journal prompt after reading “Return of the Queen” by Tananarive Due: “How can others inspire us to seek justice?” The Teacher Guide provides a rationale for the on-demand summary skill: “Summarizing is a powerful tool in developing full comprehension of a text. By summarizing, students will prepare to write a complete CERCA that strongly supports the passage.” 

• In Unit 5, Module 1, prior to reading A Raisin In the Sun: Act 1 Scene 1 by Lorraine Hansberry, students respond to a Quick Journal prompt: “Describe a time when you disagreed with someone close to you about something that you both felt was important. Why might you have approached the same issue differently? What factors shaped your different perspectives? Then, answer the question: How can people within the same family develop completely different ways of thinking? Students share their writing in pairs or small groups.

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 3, students write a short story for the prompt, “Think about an aspect of human behavior that society affects. Write a short story using the characters, settings, and plot characteristics of horror, dystopia, magical realism, or fantasy to develop your story.” In the 50-minute class pacing guide, students write the short story 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 writing process step, a final narrative rubric, a graphic organizer to map the narrative, a peer editing checklist, a worksheet on “show, don’t tell,” and a reflection page. A student exemplar is included for students to read and answer questions about as part of the online lessons. The Teacher Guide includes guidance for each step of the writing process.

• In Unit 4, students write a research paper to the prompt, “Based on the readings and other research, what are the most pressing issues around how to solve the global food crisis and agricultural sustainability?” In the Student Guide, prior to writing, students research over two days by engaging in a four-step research process that includes Exploring the Topic, Finding Reliable Sources, Collecting Relevant and Reliable Evidence, and Creating a Thesis Statement. In the Portfolio section, over the course of three to five days, students write the paper using unit texts, outside resources, and their thesis statement. Students use online materials in the Student Guide to complete the pre-writing, draft writing, and editing steps. In the Student Guide, Pre-Writing tasks include reading the Final Informative Rubric, Collect Your Research, and Map Your Research Paper. Drafting tasks include the Share Your Paper page in the Student Guide to individually assess their own draft and collaborate with a peer or peers to evaluate each other’s work using a rubric. Students use this information to make revisions. Following revisions, students write a brief reflection describing their experiences using the prompts, “Through self-assessment and/or peer editing, I learned… The strongest areas of this piece of writing are… An area of growth for me in this piece or in my writing in general is…”       

• In Unit 7, students write a literary analysis essay for the prompt, “Select one of the ancient, sacred, or classical works of literature from this unit to compare to a later text that draws on it as inspiration or transforms it into a modern or re-envisioned work. Use these two texts from different periods as the basis of comparative analysis, narrowing your topic to explore ideas such as the power of creation, the responsibility of creating a new world, place, or being, or the effect of releasing a creation into the world. Compare and contrast how your selected texts are similar and different in the ways they address the topic of your choice, using evidence from the text to support your answer.” 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. A student exemplar is included for students to read and answer questions about as part of the online lessons. The Teacher Guide includes guidance for each step of the writing process.

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

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

• In Unit 1, students write a personal narrative about “a moment when you realized the influence your family, community, or the media had on shaping an important aspect of who you are.” 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, “What is the value of college?” 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 10 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: Two units address argumentative writing. Portfolio writing assignments include an argumentative essay in Unit 2 and a literary analysis in Unit 7. Five (38.5%) of writing opportunities are argumentative.

  • Unit 1: 0

  • Unit 2: 2

  • Unit 3: 0

  • Unit 4: 0

  • Unit 5: 0

  • Unit 6: 0

  • Unit 7: 3

• 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 the other is a cause-and-effect essay in Unit 5. Five (38.5%) of writing opportunities are informative/explanatory.

  • Unit 1: 0

  • Unit 2: 0

  • Unit 3: 0

  • Unit 4: 2

  • Unit 5: 2

  • Unit 6: 1

  • Unit 7: 0

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

  • Unit 1: 1

  • Unit 2: 0

  • Unit 3: 1

  • Unit 4: 0

  • Unit 5: 0

  • Unit 6: 1

  • Unit 7: 0

• Explicit instruction in argumentative writing:

  • In Unit 2, Module 7, students write an argumentative essay for the prompt, “Based on your readings, what are the most pressing issues facing communities around the world in the ongoing debate about how to access clean water?” 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. During the Preview section of the lesson, the Teacher Guide includes the following guidance for teachers: “Show and Tell—Writing a Conclusion: Students must understand the structure of conclusions in argumentative writing to complete their portfolio. They need to have practice on each type of conclusion: a summary, a focus on the main point, or a call to action. Model how each type of conclusion works by demonstrating how an author would write a conclusion based on the claim, ‘Desalination can solve the water crisis.’”  The guidance presents 3 types of conclusion samples, a summary conclusion, a  call to action conclusion and a main point focus conclusion.” In the Student Guide, students use the Choose Your Argument guide and the Map Your Argument graphic organizer. During the Draft, students navigate online to the Portfolio: Writing Your Argumentative Essay to complete the Develop and Draft section. In the final section, Edit, students revise and edit the draft. In this section, students navigate online to Portfolio: Writing the Argumentative Essay and review the revising and editing sections. Next, students pair and use the Make It Powerful graphic organizer in the Student Guide to find the most important appeal sections and look for neutral words that can be improved upon. Students then navigate to the Portfolio: Writing Your Argumentative Essay, Review step and use the Share Your Argument graphic organizer in the Student Guide to work with a partner to read and listen to the argument to locate major parts that need more development. In the Portfolio: Writing Your Argument Essay, students complete the Review step and then complete the Share Your Argument in the Student Guide. In this step, students work with a partner to complete a graphic organizer 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 for the prompt, “Based on the readings and other research, what are the most pressing issues around how to solve the global food crisis and agricultural 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. Before Writing, students read the Informative Writing Rubric. The Teacher Guide includes the following guidance for this section of the lesson: “Teach Academic Writing Skills: In this module, students will engage in 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 help integrating evidence smoothly. They sometimes copy large tracts of a source text into their papers. 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. These notes include rationale, lesson snapshot, and roadmap, as well as support for English language learners and students with exceptional needs.

• Explicit instruction in narrative writing:

  • In Unit 3, Module 7, students compose a short story for the prompt, “Think about an aspect of human behavior that society affects. Write a short story using the characters, settings, and plot characteristics of horror, dystopia, magical realism, or fantasy to develop your story.” Students read four short stories as anchors for the task. In Module 7, Portfolio: Writing the Short Story, students read Direct Instruction, Writing the Short Story, and answer five multiple-choice questions. Before writing, students read the Narrative Writing Rubric. The Teacher Guide includes the following guidance for this section “Show and Tell - 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: “Groaning and tumbling out of bed, his bare feet tracked over dusty floors, and he rushed into his prayer robes. His stomach grumbled and he turned around in the small, gray room, to find next to his bed, on a dining hall napkin, a ripe and red apple.” 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 read a Student Exemplar and begin writing the short story. 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 2, Module 7, students complete online lessons and pre-writing activities and write an argumentative essay. In the Student Guide, Map Your Argument, students complete graphic organizers to develop a Hook, Claim/Counterclaim, Evidence, and Rhetorical Appeals. Students answer the questions, “What opinion do you have about the issue? What opposing viewpoint might critics have?”  

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

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

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

    • In Unit 7, Module 6, Use Transition Sentences, when the initial literary analysis draft is complete, students partner to look for sentences in the essay that need transitions and determine how to choose words that transition from one idea to the next. When completed, students reflect on whether or not the revisions reinforced the relationships between ideas in the essay and if there are opportunities to revise to develop those ideas further. 

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

    • In Unit 2, Module 7, Teacher’s Guide, Student Learning Description, Writing the Argumentative Essay, students view slides to learn 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 6, Teacher’s Guide, Student Learning Description, Writing a Literary Analysis, students view slides to learn components of a Literary Analysis. In the Check section, two slides are related to the conclusion. One provides a definition, and the second is an example. In the Student Guide, 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 5, Module 9, students write a cause-and-effect essay for the prompt, “Choose one of the members of the Younger family. What role does the ‘American Dream’ play in shaping this character’s desires, and what are its effects on how their story plays out in A Raisin in the Sun?” In the Student Guide, a graphic organizer is provided for students to map out each cause and effect they will highlight in their essay. No other formatting support was found.

  • Develop the topic 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 around how to solve the global food crisis and agricultural sustainability?” A graphic organizer is provided in the Student Guide for the revising stage, Write It and Cite It. They are to review the online lesson, Citing and Documenting Sources, then instructions state: “Look for places in their paper where they have not introduced, summarized, or provided a concluding sentence for their evidence.”

  • 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 5, Module 9, students write a cause-and-effect essay for the prompt,  “Choose one of the members of the Younger family. What role does the ‘American Dream’ play in shaping this character’s desires, and what are its effects on how their story plays out in A Raisin in the Sun?” In the Student Guide, students pair with another student and look for sentences in the essay that need transitions. Then, they determine how to choose words that transition from one idea to the next. Example transition words and revision steps are provided.

  • Use precise language 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 around how to solve the global food crisis and agricultural 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 around how to solve the global food crisis and agricultural 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 around how to solve the global food crisis and agricultural sustainability?” In the Student Guide, guidance in the graphic organizer, Map Your Research Paper, includes, “In your conclusion, you will want to restate your claim, summarize the problem, and then use your solution to motivate readers. What is your call to action? What do you want readers to remember?”

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

  • Engage and orient the reader by setting out a problem, situation, or observation, 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 a time when you had to either take a risk or stay safe. What did you do? What happened? Would you do it again?” 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 experience. Specifically, you should hook your reader by explaining the situation that came your way and the choices you had in the moment.” In the Hook box, students answer the question, “How will you tell your reader about your situation?”

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

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

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

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

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

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

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

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

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

• In Unit 5, Modules 1-6, students read A Raisin in the Sun and write a cause-and-effect essay for the prompt, “Choose one of the members of the Younger family. What role does the ‘American Dream’ play in shaping this character’s desires, and what are its effects on how their story plays out in A Raisin in the Sun?” 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 10 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 “America’s Clean Water Crisis Goes Far Beyond Flint. There’s No Relief in Sight” by Justin Worlandi and write an argument for the prompt, “How does the author use descriptive details and anecdotes to appeal to the audience in this argument for safe water access?” 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. 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.”

  After students have drafted their responses, they may click the “Need help getting started?” link that provides sentence frames to guide students in making their claims, adding reasons and evidence, and writing a counterargument. The Teacher Guide includes guidance such as:

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

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

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

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

  Direct Instruction slideshows are available on topics such as Supporting Claims with Evidence, Integrating Evidence, and Evaluating Evidence; however, these were not referenced in this lesson. As students Draft their responses, the Teacher Facilitation Notes include the following guidance: 

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

  Teachers may click on the ThinkCERCA Argumentative Writing Feedback Bank provided in the Writing Resources in the Feedback Guidance document to find examples of writing feedback they can give students based on how well they perform on certain skills against the rubric. For example, if a student performs at a 3 out of 5, the teacher can say: “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.”

• In Unit 4, Module 2, students read “Can We Feed the World and Sustain the Planet?” by Jonathan A. Foley. Students plan a response for the prompt, “How does the author structure the text to inform readers of the five-step method for solving the global food crisis?” 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. As students analyze the text, the Teacher Guide includes a Model Your Thinking strategy that states, “I read the prompt and know that I am analyzing structure in information texts. First, I will look for three intertwined problems that Foley presents in the introduction. Then, I will look at why Foley explains a variety of barriers to solving the problem. Next, I will explore how Foley shows the importance of the five solutions working together to solve the problem rather than focusing on just one solution at a time. Finally, I will reflect on if the five-part solution sounds like a viable solution to the problem.” Teachers are encouraged to:

  • “Remind students that the direct instruction lesson is a useful resource.

  • Have students hear the prompts out loud before they begin working. 

  • Facilitate pairs or groups for students to complete the tasks.”  

  The Rubric tab provides evaluation criteria. The next step is Draft, and students use their Argument Builder and notes from peer collaborations to write a CERCA paragraph that answers the writing prompt. Students start the CERCA with their summary, ideas from personal connections, or an attention-getting question, fact, or quotation. Students can click on the “Need help getting started?” link and get support writing an introduction, body, and conclusion, and get help to understand the audience and use academic language. The Teacher Guide provides the following Teacher Tip for teachers: “At least one CERCA with teacher/human feedback is highly recommended per month for optimal results. Use the Language and Style Toolkit with accompanying reference guides to review these rules and concepts with students as they finalize their portfolio pieces. For this unit, focus on Figurative Language and Spelling.” While there are scaffolds provided for students and this tip provided for teachers, there is no explicit guidance for teachers on how to teach these writing skills.

• In Unit 6, Module 2, students read “The Surprising Thing Google Learned About Its Employees—and What It Means for Today’s Students” by Valerie Strauss and Cathy N. Davidson. Then, they write a response to the prompt, “How do the authors’ choices in how they select and arrange evidence reveal their larger purpose behind writing this article? Consider the central claim they want to communicate to readers when crafting your response.” Students complete a Direct Instruction lesson on “The Impact of Author’s Choices: Selecting and Arranging Details.” The Teacher Guide suggests using a Show and Tell strategy to support students in connecting the lesson to their writing task. The materials state, “Explore how authors shape their writing by selecting and arranging details using ‘Cinderella’ as an example. Start with the traditional sequence of events in ‘Cinderella,’ then propose changing the order. Ask students, ‘What would have changed in the story if Cinderella’s transformation had occurred earlier or later in the story? Or if she had arrived at the ball in a different place in the story?’ Discuss with students how these changes could impact pacing, character development, and overall story impact. In pairs or small groups, have students brainstorm alternative arrangements. Students will choose an alternative arrangement and explain how their new arrangement could alter the story’s meaning or emphasis.” As students complete the Apply Your Learning graphic organizer, the Teacher Guide includes a Model Your Thinking prompt to support teachers in showing students how to connect their reading analysis to their writing. Teachers are encouraged to remind students to review the Direct Instruction lesson as a resource. In the Write section, Develop, students use an interactive argument builder to make a claim and add reasons and evidence from the text to support their claim. Students may click the “Need help getting started?” link that provides sentence frames to guide students in making their claims, adding reasons and evidence, and writing a counterargument. The Teacher Guide includes guidance such as:

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

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

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

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

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

• In Unit 6, students read and analyze a speech, two articles, and an opinion article. In Module 7, students write a personal statement. One of the lessons during the writing process, Use Examples and Anecdotes, directs students to use the following prompts for revision: “Which example or anecdote in your list would support your idea best? Choose an example or anecdote that shows the same idea you want readers to understand. What are the details of your example or anecdote that would support the idea in your essay? List the details in order in the box at the right.”

• In Unit 7, Module 6, students write a comparative analysis essay for the prompt, “How do modern creation texts draw on ancient, sacred, or classical texts as inspiration while transforming them into completely new works?” 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 10 meet the criteria for Indicator 1l. 

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

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

• Students have opportunities to 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 a passage from “The Creation” by James Weldon Johnson that includes examples of parallel structure. Instructions state that the author “uses parallel structure to create rhythm and to emphasize the awesome works of the Creator. Notice the repetition of the relative clause, which includes a noun or noun phrase.” The following four of nine lines include bolded parallel structure:  “And there the great God Almighty/Who lit the sun and fixed it in the sky,/Who flung the stars to the most far corner of the night,/Who rounded the earth in the middle of his hand.” A definition of a relative clause follows the lines: “a clause that generally modifies a noun or a noun phrase and is often introduced by a relative pronoun (which, that, who, whom, whose).” Students complete a chart with the following instructions: “Using the prescribed pattern, experiment with writing sentences that include parallel structure about celebrating nature and humanity. Then apply your learning to your writing.” They are provided with an example sentence that includes parallel prepositional phrases. Students write two sentences, one each for gerund and relative clauses.

  • In Unit 1, Module 1, Direct Instruction, teachers lead students through a lesson on collecting evidence from text in order to complete a writing task. In the Students Will section, one bullet states that students will know “...how to use parallel structure in a sentence.” However, there are no teacher supports or examples provided to teach the skill. The materials do refer to and provide a link to the Language & Style Focus guide that includes a section on Parallelism stating 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, Student Guide, Write to Impress - Use Phrases and Clauses, students read a passage from “Us and Them” by David Sedaris with bolded phrases and clauses Students read the following instructions and write sentences in a chart with three boxes, one each for infinitive phrases, absolute clauses, and dependent clauses: “Using the writing prompt, experiment with writing sentences responding to the prompt, using introductory dependent clauses, infinitive phrases, absolute clauses, and dependent clauses. Then apply your learning to your writing.” Each type of phrase has a brief explanation, such as “Absolute clauses modify the entire main clause, not just a single word.” Students write sentences to answer the following question: “Based on evidence from the text, which factor do you think has the greatest influence on our identities: our family, community, or the media we consume?” An example is provided with the introductory dependent clause underlined: “Although family and community were once the primary factors that had the greatest influence on individual identity, today’s media is the driving force behind identity.” The Teacher Guide, illuminating Key Concepts in Language and Grammar—Phrases and Clauses section includes guidance for teachers on how to go over this concept with students. The guide states, “Students will practice effectively communicating their ideas using a variety of phrases and clauses in their writing. The Direct Instruction lesson supports students in understanding different types of these linguistic structures. Among these are independent clauses (express complete thoughts and function as sentences); dependent clauses (incomplete thoughts); relative clauses (use relative pronouns—who, whose, that, which—to provide additional details about a subject); adverbial clauses (describe how, why, where, or when actions occur); participial phrases (modify nouns with verbs acting as adjectives); prepositional phrases (begin with prepositions and offer more information about their objects); absolute phrases (modify entire sentences rather than single words); and parallel structure (enhances clarity and rhythm by repeating similar forms and lengths of clauses and phrases).”

  • In Unit 1, Module 1, Read, teacher materials included a Show and Tell strategy to explore the use of phrases in the text. Teachers group students and 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 discuss the differences. Students answer which type of phrases the author most uses in the text, adverb, adjective, appositive or prepositional phrases. This is the same lesson students in Grade 9 received with one additional question.

  • In Unit 2, Module 2, Student Guide, Sharpen Your Sentences, students practice rewriting sentences. The instructions 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: “Kathmandu government officials have been trying to fix the infrastructure problem.” Students practice writing the counterclaim 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 ‘Kerry Washington’s Commencement Speech,’ speaker Kerry Washington uses short, closely related sentences that could be joined using only semicolons or semicolons, conjunctive adverbs, and commas to clarify the relationship between ideas and to vary her sentence patterns for interest and pacing.” Students read a short passage with an example where Washington could have used a semicolon: “But in real life, I am just an actor. I play pretend.” After the passage, two examples of how Washington could have punctuated the sentence are provided: “Semicolon: I am just an actor; I play pretend. Semicolon with conjunctive adverb and comma: I am just an actor; hence, I play pretend.” Students complete the chart with two stand-alone practice opportunities. The instructions state: “Using the following sentences from the selection, link ideas with semicolons or semicolons, conjunctive adverbs, and commas. Then apply your learning to your writing.” This is the only lesson in the curriculum on semicolons. The Teacher Guide, Illuminating Key Concepts in Language and Grammar—Punctuation section includes guidance for teachers on how to go over this concept with students. The guide states, “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; therefore, the party ended early. It was raining; 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 consider the modeled examples that show the bold text rewritten using only a semicolon and pairing a semicolon with a conjunctive adverb and a comma. More examples may be used if necessary or desired.” 

• Students have limited 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 Lists and Quotations, students complete a chart rewriting sentences using colons. The instructions state: “In ‘The Surprising Thing Google Learned About Its Employees—and What It Means for Today’s Students,’ authors Valerie Strauss and Cathy N. Davidson use colons to introduce lists. When the items in a list are wordy or have additional punctuation of their own, authors use semicolons instead of commas to separate the items in the list.” Students read a passage from the article that includes a colon to “introduce lists when an independent clause comes before the list.” Students rewrite two sentences “using colons correctly (You may need to do more than simply insert a colon).” This is the only lesson in the curriculum on colons. The Teacher Guide, Illuminating Key Concepts in Language and Grammar— Punctuation section includes guidance on how to go over this concept with students. The guide states, “Colons introduce new information following an independent clause; new information may include lists, quotes, or other independent clauses. For example, “The following items will be available for purchase: laptops, cell phones, and monitors.” After reviewing colons and their functions in a text, read the sample passage in the activity together. Have students identify the colon and what each colon precedes or otherwise introduces.” 

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

  • In Unit 1, Module 7, Your Portfolio, Read the Final Narrative Rubric in the Audience Appeal section, one criterion states: “This narrative demonstrates skillful command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling and has few or no errors in conventions.” This is carried out during peer feedback tasks using graphic organizers in the Student Guide, such as during Practice Feedback using the exemplar and during Edit the Draft Together using their own writing. There is no explanation of standard spelling.

  • In Unit 3, Module 2, Student Guide, Write to Impress - Spell Correctly, student instructions state: “As you write, proofread your sentences carefully to avoid these common spelling mistakes.” The following rules are provided: 

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

    • Memorize commonly confused words: were/where/wear; there/ their/ they’re;  whole/hole; so/ sew; through/ threw; for/ four.

    • Change the -y to -i and add es/ed.

  Further instructions to avoid common spelling mistakes included a two-part application: “Practice using these rules by incorporating words that employ the rules in original sentences in response to the prompt. Then, apply your learning to your writing” and “Writing Prompt: Analyze the commentary Shirley Jackson makes on society and human behavior through the story of ‘The Lottery.’ Use details from the text to explain why everyone in the town chooses to participate year after year.” The Teacher Guide, Illuminating Key Concepts in Language and Grammar—Spelling section includes guidance for how to go over this concept with students. The Guide states, “Use the Direct Instruction lesson on spelling to introduce students to several rules that address common spelling mistakes including the doubling up rule, silent “E,” “I” after “E,” and homophones. Then, review the Write to Impress page with students to identify some of these rules in action. Next, have students read through the examples of common spelling errors in the activity and choose an example of each to practice individually. They should apply the spelling rule in their own written example and share their work with a partner or the whole class.” 

• Students have opportunities to 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 - Cite Evidence from Sources, students complete a chart with two opportunities to practice citing evidence with direct quotations and paraphrased information. The instructions state: “Review the Writing According to Style Manuals-MLA lesson. In ‘America’s Clean Water Crisis Goes Far Beyond Flint. There’s No Relief In Sight,’ author Justin Worland provides evidence that you will likely use to support a claim in your CERCA paragraph and/or essay.” Students read a paragraph from the article and complete the chart following the instructions, “Experiment with writing sentences in response to the writing prompt, citing the source of direct quotations and paraphrased information from the excerpt. Writing Prompt: How does the author use descriptive details and anecdotes to appeal to the audience in this argument for safe water access?” Examples of how to write a direct quotation and paraphrase information with a parenthetical citation are provided. The Teacher Guide, Illuminating Key Concepts in Language and Grammar—Cite Evidence from Sources section includes guidance on how the direct instruction slideshow supports students. The guide states, “Students practice effectively citing a variety of information used in their writing. The Direct Instruction lesson supports students in understanding how to correctly cite sources using the MLA format. The lesson reviews sources (any external written or spoken material referred to), in-text citations (brief references to a source that are within the body of the paper), a works cited list (a list of all the sources at the end of the paper), direction quotations used as evidence (when you take another person’s words and place them in your own document), and paraphrased evidence (rewording something written or spoken by someone else). After the lesson, students read a sample passage and then practice using the passage to write sentences in response to a writing prompt, citing the source of direct quotations and paraphrased information from the excerpt.”

  • In Unit 2, Module 2, Student Guide, Write to Impress - Edit Citations, students complete a chart where they edit errors in citing sources. The instructions state: “Review the Writing According to Style Manuals-MLA lesson. In ‘Kathmandu Finally Got Tap Water,’ [by  Emily Schmall and Bhadra Sharma] you can find direct quotations and paraphrased information.” Students read examples of direct quotations and paraphrased information, such as “‘We are worried that if rainfall is above normal, then this kind of disaster may happen again,’ said Rajendra Sharma, a hydrologist and the government’s technical adviser on the Melamchi project.” The chart includes two sentences that students edit. The instructions state: “Using source citations from the selection, edit and correct errors in the citations of the sources. Then apply your learning to your writing.”

The materials reviewed for Grade 10 meet the criteria for Indicator 1m. 

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

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

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

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

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

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

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

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

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

• In Unit 6, Module 1, teachers model how to analyze a word through a Word Web. Teachers use the word advocacy to show how to branch out to look at major categories and then branch out further to show more relationships. 

• 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 Build Your Own Sentence. Teachers display the vocabulary words and student-friendly definitions. The class works together to build a sentence using one or two of the words. Students work in their groups to write sentences for the rest of the words. 

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 2, Module 2, the word ensuring is listed as a vocabulary word; in Module 4, ensure is listed as a vocabulary word.  

• In Unit 6, Module 1, Student Guide, Build Your Vocabulary - Map a Word,  students complete the chart for the word embodied. In the online platform, students read “Kerry Washington Commencement Speech,” which includes a glossary list of vocabulary terms and definitions that students will read in the text. The word embodied appears in this list. There is no instruction around these terms before reading the text. As students read the text, the vocabulary terms appear in blue font, and students may click on the term to see a definition. Five multiple-choice questions are presented in the Check step after reading the text. One of the questions asked about the meaning of the vocabulary term status quo. This word was not presented in the vocabulary list before reading the text, nor was it highlighted in blue. In the Write step, students answer the prompt, “What are the most powerful examples and anecdotes that Kerry Washington uses throughout her speech to develop her call to action for the audience?” Anecdotes was one of the words in the glossary for this text. In the Student Guide, Apply Your Learning - Using Examples and Anecdotes to Explain Ideas, students read lines from the text and “reflect on how the author uses examples and anecdotes to explain ideas.”

• In Unit 7, Module 4, Student Guide, Build Your Vocabulary, rising action and comic relief appear in a word analysis worksheet. These terms are found in the glossary and in the overview for the text but not in the text for Module 4. Comic relief appears in the quiz for the text. Rising action appears in the writing prompt, “How does Hansberry use the characters’ emotions and desires to build rising dramatic action in Act II, Scene II?”

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 1, Module 3, Teacher Guide, Module Preview lists Key Vocabulary Words, such as nationality, ethnicity, race, census, derogatory, fluid, flux, fragmentation, genetic, heritage, identify, institutional, lexicon, monolithic, multiracial, murkier, quantifiable, relevant, reservations, and society. 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 nationality, ethnicity, and race. Sections to map include definition, part of speech, root word or origin, picture, synonym, antonym, and sentence using the word. Students read “Choose Your Own Identity” by Bonnie Tsui, which includes a vocabulary list with 20 words; the word nationality is nationalities, and ethnicity is ethnicities. In the online text, all 20 words are blue, and students can click on them to find the definition. Explicit Vocabulary Strategy Instruction for Map a Word is provided in the teacher materials as well as more specific guidance in the Unit Planning Tool.  

• In Unit 3, Teacher Guide, Unit Plan, key vocabulary words are identified for the four anchor texts: “Return of the Queen” by Tananarive Due - inspire, fantasy, realism; “The Lottery” by Shirley Jackson -  ritual, duty, superstition; “Hop-Frog” by Edgar Allan Poe - vengeance, monarch, jest; and “A Very Old Man with Enormous Wings” by Gabriel García Márquez -  duality, persecute, merciful.” Students complete a Build Your Vocabulary - Map a Word chart for each text.  Explicit Vocabulary Strategy Instruction for Map a Word is provided in the teacher materials as well as more specific guidance in the Unit Planning Tool. Teacher materials state “ Introduce or revisit the value of the Explicit Vocabulary Strategy resources to introduce Map a Word. Working individually or in groups, students should complete the maps and then debrief as a whole group.” Additional instruction list are listed in the Teacher Will section:

  •  “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.”

  In the Student Will section, instructions state:

  • “Review the example in the Student Guide.

  • Complete the note-taking task with peers for one or more of the terms

  •  Participate in a larger group debrief.”

  A Map a Word slide is available in the Explicit Vocabulary Strategy Instructions that provide additional teacher guidance, including the purpose of the strategy: “Using Word Mapping, or using a Concept Map, you will explore key concept words related to the reading. This will help deepen your understanding and build vocabulary to express your thoughts about the text.  

  • Begin with a target vocabulary word.

    • Write that word in the center of your word map. 

  • Fill in the other boxes on your word map page.

    • Each box will help explain the target vocabulary word.

    • You may include the part of speech, root word or origin, a picture of the word, a synonym and antonym, and a sentence containing the word.

  • Talk to others in the class or the teacher or someone at home about the words you are learning.

  • You can even try to put some of the synonyms or antonyms in your new sentences!”

• 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 crosses to, wandering in, affecting, turning on, rises, and mocking/mimicking. 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.”

The materials reviewed for Grade 10 meet the criteria for Indicator 3a. 

The materials for each unit include a Unit At-a-Glance, a Teacher Guide, and Unit Planning Tools. The Unit At-a-Glance document is also included in the first pages of the Teacher Guide. It includes a unit snapshot, rationale, and breakdown of the skills that will be addressed in the unit. The essential question is presented, along with the timings of each section of the unit. A Unit Assessment Blueprint is found here as well as a document on the progression of scaffolds for independent learning. The Teacher Guides include instructions for implementing the program. Lesson summaries and objectives are found for each module. Teacher tips, support for students with exceptional needs, support for multilingual/English Language Learners, as well as gifted and talented enrichment opportunities are found. Unit Planning Tools include a Comprehensive Scope and Sequence and Planning Guidance document, Vocabulary Instruction Guidance, Key Vocabulary, Resources for Volume Reading, Resources for Students, and a Family Letter in English and Spanish.

Materials provide comprehensive guidance that will assist teachers in presenting the student and ancillary materials. Examples include, but are not limited to, the following:

• The Frontmatter Overview of Program document provides an overview of the program and highlights implementation, scaffolding, grouping students, distribution of writing, implementing the program without 1:1 device access, and time routines.

• Each Unit At-a-Glance includes the essential question, unit snapshot, rationale, list of student skills and standards addressed, timing for modules/sessions, lists of anchor texts and suggested longer works and independent reading opportunities, unit planning tools, writing prompts, and assessment blueprints.

• Unit Planning Tools document includes a comprehensive scope and sequence, vocabulary instruction guidance, key vocabulary terms, resources for volume reading, resources for students, family letters in English and Spanish, and state standard crosswalks.

• Each Teacher Guide includes lesson summaries, learning objectives, suggested timing for each part of the lesson, module planning tool, direct instruction guidance with teacher tips and “teacher will”/”student will” statements, scripting for some direction instruction, think-alouds, support for students with exceptional needs and multilingual and EL learners, links to toolkits, answer keys for Student Guide worksheets, and feedback focus.

Materials include sufficient and useful annotations and suggestions that are presented within the context of the specific learning objectives. Examples include, but are not limited to, the following:

• In Unit 2, Module 1, Apply Your Learning, Determining and Tracing a Central Idea Through Details lesson, students read an excerpt from the text, “America’s Clean Water Crisis Goes Far Beyond Flint. There’s No Relief in Sight” by Justin Worland. They answer questions about the central idea and data presented by the author. Teacher guidance includes direction on annotation and close reading, “Model close reading—annotating the passage in the Student Guide by highlighting a key phrase, a word, or a sentence that shows the expert evidence about speeding and potential solutions in the passage. Model making a note about why the evidence seems credible to them. Have them continue to annotate the passage, either independently or in small groups, taking notes in the margins. As they share out, correct any misconceptions or highlight exemplars with the class.” In addition, teachers are guided to model their thinking, “After reading the prompts, I know that I am looking for the central idea and details in the article. First, I will examine how the quote in the passage relays the problem and how it shapes and strengthens the author’s argument. Then, I will evaluate how the data reinforces the problem and how it shapes and strengthens the author’s argument.” Last, there are instructions for what the teacher will do: “Remind students that the Direct Instruction lesson is a useful resource. Have students hear the prompts out loud before they begin working, and facilitate pairs or groups for students to complete the tasks.” 

• In Unit 2, Module 1, Write to Impress - Cite Evidence from Sources, students experiment with writing sentences in response to the writing prompt, citing the source of direct quotations and paraphrased information from the excerpt. Detailed teacher guidance is presented in the Illuminating Key Concepts in Language and Grammar - Cite Evidence from Sources: “Students practice effectively citing a variety of information used in their writing. The Direct Instruction lesson supports students in understanding how to correctly cite sources using the MLA format. The lesson reviews sources (any external written or spoken material referred to), in-text citations (brief references to a source that are within the body of the paper), a works cited list (a list of all the sources at the end of the paper), direct quotations used as evidence (when you take another person’s words and place them in your own document), and paraphrased evidence (rewording something written or spoken by someone else). After the lesson, students read a sample passage and then practice using the passage to write sentences in response to a writing prompt, citing the source of direct quotations and paraphrased information from the excerpt.” A Teacher Tip is found in the margin that says, “Demonstrate how to cite a passage from the text by directly quoting it and paraphrasing it according to the MLA style manual. Use a second sample of evidence from the same text selection and properly cite the passage in a whole group discussion. For guided practice, ask students to cite another piece of evidence to demonstrate their understanding of direct quotations and paraphrasing. See Best Practices: ‘I Do, We Do, You Do.’”

The materials reviewed for Grade 10 meet the criteria for Indicator 3b. 

The materials include a Resources section that consists of Curriculum Resources, a Help Center, an On-Demand Video Library, and the ThinkCERCA Blog. The Curriculum Resources Tab directs to best practices documents on a variety of topics in writing, reading comprehension, close reading, vocabulary, background knowledge and culture, community, and collaboration. Each of the documents includes suggested time for the activity/strategy, rationale/research base, before, during, and after instructions, and suggested scaffolds and supports. These pages include some grade-level specific Toolkits in writing, speaking and listening, language and grammar, and vocabulary that the teacher or students can use. Materials also include suggested independent reading titles. The Help Center includes product support, an Admin Toolkit, and a Teacher Toolkit. The Teacher Toolkit includes guidance documents for Getting Started, Implementing ThinkCERCA, and Providing Feedback. Each Unit Teacher Guide includes a section titled “Core Unit Progression,” which provides teachers with how the unit fits in the progression of previous and future units within and across grade levels. 

Materials contain adult-level explanations and examples of more complex grade/course-level concepts so that teachers can improve their own knowledge of the subject. Examples include, but are not limited to, the following:

• The Front Matter Focus: Reading document outlines the rationale for the unit components, including anchor texts, close reading and writing tasks, and scaffolding. It also provides information about text complexity in the program.

• The Best Practices Document: Establishing Vocabulary Notebooks and Routines is found in the Curriculum Resources Tab for 10th grade. It includes a rationale, a list of student tasks, instructions for before, during, and after the lesson, and scaffolds and supports.

• The Best Practices Document: The Teacher Research Toolkit includes guidelines for informal and formal research. It includes a rationale/research base, optimal application notes for before, during, and after lessons, and suggested scope and sequence. The toolkit also includes graphic organizers that can be used by both teachers and students. 

• The Curriculum Resources tab includes a document titled “Implementing Independent Reading,” which provides suggested routines, a rationale, and instructions for integrating volume reading and independent reading pacing.

• In the Help Center, Teacher Toolkit, Implementing ThinkCERCA, there is a document titled “Implementing a Writing Lesson with Engagement Strategies.” It outlines the steps of the writing lesson and links to detailed instructions for strategies at each step.

• The Teacher Guide for each unit includes summaries of what students learn throughout the unit in the different literacy strands (Reading, Writing, Speaking and Listening, Grammar, and Research). Teachers can use these notes to deepen their knowledge of what students are learning in the course. 

• While the materials include toolkits that teachers and students can use across different parts of literacy, they are the same for each grade level. The following toolkits are available and are the same across grades 6-12: Research, Speaking and Listening, Revision Strategies, and Language and Style Toolkits. 

Materials contain adult-level explanations and examples of concepts beyond the current course so that teachers can improve their own knowledge of the subject. Examples include, but are not limited to, the following:

• Each Unit Teacher Guide includes a section titled “Core Unit Progression.” This section provides teachers with explanations of how the unit fits in the progression of previous and future units within and across grade levels. These explanations are tailored to Reading and Writing skills, separately. 

The materials reviewed for Grade 10 meet the criteria for Indicator 3c. 

The materials provide standard correlation resources at the grade level, Unit, Module, and lesson level. The Unit At-a-Glance and Module-at-a-Glance materials provide teachers with the standards correlated to classroom instruction. There is additional information about the alignment of the CCSS for the writing and assessments of each Unit and Module. Additionally, there is a Grade 10 Planning Tool, Pacing Calculator and Assessment Blueprint Document, and a Scope and Sequence by Strand document that provides a comprehensive view of the CCSS alignment. The Teacher Guide does not include the CCSS, but the teacher has access to the Unit At-a Glance, the Unit Planning Tools, and the Scope and Sequence documents. 

Correlation information is present for the ELA standards addressed throughout the grade level/series. Examples include, but are not limited to, the following:

• In the Unit Planning Tools, there is a Grade 10 Planning Tool, Pacing Calculator and Assessment Blueprint Document that outlines the CCSS by Unit and Module. There is a comprehensive breakdown for the entire program and a more in-depth breakdown for each Unit. Additionally, there is a Scope and Sequence by Strand document that provides a comprehensive view of Curriculum and Instruction, Practice and Feedback, Assessments, and CCSS for vocabulary, writing, research, reading, speaking and Listening, and grammar. 

• In each Unit At-a-Glance document, the CCSS are listed in a grid formation at the top of the document. For Unit 4, the CCSS are listed for Reading and Multimedia Literacy Skills (RI.9-10.2; RI.9-10.4; RI.9-10.5; RI.9-10.6), Writing skills (W.9-10.2; W.9-10.7), Vocabulary/Language Skills (W.9-10.2; W.9-10.7), Speaking and Listening (SL.9-10.4), Executive Function skills(W.9-10.8; W.9-10.9), and Foundational Reading and Linguistic Skills (RF.2, RF.3). Underneath each category is a bulleted list of a description of the task-related to the standard such as for Reading and Multimedia Literacy skills:

  • “Determine the meaning of words and phrases

  • Understand structure in informational texts

  • Understand the point of view and purpose of informational texts

  • Summarize informational texts

  • Evaluate evidence

  • Understand a topic through multiple texts.”

• In each Unit At-a-Glance document, the Unit Writing Prompts are listed with the corresponding CCSS. 

• The Unit Assessment Blueprint lists each assessment for the unit with the primary CCSS and the CCSS item standards in each Unit At-a-Glance document.

• In each Module At-a-Glance, there is a breakdown of the module, which includes the corresponding CCSS for each part of the lesson.

Explanations of the role of the specific grade-level/course-level ELA standards are present in the context of the series. Examples include, but are not limited to, the following:

• In the Unit At-a-Glance documents, the CCSS are listed in a grid formation at the top of the document. Then, each document is coded for each module that matches the grid that connects each module task to the CCSS listed in the grid. For example, in Unit 4, Module 4, “As Seas Rise, Bangladesh Farmers Revive Floating Farms” by Ruma Paulthe online direct instruction, Summarizing Informational Texts, has a blue circle with the letter R next to it indicating that it connects to the standards listed in the section for  Reading and Multimedia Literacy Skills (RI.9-10.2; RI.9-10.4; RI.9-10.5; RI.9-10.6).

• The Teacher Guides contain multiple areas to guide teachers to the learning that is correlated to CCSS, including, but not limited to, Lesson Objectives, Purpose, Teacher Will, and Feedback Focus. The Teacher Guide does not list the CCSS, but the CCSS language is included. The CCSS can be located in each Unit At-a Glance, the Unit Planning Tools, and the Scope and Sequence documents.

The materials reviewed for Grade 10 meet the criteria for Indicator 3e. 

Materials provide explanations of the instructional approaches and identification of the research-based strategies. On the publisher’s website, a How it Works section outlines the components of the program. This page includes video demonstrations on topics such as using the program within your daily routine, giving students choice and voice, and using station-based rotations. An overview of the program document is included with the core curriculum at each grade level. In the resources section, core resources by grade are found that offer additional guidance for implementing various routines in the program, including writing, reading comprehension, close reading, vocabulary, culture and community, and background knowledge. In addition, there are Overview of Our Research Base documents for each component of the program (Reading, Writing, Grammar, Speaking & Listening, Research, Assessment & Reporting, MLLs, and Gifted & Talented) are included in the resource materials.

Materials explain the instructional approaches of the program.

• The How it Works provides a high-level overview of the program, outlining six steps to the program:

  • “Step 1: Teacher assigns differentiated lessons to students

  • Step 2: Students read an engaging, authentic text

  • Step 3: Students leverage CERCA to develop their essays

  • Step 4: Peer-to-peer discussion and debate infused along the way

  • Step 5: Teacher provides actionable feedback for growth

  • Step 6: District and school leaders monitor progress”

• The Overview of the Program document provides a more detailed look at the program’s instructional approach. It outlines topics such as implementation strategies, scaffolding for diverse learners, distribution of writing, time for speaking, listening, and writing, working the program without 1:1 device access, and maximizing student engagement with routines. 

• The Core Resources for grade 10 include best practices documents for a variety of literacy strategies, including (but not limited to)

  • Compare Writing

  • Choral Reading

  • Paired Reading and Review

  • Choral/Dramatic Reading

  • Partner Restatement

  • Frayer Model

  • Root Word Challenge

  • Socratic Discussion

  • Quick Journal

Materials include and reference research-based strategies.

• For each strand, an Overview of Our Research Base document is provided, as well as documents for Reading, Writing, Speaking and Listening, Grammar, and Vocabulary.

  • Reading: This document includes a research base for unit components, anchor texts, scaffolded close reading, and writing-related tasks. It also discusses reading across genres, the purpose of anchor texts and reading across genres activities, integrated literacy, text complexity, and AI-enabled scaffolding access to grade-level texts. 

  • Writing: This document includes the program’s approach to writing instruction, time for speaking, listening, and writing, and distribution of writing.

  • Speaking and Listening: This document includes an overview of research for the program components, formal speaking and listening, and routines, 

  • Grammar: This section includes an overview of research on explicit and integrated grammar instruction, grammar instruction in context, and conventions routines. 

  • Vocabulary: This document This section includes an overview of research on explicit and integrated vocabulary instruction, establishing routines, selecting vocabulary, best practices, repetition and integration, vocabulary instruction and in-context vocabulary routines, and vocabulary acquisition.

The materials reviewed for Grade 10 meet the criteria for Indicator 3f. 

Materials provide a comprehensive list of supplies needed to support instructional activities. Students mainly need access to the online program and a paper or electronic copy of the Student Guide to successfully access the program components. The Unit At-a-Glance Document and Teacher Guides outline which online direct instruction and additional offline resources are used in each module. These are clearly labeled to show when students need access to a computer and when they are working offline.

Materials provide a comprehensive list of supplies needed to support instructional activities. Examples include, but are not limited to, the following:

• Each Unit At-a-Glance document lists the online direct instruction lessons for each module as well as additional offline resources. These are all tagged with a color-coded circle to indicate the strand, reading, writing, vocabulary, speaking and listening or executive function, as well as a star for essential tasks. 

• The Teacher Guide includes a one-page graphic for each module that includes a map of the module with images of the Student Guide pages. Like in the Unit At-a-Glance document, these are all tagged with a color-coded circle to indicate the strand, reading, writing, vocabulary, speaking and listening, or executive function, as well as a star for essential tasks. Additional graphics to indicate whether the activity is teacher-led, individual, paired, small group, online or offline.

The materials reviewed for Grade 10 meet the criteria for Indicator 3i. 

The materials include reading, writing, and vocabulary assessments at the end of each Module. The Unit At-a-Glance includes a Unit Assessment Blueprint that provides the primary and item standards. Additionally, each unit consists of a Unit Reading Assessment and Reflection that serves as a summative and formative assessment. The Module At-a-Glance document for each Reading Assessment module provides the primary and item standards for this assessment. 

Materials consistently identify the standards and practices assessed for formal assessments. Examples include, but are not limited to, the following:

• The Unit At-a-Glance document includes a Unit Assessment Blueprint that provides primary standards for each assessment for each Module in that Unit. The Selection Reading Assessment also lists item standards. However, there is no assessment blueprint for Unit 2. 

• In Unit 1, Module 3, “Choose Your Own Identity,” the Selection Reading Assessment lists CCSS.RL.9-10.1 as the primary standard and CCSS.RL.9-10.1, CCSS.RL.9-10.2, and CCSS.RL.9-10.4 as item standards. The Selection Vocabulary Quiz lists CCSS.L.9-10.4 as the primary standard. The Formative Writing Practice: Evidence-Based Writing—Narrative and Informative lists CCSS.W.9-10.1 or CCSS.W.9-10.3 as the primary standard. 

• At the end of each Unit, there is a Unit Reading Assessment and Reflection that serves as a formative and summative assessment opportunity. The primary and item standards for this assessment are listed in the Unit At-a-Glance and the Module-at-a-Glance documents. 

• In Unit 1, Module 8, Unit Reading Assessment and Reflection, the primary standard is CCSS.RL.9-10.2. In the Unit At-a-Glance, the primary standards are listed as CCSS.RL.9-10.2, CCSS.RL.9-10.1, and CCSS.RL.9-10.4.  The item standards are CCSS.RL.9-10.1,  CCSS.RL.9-10.2, and CCSS.RI.9-10.4.

The materials reviewed for Grade 10 meet the criteria for Indicator 3j. 

The materials provide multiple opportunities to assess students’ learning through varied methods of formal and informal assessments. There is a system that provides data reporting for teachers, administration, and districts to review student achievement and growth. In the daily lessons, teachers are provided with a Feedback Focus section that provides some language and/or look-fors for the lesson’s specific tasks. Throughout teacher guides, there is some guidance for teachers to use when students do not show mastery. Writing Portfolio pieces are accompanied by rubrics, and teachers may use the Feedback Guidance located in the program’s Resources to provide students with individualized feedback based on the genre of the assignment. The program includes a direct instruction and skills lesson library that teachers can use to supplement student writing instruction based on this feedback. 

Assessment system provides multiple opportunities to determine students’ learning and sufficient guidance to teachers for interpreting student performance. Examples include, but are not limited to, the following:

• The ThinkCERCA Front Matter resources provide an overview document on the assessment focus for the program. The Overview presents how the assessments are a blend of self-assessment and automated assessments that assess students’ reading, writing, vocabulary, and language skills. Formative assessments are available to “...inform instruction, unit assessments, culminating tasks, quarterly college placement practice opportunities, and benchmark assessments create summative assessments to gauge student progress toward outcomes and overall achievement.” Unit assessments provide teachers with data for skill transfer of reading and a culminating writing assessment. Additionally, benchmark and college placement practices provide opportunities to assess state assessments. 

• Assessments are available in multiple formats, and teachers have multiple options to assess students’ progress, including pre- and post-assessments for foundational skills, lesson assessments, benchmark writing assessments, informal writing and speaking assessments, unit reading assessments, culminating tasks, and personal reflection. 

• ThinkCERCA provides a data dashboard that teachers, administration, and district staff can use to “...understand how students are performing across a grade level or across a department…”

• Each unit includes an assessment at the end of each module that includes a Selection Reading Assessment, a Selection Vocabulary Quiz, and a Formative Writing Assessment. At the end of every unit is a Unit Reading Assessment and Reflection that serves as a unit assessment aligned with standards. This assessment serves as a formative and summative assessment. There is a beginning, middle, and end-of-year Benchmark assessment scheduled in Units 1, 4, and 7, respectively.  

• Throughout each module, teachers have opportunities to check for student understanding that is embedded in the lessons that are a combination of anecdotal, written, or speaking assessments. 

• Writing Portfolio pieces are accompanied by rubrics, and teachers may use the Feedback Guidance located in the program’s Resources to provide students with individualized feedback based on the genre of the assignment and the writing skill. 

Assessment system provides multiple opportunities to determine students’ learning and suggestions to teachers for following-up with students. Examples include, but are not limited to, the following:

• In the Reports Portfolio slide deck, ThinkCERCA provides examples of data reports available including Operational Reports, Instructional Reports, and Benchmark Reports. While all reports provide a level of student performance data and student growth data, none of the reports provide any direct paths to reteaching or supporting students. Rather, general advice is given, such as “Use the class summary to review course-specific data”  and “Use this data to see students’ performance categories and future growth focus.” Teachers can, however, use student data to group students by reteaching, if desired. 

• Throughout the Teacher Guides are Feedback Focus sections that guide the teacher on what to look for in each task. For example, in Unit 4, Module 3,  students are answering questions about the point of view and purpose of an informational text. The teacher Feedback Focus section states, “Circulate to spot-check student work and make note of challenging prompts for students to review as a class.” There are no further resources or guidance provided. 

• The program includes a direct instruction and skills lesson library that teachers can use to supplement student writing instruction based on feedback to their Portfolio Writing pieces. Teacher Guides provide the following guidance: “Search by standard in the Skills Library for personalized lessons to reteach as needed.”

• Throughout the teacher guides, some assignments include “Respond and Reteach” guidance. This guidance prompts the teacher with scaffolds for students who are still struggling with certain tasks or concepts. 

The materials reviewed for Grade 10 meet the criteria for Indicator 3k. 

The materials provide multiple opportunities for student assessments through multiple-choice questions and/or written responses. Throughout the program, the materials provide formative and summative assessments that align with the standards for each grade level. 

Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and shifts across the series. Examples include, but are not limited to, the following:

• The materials provide Unit assessments aligned to the standards, including, but not limited to, Selection Reading Assessments, Selection Vocabulary Quizzes, Formative Writing Practice, Formative Reading Assessments, Unit Speaking and Listening Assessments, Research Assessments, Culminating Task: Writing Portfolio Assessments, and Unit Reading Assessments. The specific assessments and correlating standards are provided in the Unit-at-a-Glance documentation. These assessments build over the unit from practice to the culminating writing task and the unit reading assessment at the end of each unit. 

• Baseline Writing Assessments/Benchmark Assessments are provided. Students are assigned a grade-level reading passage. After reading, they answer eight multiple-choice questions. Then, they write an essay that includes text evidence from the reading passage. This assessment is given at the beginning, middle, and end of the year to personalize and track student progress throughout the year. ThinkCERCA reporting tools provide a Benchmark Summary, Benchmark Rubric Category, and Benchmark Item Analysis report. 

• A Reading Leveling Assessment is provided to measure student reading levels. Students are automatically assigned a short reading passage at, below, and above grade level. Each passage has eight multiple-choice questions to complete. Teachers may adjust the reading passage level as needed. The Leveling Assessment report provides teachers with a Student Report by Lessons report. This report posts Background Knowledge and Applied Knowledge scores. The time suggested for this assessment is 40-60 minutes. 

The materials reviewed for Grade 10 meet the criteria for Indicator 3m. 

The materials regularly provide strategies and support for students in special populations to work with grade-level content and to meet or exceed grade-level standards that will support their regular and active participation in learning English Language Arts and literacy. Teachers can consult guidance in lesson support resources such as the Unit At-a-Glance, Unit Scaffolds Plan for Striving Readers, and Teacher Guide. For each unit, a Diverse Learner Guide is provided, which mirrors the Student Guide but includes additional prompts, graphic organizers, sentence frames, and models for diverse learners.

Materials regularly provide strategies, supports, and resources for students in special populations to support their regular and active participation in grade-level literacy work. Examples include, but are not limited to, the following:

• The Unit Scaffolds Plan for Striving Readers document outlines lesson supports for struggling readers. It includes the research base and curriculum design for the program, platform, unit, and lesson scaffolds. Lesson scaffolds are described and include background knowledge, key academic vocabulary, pre-reading, during-reading, after-reading, decoding, and fluency strategies.

• The Unit At-a-Glance documents reference online differentiated supports on several of the pages. The documents state, “Online differentiated supports enable access to grade-level texts for English Language Learners, Diverse Learners, and students who may benefit from additional support.” In the Unit Overview section, there is a paragraph titled “Support for Students with Diverse Learning Needs” that says, “As needed, students with diverse learning needs may benefit from pre-teaching lessons that are paired with anchor texts. Additional support for students with Diverse Learning Needs can be found in the Guide for Students with Diverse Learning Needs. These modifications can also be used with multilingual learners as they continue the acquisition of English.”

• Each Unit At-a-Glance document also includes an “Excellence and Opportunity for All" section that references engaging culturally diverse learners. It includes guidance on making personal connections to the materials through Quick Journals, Explore Key Concepts, Connect Steps, and Share your Personal Connection part of each lesson.

• The Teacher Guides include guidance for the teacher in the margin with suggested strategies for supporting students with exceptional needs, struggling readers, and/or gifted and talented enrichment opportunities.

The materials reviewed for Grade 10 meet the criteria for Indicator 3n. 

The materials provide extensions to engage with literacy content and concepts at greater depth for students who read, write, speak, and/or listen above grade level. A Unit Scaffolds Plan for Gifted and Talented document provides general suggestions and guidelines for challenging gifted students. In the Teacher Guide, modules include at least one instance per lesson with guidance for teachers labeled “Gifted and Talented Enrichment Opportunity.”

Materials provide multiple opportunities for advanced students to investigate the grade-level content at a higher level of complexity. Materials are free of instances of advanced students doing more assignments than their classmates. Examples include, but are not limited to, the following:

• The Unit Scaffolds Plan for Gifted and Talented document is a one-page guide that includes the approach and “why” for scaffolding lessons for this group of students. It states this about the core program, “Throughout each unit, students will experience problem-solving challenges, independent research studies, collaboration opportunities, and critical thinking exercises.” Then, it lists five ways to increase rigor: 

  • “Encourage metacognition - Prompt students to showcase their cognitive thought processes by annotating using metacognitive markers, engaging in a post-reading metacognitive reflection, or participating in partner think-aloud activities.

  • Productive struggle—By challenging students with advanced tasks, although still in their Zone of Proximal Development, teachers can inspire perseverance and stamina while also allowing students to think more flexibly rather than correctly.

  • Convergent and divergent thinking includes using open-ended questions and responses, giving students an opportunity to explore new thinking,

  • Depth of understanding - rather than memorization or rote learning

  • Leverage the heavy lifting– Remember that sometimes less is more. Instead of adding more support, consider removing scaffolds to promote independence.”

• In the Teacher Guides, modules provide guidance for teachers labeled “Gifted and Talented Enrichment Opportunity.” For example, in  Unit 5, Module 1, the guide states, “Connection to Real World Applications: Challenge students who finish early and completely to reflect on how they would decide to spend a large sum of money that their family received. In addition to considering personal and family needs, analyze how their decision might impact long-term goals such as financial security, philanthropy, or sustainability. Include a description of the factors they’d consider, such as ethical implications, the wider societal impact, and how their decision aligns with their family’s values and future vision. Ensure their response is thorough, thoughtful, and written in complete sentences.”

The materials reviewed for Grade 10 meet the criteria for Indicator 3q. 

The materials provide teachers and students with scaffolds and tools to support students’ participation in the regular lesson despite language barriers. Teachers are provided with general tips for the specific vocabulary that may need translations, as well as reminders to use the online tools and the Diverse Learning Guide for scaffolds. There is an additional English Language Learners Guide that teachers can use to provide multilingual learners with scaffolds depending on their English language proficiency level. The online platform has a wide variety of language choices for written translation and read-aloud features. 

Materials consistently provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards through regular and active participation in grade-level literacy work. Examples include, but are not limited to, the following:

• Each Teacher Guide provides guidance in the margin notes for Support for English Language Learners, which provides teachers with specific words to consider for translation. The margins also indicate additional suggestions, including, but not limited to, when to provide tools such as a bilingual dictionary, translation, or digital tools. These tips can be found for most of the specific sections of the module or unit. 

• The ThinkCERCA materials include a document on their “Approach to Supporting Multilingual English Language Learners” that provides an overview of possible scaffolds aligned to WIDA supports, including, but not limited to, graphic organizers, distinct task chunking, and modified rubrics. There is also a Unit Scaffold Plan for Striving Readers that lists platform, unit, and lesson scaffolds. 

• Student materials can be translated into many different languages in writing or read aloud. Languages include, but are not limited to, three forms of Spanish, Thai, Urdu, and Zulu. The online platform has a wide variety of language choices for written translation and read-aloud features. 

• The Teacher Guide provides general tips for translating specific vocabulary and reminders to use the online tools and the Diverse Learning Guide as scaffolds. 

• There is an English Language Learner Guide provided for each unit, which links to different guides for each module. This guide differentiates activities for students depending on their English Language proficiency level. Activities are differentiated for beginning proficiency, intermediate proficiency, and advanced proficiency.