These pathways provide teacher guidance for integrating the supplementary materials from the Flexible Novel Unit and the Language, Close Reading, and Writing Workshops. Each lesson is designed to allow for the type of facilitation and flexibility referenced by Charlotte Danielson in her work on teacher instruction. K to 12 Curriculum Guide ENGLISH (Grade 1 to Grade 10. The start of each unit includes “Planning the Unit” to give teachers an overview and point out areas where teachers may want to use ancillary materials to enrich or scaffold the unit. Select a few other compelling words from the text and ask students about the author’s possible intent for using them.”, found within the reading. The teacher materials include a digital Teacher Wrap bar to the left of the page that can be accessed at any time and provides a range of additional information, such as step-by-step guidance for each activity including standards citations, vocabulary support, pacing recommendations, independent reading suggestions, and a possible instructional pathway. Your essay must be organized as an argument in which you assert a precise claim, support it with reasons and evidence, and acknowledge and refute counterarguments fairly.”. Student materials include clear directions and explanations, and reference aids are correctly labeled. Students complete high-quality, coherently sequenced questions and tasks as they analyze literary elements, such as craft and structure, and integrate knowledge and ideas in individual texts and across multiple texts. 1.20: Allow students to use translation dictionaries to deepen understanding of new vocabulary. The ELA Evidence Guides complements the review criteria by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria. In Unit 3: Compelling Evidence, students shift to informational and argumentative texts with a focus on how authors use evidence to develop claims. Read the first paragraph of ‘The Red Fox Fur Coat’ and use the My Notes section to list the directly-stated and inferred emotions the bank clerk experiences.”, In Unit 2, Pivotal Words and Phrases, Activity: 2.5, students respond to an Opening Writing Prompt that requires students to reread the last stanza of John Montague’s poem, “The Fight,” and respond to the following question: “How is this stanza different from the rest of the poem?”, In Unit 4, Powerful Openings, Activity 4.5, students are given a choice of two narrative prompts: “Rewrite a section of the. In each activity, the Teacher Wrap sidebar provides the addressed standards, pacing recommendations, step by step teaching guidance, scaffolding for text-based questions, suggestions for leveled differentiated instruction, assessment guidance and ways to adapt the assessment. Thus, students work toward independence of grade level skills within each unit and continue to grow their skills and knowledge of content and topics across the school year. While the digital platform allows for some customization, adaptive or assistive technologies, such as text-to-speech, are not provided. Each assessment also includes a scoring rubric and questions to help students in planning, drafting, and revising throughout the writing process. There is more material available than could be taught in a 180-day school year. What text evidence supports the idea that Martha is trying to escape from something and start over in America? These assessments serve as culminating tasks for a skill set driving the unit instruction. The frequency and structure of the activities create the conditions for students to improve their skills over time. Some of the texts included are: “Quiet Places” by Mitch Epstein (photography), “Write Badly to Write Well” by Donald M Murray, Unit 2, Pivotal Words and Phrases, contains one informational essay about poetry revision titled “Lottery” by Rasma Haidri (essay). The materials are “Based on the Understanding by Design model” and teach “students the skills and knowledge that matter most to meet AP and college and career readiness standards.” The English Language Arts Pathway contains “student-centered activities that gradually develop the skills and knowledge needed for the Embedded Assessments and are aligned to grade-level standards.” Each Activity begins with standards-aligned learning targets and provides the lesson focus standards. The majority of texts are previously published and written by well-known authors. Brynden_Walker. The EdReports rubric supports a sequential review process through three gateways. In Unit 4, Powerful Openings, students examine how authors choose to start both literary and informational texts. The instructional materials reviewed for Grade 9 meet the criteria that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. The instructional materials reviewed for Grade 9 meet the criteria for teacher planning and learning for success with CCSS. As you reread, use four different colored highlighters to identify the parts of the writer’s argument. Lesson plans and assessments can also be customized. Are there particular words and phrases that stand out to you?” “Why do they stand out and how do they affect your understanding of the text's theme, subject, or main idea?”. expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and As Jackson suggests, our content requires students to be ‘active, not passive,’ and our units feature activities that stress ‘implicit meaning, ambiguity, layers, and complexity.’”. Materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate and providing opportunities for modification and redefinition as defined by the SAMR model. Students answer more text-specific questions in the “Working From the Text” section about how point of view affects reader perceptions of characters. The following serves as an example of support found across all four units. Quill Premium. Additional readings can be found in the digital resource Zinc Reading Labs. How would the effect of the essay be different if the narrator had introduced him in the first paragraph, as ‘my manager Jeff,’ instead of ‘that person [who] wore a tie with a Pizza Hut logo on it’?”. Use your Editor’s Checklist as a reference.”. The Text Complexity document provides these complexity measures: Overall: Very Complex; Quantitative: 1460L; Qualitative: High; and Task: Challenging (Create). Alignment and usability ratings are assigned based on how materials score on a series of criteria and The eBook incorporates interactive digital features that allow students to engage with the content of lessons. Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. Materials provide multiple opportunities, protocols, and questions for discussions across the whole year’s scope of instructional materials. As the activity progresses, directions and tasks are labeled and tasks for student engagement with content are clearly indicated. Although the materials are well designed and include lessons that are effectively structured, the suggested amount of time for the materials is not viable for one school year and would require several significant modifications. Please note: Reports published beginning in 2021 will be using version 1.5 of our review Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. Digital materials were not compatible with Microsoft Edge. Digital materials are accessible and available in multiple platforms. There are also a series of graphic organizers that provide structures and protocol activities such as active listening feedback, active listening notes, audience notes and feedback, collaborative dialogue, conversation for quickwrite, discourse starters, and round table discussion. The Embedded Assessment prompt is as follows: “Your assignment is to write a literary analysis in which you analyze how Zadie Smith uses literary devices or other elements to express the theme of coping with emotional turmoil in the short story ‘Martha, Martha.’”, In Unit 3, Compelling Evidence, across Activities 3.13 and 3.14, students complete a Knowledge Quest around the knowledge question “What is the purpose of going to college?” Students read three arguments about going to college: “Why College Isn’t (And Shouldn’t Have to Be) For Everyone” by Robert Reich, “The ‘not everyone should go to college’ argument is classist and wrong” by Libby Nelson, and “Even With Debt, College Still Pays Off” by Gillian B. Practice math problems like Round to the Nearest Hundred with interactive online worksheets for 3rd Graders. Why does he begin his speech in this way? Teachers may incorporate supplemental pathways such as the Language Development Pathway, Foundational Skills Workshop, and Flexible Pathways during a unit of instruction, according to whether students need extra support or an opportunity for extension. The Teacher Edition integrates directions, procedures and additional information designed to extend teacher knowledge of instructional content and pedagogy. The instructional materials reviewed for Grade 9 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. Use a single-paragraph outline to plan your writing.” Students further practice their skills and demonstrate them in the culminating task Embedded Assessment 1: Writing a Literary Analysis. The instructional materials reviewed for Grade 9 meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials. Students read the openings of two novels that use realistic details to hook readers: In Unit 1, Telling Details, students read part two of the short story “Lamb to the Slaughter” by Roald Dahl during Activity 1.9. Gateways 1 and 2 focus on questions of alignment to the standards. For example, at the beginning of the unit, students analyze language choice as a literary device in “Bread” by Margaret Atwood. For ELA, our review criteria evaluate materials based on: Text Quality and Complexity, and Alignment to Standards with Tasks Grounded in Evidence, Building Knowledge with Texts, Vocabulary, and Tasks. Create Spelling Worksheets. Shed the societal and cultural narratives holding you back and let step-by-step SpringBoard English Language Arts: Grade 9 textbook solutions reorient your old paradigms. Whenever you are trying to write a sequence of events, there are some things that you should keep in mind. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must Set in seventeenth-century Puritan Massachusetts, the novel centers around the travails of Hester Prynne, who gives birth to a daughter Pearl after an adulterous affair. Throughout the year, students work collaboratively and independently to build their research skills. Text-dependent and specific questions, tasks and assignments consistently support students’ literacy growth over the course of the school year. more about this change. Within the print materials, the Common Core College and Career Readiness Standards that correspond to the Embedded Assessments are listed at the bottom of the page for each assessment. F. Del Campo. Embedded Assessment 1 requires students to follow the writing process building an argumentative essay on the value of a college education. Students engage with a variety of text types suggested by the standards including journals, speeches, essays, short stories, editorials, graphic novels, articles, drama, memoirs, novels, and letters. Additionally, some activities include recommendations for leveled differentiated instruction to support the implementation of a specific section of a given lesson. The materials include a number of scaffolds and strategies to support the needs of a range of learners. Materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts. Twice per unit, the materials include Independent Reading Checkpoints that require students to complete an informal discussion or writing assignment. Teachers can also select which quizzes to assign over the span of a unit based on student needs. In Unit 2, Pivotal Words and Phrases, Activity 2.11, the Teacher Wrap provides instructional support during the First Read. Course Title: English, Grade 12, University Preparation (ENG4U) Course Name: English Course Code: ENG4U Grade: 12 Course Type: University Preparation Credit Value: 1.0 Prerequisite: ENG3U, English, Grade 11, University Preparation Curriculum Policy Document: English, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised) Course Developer: Virtual High School Add commas, colons, semicolons, and dashes to clarify your ideas.”. Then they practice the concept. Throughout the units and over the course of the school year, the instructional materials require students to produce a mixture of standards aligned, on-demand, short, informal, focused writing projects and longer independent writing process tasks and essays that require multiple drafts and revisions over time with the use of digital resources where appropriate. First and Last. The program is customizable in a number of ways, and teachers and districts may mix and match program elements such as the Instructional Pathway, Language Workshops, Close Reading Workshops, and Writing Workshops. In Unit 4, Powerful Openings, students focus on literary analysis and researching historical context. The rationale states, “Though the excerpt includes some academic language, definitions are included to support readers in understanding the more advanced vocabulary.” Under task considerations, the analysis document explains, “Students use this text to gain a greater understanding of the importance of revision, which will benefit them as they prepare to write and revise their Embedded Assessments.” No other texts for this unit are included in the publisher-provided text complexity document. Through a variety of texts such as news articles and opinion pieces, students build their knowledge about “the ways in which authors use anecdotes, facts, and data to develop their theses and support their claims” as they answer the unit’s four Essential Questions: “What makes an argument convincing? In the Teach step of the Plan, Teach, Assess, Adapt teaching model, teachers learn how to effectively use grouping strategies. The instructional materials reviewed for Grade 9 meet the criteria that materials contain sets of coherently sequenced higher-order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics. Each unit contains Academic, Literary, and Content/Text-Specific terms. Students engage in a range and volume of reading and have several mechanisms for monitoring their progress. design, teacher planning and learning, assessment, differentiated instruction, and effective technology use. Text selections fall within a range of accessible to very complex and low to high difficulty, with most texts falling within the moderately difficult range. At the end of the lesson, the section Appreciating the Poet’s Craft prompts students to discuss this question: “What connections can you make between ‘Some Like Poetry’ and ‘An Irish Airman Foresees His Death’? Supplemental materials include ten additional Writing Workshops that provide a closer look and additional practice of various writing genres. Each activity also concludes with a check for understanding to assess students’ understanding of the activity. In the previous activity, students read “Remarks by the President in a National Address to America’s Schoolchildren” by President Barack Obama. Publishers provide a Text Complexity Measures document that indicates the quantitative data, qualitative analysis, and task considerations for the significant texts in each unit. This unit is completely informational with a majority of essays, arguments, and speeches. Materials also include standards-aligned unit assessments for each half unit. The activities within each lesson include sequences of text-dependent questions that guide students’ understanding of the selections in the unit and build to daily and end of unit culminating tasks. The tools available in the online version of the textbook include a set of annotation tools and the ability to share annotations to Google Classroom, embedded audio versions of the text, and a tool to define unknown words. These gateways reflect Job interview questions and sample answers list, tips, guide and advice. The materials include regular and systematic formal and informal assessment opportunities that genuinely measure student progress. The instructional materials reviewed for Grade 9 meet the criteria that materials include a cohesive, consistent approach for students to regularly interact with word relationships and build academic vocabulary/language in context. The materials were accessible using Internet Explorer but required multiple clearings of the cache when navigating between different tabs in the SpringBoard Bookshelf. This section includes: context, suggested materials, instructional sequence, connections to Advanced Placement (AP)/Scholastic Aptitude Test (SAT), Unpack Embedded Instructions, Cognate Directory for ELL students whose original language is Spanish, Activities at a Glance chart, Unit Resources, Independent Reading suggestions, Instructional Pathways for embedding ancillary materials in language and foundational skills, and Flexible Pathways for adding writing and close reading units within the unit. SpringBoard also aligned the materials with the knowledge and skills needed for the evidence-based reading and writing sections of the SAT assessments. The year-long writing plan allows students to participate in a range of writing tasks that vary in length, purpose, and difficulty. The Scoring Guide includes criteria for students in the areas of ideas, structure, and use of language with wording and demands similar to those found in the Scoring Guide for the literary essays in the first Embedded Assessment of Units 1 and 4. Attention first-time freshmen and seniors! Students encounter vocabulary before, during, and after reading and vocabulary spans across multiple texts and/or tasks. the other gateways. Yeats. The Text Complexity document does not provide information about the poems included in Unit 2 or To Kill a Mockingbird, which is the longest text in Unit 4. In the beginning of the year, the focus is writing a literary analysis paragraph. The questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. The suggested texts for independent reading include Spanish titles. Students not only learn the meanings of new vocabulary, they learn origins and connotations, and they apply their new knowledge through written and oral applications. At the end of the activity, students complete an Independent Reading Link that requires them to respond to some of the following questions, based on their independent reading book: “Think about the text you are reading independently and how it is impacted by the author's use of language.