College Board Trampoline English I (2023)

Rating for 2.1

Rating for 2.1
Materials include high-quality text for ELAR instruction and span a range of student interests.

Materials include quality English Language and Reading (ELAR) texts and cover a range of student interests. The texts are well-crafted and of publishable quality, reflecting the quality of content, language and writing produced by specialists in various disciplines. Materials include increasingly complex traditional, contemporary, classical, and miscellaneous texts.

Examples include, but are not limited to:

Unit 2 examines a range of quality poetry, including The Flight by John Montague, writer, scholar and first holder of the 1998 Irish Chair of Poetry, and Tamara's Opus, written by poet, scholar and National Poetry Series award winner Joshua Bennett . Students will also read "Abuelito Who" by Sandra Cisneros, a contemporary Hispanic author and poetry expert. In this poem, Cisnero explores his grandfather's memories, a subject that lends itself to student reflection and personal connections. In addition to these contemporary authors, the unit contains scenes fromCheese and guavaWritten by English poet and playwright William Shakespeare.

Unit 3 engages students' interests with a collection of high-quality contemporary texts written by established authors in all disciplines. Texts include the essay "The Work You Do, The Person You Are" by Toni Morrison, an acclaimed contemporary author, teacher and editor. Morrison has received the Nobel Prize in Literature, the Pulitzer Prize for Fiction, and the Presidential Medal of Freedom. Later in the unit, students read a personal essay by Ben Sasses, historian, former professor and United States Senator, titled “What to Do with the Kids This Summer? Put them to work”; They also read an essay entitled "Teens Have Stopped Getting Summer Jobs - Why?", written by Editor-in-Chief Derek ThompsonThe Atlantic,Podcast host, news analyst and public speaker who has been called "one of the brightest new voices in American journalism".

Unit 4 focuses on novel studies, incorporating the opening pages of a variety of novels, including1984by George Orwell andAll the light we can't seeby Anthony Doerr, followed by an in-depth study bykilling a birdby HarperLee. Writing workshop 8 analyzes the poem "The Village Blacksmith" by well-known 19th century American poet and writer Henry Wadsworth Longfellow and a poem by contemporary American poet James Wright entitled "A Blessing".

Rating for 2.2

Rating for 2.2
Materials span a variety of text types and genres across content that meet TEKS requirements for each grade level.

Materials span a variety of text types and genres in grade-appropriate content, including poetry, drama, short stories, and excerpts from American, British, and world literature. Various informational texts such as speeches, arguments and letters are also provided. The curriculum provides students with opportunities to interact with print materials beyond just written text, incorporating a variety of graphic elements such as photos, paintings, charts and cartoons.

Examples of literary texts include:

"Day One" de Edward P. Jones (conto)
"Prayer to the Pacific" de Leslie Marmon Silko (poema)
"Grandpa Who" de Sandra Cisneros (Poem)
Cheese and guavaby William Shakespeare
1984by George Orwell (dystopian fiction)
"Drowning in Dishes but Finding Home" by Daniel Adkinson (essay)
inconceivablyvon Sharon Draper (Fiction)

Examples of informational texts include:

"How to Change a Flat Tire" by Dawn McCaslin (procedural text)
„The Decline of the American Teenager's Summer Job“ von Lexington (Zeitung op. ed.)
"Even in Debt, College Still Pays Off" by Gillian B. White (argumentative text)
"An Act of Courage: The Prison Records of Rosa Parks" from the National Archives (main source)
"Black boycott paralyzes bus line"New York Times(secondary source)

Units 1-4 have author and other photos. Some color coding is present (eg purple to identify vocabulary). Students are asked to compare an illustration of a man washing dishes with Daniel Adkinson's essay. Students are asked to evaluate charts and graphs and make predictions about the data. Materials include a photo by photographer Peter Pettus and four photos from Mitch Epstein's "Quiet Places" photo essay.

Rating for 2.3

Rating for 2.3
Texts are at an appropriate level of complexity to support students at their grade level.

Texts are at an appropriate level of complexity to support students at their grade level. The texts have the appropriate quantitative levels and qualitative characteristics for the teaching level. Prose texts are accompanied by a text complexity analysis provided by the editor. Text complexity, quantitative levels, and grade-level qualitative characteristics are available for prose selections only.

If available, text complexity data is in the teacher's presentation section of the unit.

Examples include, but are not limited to:

In Unit 1, students read the short story "Bread" by Margaret Atwood. According to the text complexity analysis, the overall text level is "complex", with a lexicon of 760, a qualitative score of "moderate", and a task level of "moderate". Students read the short story What Happened During the Ice Storm by Jim Heynen. According to the text complexity analysis, the overall text level is "approachable", with a lexicon of 590, a qualitative score of "low difficulty", and a task level of "moderate analysis". Students read the short story An Occurrence at Owl Creek Bridge by Ambrose Bierce. According to the text complexity analysis, the overall text level is "complex", with a lexicon of 990, a qualitative score of "high difficulty", and a task level of "moderate analysis".

In Unit 2, text complexity analysis is only available for the prose text within the unit. Students read an excerpt from an essay from “Lottery” by Rasma Haidri. According to the text complexity analysis, the overall text level is "complex", with a lexicon of 1170, a qualitative score of "moderately difficult", and a task level of "moderate analysis".

In Unit 3, students will read the essay The Work You Do, The Person You Are by Toni Morrison. According to the text complexity analysis, the overall text level is "complex", with a lexicon of 950, a qualitative score of "moderately difficult", and a task level of "moderate analysis". Students read the essay "Drowning in Dishes but Finding Home" by Daniel Adkinson. According to the text complexity analysis, the overall text level is "approachable", with a lexicon of 940, a qualitative score of "low difficulty", and a task level of "challenging rating". Students read the essay 'What to do with the kids this summer? Put 'em to work, by Ben Sasse. According to the text complexity analysis, the overall text level is "complex", with a lexicon of 1050, a qualitative score of "moderate", and a task level of "challenging rating". Students read a thinking essay entitled "Why College Isn't (And Shouldn't Be) For Everyone" by Robert Reich. According to the text complexity analysis, the overall text level is "very complex", with a lexicon of 1220, a qualitative score of "moderate", and a task level of "challenging assessment". Students read an essay entitled "Even in Debt, College Still Pays" by Gillian B. White. According to the text complexity analysis, the overall text level is "very complex", with a lexicon of 1460, a qualitative score of "very difficult", and a task level of "challenging creation".

In Unit 4, students read a variety of excerpts from various novels. Students read excerpts from the novel1984by George Orwell. According to the text complexity analysis, the overall text level is "complex", with a lexicon of 1040, a qualitative score of "moderately difficult", and a task level of "moderate analysis". Students read excerpts from the novelinconceivablyby Sharon Draper. According to the text complexity analysis, the overall text level is "complex", with a qualitative score of "low difficulty" and a task level of "moderate analysis". Students read excerpts from the novelThe girl who fell from the skyby Heidi W. Durrow. According to the text complexity analysis, the overall text level is "accessible", with a lexicon of 610, a qualitative score of "moderately difficult", and a task level of "moderate analysis". Students read excerpts from the novelkilling a birdby HarperLee. According to the text complexity analysis, the overall text level is "complex", with a lexicon of 790, a qualitative score of "moderate", and a task level of "severe assessment and preparation".

Rating for 3.a.1

Rating for 3.a.1
The materials contain questions and tasks that help students analyze and integrate knowledge, ideas, themes, and connections within and between texts.

The materials contain questions and assignments that help students analyze and integrate knowledge, ideas, themes, and connections within and between texts. Most questions and tasks build conceptual knowledge, are text-specific/dependent, target complex elements of texts, and integrate multiple TEKS. Questions and assignments require students to make connections with personal experiences, other texts, and the world, as well as identify and discuss big ideas, themes, and details.

Examples include, but are not limited to:

In In-depth Reading Workshop 1: In-depth Reading of Informational/Literary Nonfiction Texts, activities build conceptual knowledge and target complex elements of the texts. Students engage in multiple competency-based readings of an excerpt from the autobiographyThe Americanization of Edward Bokby Edward Bok to deepen understanding of the text and promote text analysis. Leading questions address the purpose, perspective, and development of the author's main ideas. After a careful reading of the text, students should use textual evidence and original commentary to discuss whether they "believe that the claims [Bok] made in 1920 are still true today." Finally, students use the SOAPSTone (Subject, Occasion, Audience, Purpose, Speaker, Tone) strategy to explore and analyze the author's art.

In English Language Arts Unit 1, students are introduced to the essay questioning strategy, which is designed to help students monitor and deepen their understanding. Students build conceptual knowledge by actively interacting with the text and asking literal, interpretive, and universal questions about Anita Desai's short story, Games at Twilight. Students record their questions and first responses and support them with text evidence. Then, in small groups, students discuss the general ideas, themes and details of the text.

In Deep Reading Workshop 3: Deep Reading Poetry, students analyze and integrate knowledge, ideas, themes and relationships between texts. Students read the poem "Musée des Beaux Arts" by W.H. Auden, answering text-dependent questions and using the TP-CASTT (Title, Paraphrase, Connotation, Attitude, Change, Title, Theme) strategy to guide his analysis of the poem. Afterwards, students use the OPTICAL strategy (overview, parts, titles, context, conclusion) to systematically analyze the paintingLandscape with the Fall of Icarusby Pieter Brueghel. After analyzing the painting and the poem, students identify connections between them. Students also use text-dependent questions and the TP-CASTT strategy to analyze Anne Sexton's poem "To a Friend Whose Work Has Triumphed." Also in the unit, "students will consider how the two poets and the artist used meaningful detail and other literary and visual techniques to present their interpretations of the life lessons conveyed by the story of Icarus."

In English Language Arts Unit 3, students examine arguments by identifying and analyzing the effectiveness of rhetorical devices and how these devices are used to direct the speaker's intent. Students review President Barack Obama's speech, Remarks from the President in a National Address to Students of America. Students use SOAPSTone and SMELL (Sender, Message, Emotional Strategies, Logical Strategies, Language) to analyze the elements of the argument, rhetorical appeals, and the speaker's message. Text-dependent questions ask students to consider the "sender-receiver relationship," "desired effects of emotional strategies," and the overall message of the speech.

English Language Unit 4 focuses on how writers use their craft to connect with readers and draw them into a fictional world. Students first look at various film beginnings and identify techniques that filmmakers use to engage their audiences. then they compare and contrast the same process for novelists. Students read the first few paragraphs of1984by George Orwell andthe night circusby Erin Morgenstern, who completes graphic organizers to analyze the environment, taking into account the images and the emotional responses the images evoke in the reader. Later in the unit, students draw conclusions about the impact of the narrative point of view by reading an excerpt frominconceivablyby Sharon Draper andFahrenheit 451by Ray Bradbury and determine how point of view affects the reader's perception and feelings towards a character.

In In-depth Reading Workshop 5: In-depth Reading of Informational Texts in Social Studies/History, students read a primary and secondary source and compare and contrast the text's description of the same event. Using text-dependent questions and the SOAPSTone strategy, students analyze the narrative of Crazy Horse's death in an excerpt from the biographyblack moose talkby John G. Niehardt and inBury My Heart at Wounded Knee: An Indian History of the American Westby Dee Brown. The tasks integrate ideas and themes throughout the text with text-dependent questions that require students to draw conclusions about the impact of rhetoric, point of view, and tone while analyzing the similarities and differences of the two accounts.

Rating for 3.a.2

Rating for 3.a.2
The materials contain questions and assignments that require students to analyze the language, key ideas, details, craftsmanship, and structure of individual texts.

The materials contain questions and assignments that require students to analyze the language, key ideas, details, craftsmanship, and structure of individual texts. Questions and assignments support students' analysis of the texts' literary/textual elements by asking students to analyze, reason, and draw conclusions about the author's intent in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Assignments provide students with the opportunity and support to compare and contrast different authors' stated or implied intentions on the same topic, to analyze authors' choices and how they affect meaning and communicate it (in a single text and in a variety of contexts). texts). Questions and tasks in the material are designed for students to study language in texts to support their understanding. The questions and assignments require students to explore gender differences and the language of the materials.

Examples include, but are not limited to:

In Deep Reading Workshop 2: Deep Reading Nonfiction Argumentative Texts, Activities 1-4 use a variety of genres, including a speech, pictures of opposing viewpoints, and a letter, to guide students through the process of analyzing the issue. of tolerance in several major genres Text: %s. In John F. Kennedy's speech "To the Ministerial Association of Greater Houston," students analyze and draw conclusions about the author's point of view, credibility, and use of rhetoric. Students analyze two images that represent opposing views of the civil rights movement using the OPTICS strategy. Students will use the SOAPSTone strategy to analyze Adali Stevenson's letter "To the Illinois State Senate" and identify the structure of the argument and the author's position and point of view. The final activity requires students to make connections and draw conclusions between the language of the texts.

In Unit 3 of English Language Arts, students use text-based questions to explore Toni Morrison's essay, The Work You Do, the Person You Are. These questions guide students through the process of exploring the confidential tone of the passage, the contrasting images and ideas, and the rhetorical use of the author's diction. This unit also uses graphic organizers and text-dependent questions to help students identify themes and the role of text structure. Using a Venn diagram and text-dependent questions, students compare and contrast the thematic and structural elements in Toni Morrison's "The Work You Do, The Person You Are" and "Drowning in Dishes, But Finding A Home" by Danial Adkison.

In the English Language department, Unit 4, students explore how authors use an omniscient narrator to develop characters. Students analyze how an omniscient narrator affects and communicates meaning by writing a statement that describes the essence of various characters, including specific supporting textual details.

Rating for 3.a.3

Rating for 3.a.3
Materials include a coherent year-long plan for students to interact and develop key academic vocabulary in texts.

Materials include a coherent year-long plan for students to interact and develop key academic vocabulary in texts. Assignments provide opportunities for students to use words in appropriate contexts. Materials include frameworks and supports for teachers to differentiate vocabulary development for all students.

Examples include, but are not limited to:

Units anchor the teaching and application of vocabulary and develop teaching throughout the year. The materials provide students with a variety of ways to acquire and interact with academic vocabulary, including graphical organizers that use contextual evidence to guide students' predictions about word meaning. Students complete a series of activities that provide opportunities to interact with vocabulary and demonstrate practical knowledge, such as B. using the word correctly in a sentence, incorporating vocabulary into their writing, doing riddles to mimic vocabulary, "turning and talking" and illustrate words. A related table of contents is included with each unit view and students are encouraged to look at connections between their primary language and English to facilitate academic vocabulary acquisition. The materials recommend walls of related words for lessons that include speakers of different languages, as well as the use of online translators and dictionaries to aid vocabulary understanding.

In Unit 1, students define and evaluate a set of words and apply this information to make predictions about the content of a short story. Students work in small groups to sort 26 words into categories based on meaning and connotation. Students use resources to clarify and validate their understanding of the precise meaning of words. Students create a chart listing categories, words, and definitions. Students apply their discovered knowledge of these words to predict whether these terms are in the historical or science fiction genre. Students demonstrate their knowledge of academic vocabulary related to literature by examining the author's use of various literary elements. For example, students apply their knowledge of termslinearenon-linear plot developmenteflashbackidentifying examples in "An Occurrence at Owl Creek Bridge" by Ambrose Bierce.

In Unit 2, students will explore the word with multiple meaningsCivil, which is used twice in the last line of the prologue ofCheese and guava🇧🇷 Students are provided with the meanings of the word. For each usage, students create a short answer that provides the correct definition and identifies contextual clues that led them to the correct meaning of the word. Throughout the units, students interact and build important academic vocabulary within and across texts, exploring the meaning, application, and impact of various literary terms. For example, students review definitions of literary termsMonologueetalking to himself🇧🇷 Students apply their knowledge by finding examples in ShakespeareCheese and guava.

Close Reading Workshop 6: "Close Reading of Informational Texts in STEM" lists academic and challenging vocabulary in the sidebar of the materials and underlines them in the text. Students work with a partner to use contextual clues and reference sources to determine the meaning of unfamiliar words in an excerpt from an educational text entitled "First Sequencing and Analysis of the Human Genome." Then, students choose six words and write paraphrased definitions to demonstrate their understanding. Students discuss how the definitions of these vocabulary words help them "understand how the author uses language to achieve a specific purpose in the text." Students select three words relevant to understanding the text and use them in a short statement that describes one of the key ideas in the text. As students read Bryony Graham's educational text Why We Still Don't Have Personalized Medicine 15 Years After the Human Genome Sequence, they practice disseminating unfamiliar words, replacing them with synonyms or definitions. Students apply their knowledge of this newly acquired and challenging vocabulary by correctly using three of them in a summary that explains the central idea of ​​the informative text.

Language Workshop 4A provides supplemental materials designed to support and support differentiation in teaching vocabulary to all students. Students work with a partner to use contextual clues to determine the meaning of vocabulary words found in the Birmingham Prison Charter. In addition, the "Teacher Wrap" offers scaffolding, e.g. B. Giving students phrase boards on flashcards that can be read aloud to help students identify missing words. The materials also suggest that teachers focus on common or misunderstood words and use these words to form short sentences. Another support for differentiated vocabulary development is to divide students into small groups and give each student three to five flashcards. Students choose words from the vocabulary chart and write short sentences with the words using sentence structures. Then, students quiz each other using the flashcards students created.

Rating for 3.a.4

Rating for 3.a.4
Materials include a clearly defined plan to support and hold students accountable for independent reading.

The materials include a clearly defined plan to support and hold students accountable as they engage in independent reading. Procedures and/or protocols are provided, along with appropriate support for teachers, to encourage independent reading. The materials provide students with a plan for self-selecting texts and independent reading over an extended period of time, including planning and accountability for achieving independent reading goals.

Examples include, but are not limited to:

Each unit includes a recommended reading list and reference texts related to the unit's topics. Lexile and interest levels are also provided to facilitate student matching with the appropriate text. Providing lexical levels helps teachers and students select texts appropriate for independent reading and promotes success through accessible texts. Students are encouraged to select a fiction or non-fiction book on a topic of interest to them, focusing on different thematic connections in each unit. The materials set the stage for independent reading by providing protocols, expectations, and reading logs.

In English Language Arts Unit 1, Activity 1, students explore the purpose of independent reading, the best material to choose from, and how to create a plan. Students create their own reading plan in their reading/writing workbook. "Independent Reading Links" will be provided in the Materials. Units provide a clear blueprint for holding students accountable for their independent reading, providing multiple assignments that support students' analysis of their self-selected text and encouraging students to make connections between texts with big ideas, concepts and create themes. Activity 13 asks students to identify the textual structure of the text they are reading. Students write a complete paragraph with supporting textual references, identify the textual structure of their independent reading (fiction or non-fiction and linear or non-linear), and draw conclusions about the author's decisions. The activity requires students to create a plot diagram or graphic organizer with text structure for their independent reading choices. Students also write a short paragraph explaining how the plot elements contribute to the topic of the text.

In English Language Arts Unit 4, students make text-to-text connections between required and self-selected texts to allow for accountability. In addition, students are encouraged to select text that relates to unit themes - the Jim Crow era or the civil rights movement. In Unit 4, Activity 5, students create double-entry journals to record their "Reactions, Connections, Memorable Quotes, Predictions and Conclusions", encouraging accountability for independent reading. In Activity 19, students identify a theme in their independent reading and write a short paragraph explaining how the author develops the theme. In Activity 22, students identify an argument in their Independent Reading text and identify examples of rhetoric.

Score for 3.b.1

Score for 3.b.1
The materials help students develop writing skills for a variety of texts for a variety of purposes and audiences.

The materials help students develop writing skills for various types of text for a variety of purposes. The materials offer students the opportunity to write literary texts to express their ideas and feelings about real or imaginary people, events and ideas. The materials provide students with the opportunity to write informational texts to communicate ideas and information for specific purposes to specific audiences. The materials provide students with the opportunity to write argumentative texts to influence the attitudes or actions of a specific audience on specific issues. The materials provide students with the opportunity to write correspondence in a professional or friendly structure. The materials offer students the opportunity to write literary and/or rhetorical analyses.

Examples include, but are not limited to:

In Unit 1, students will write a literary analysis analyzing how "Zadie Smith uses literary devices or other elements to express the theme of dealing with emotional turmoil in the short story 'Martha, Martha'." original story based on real or imagined experiences. The story should have a well-structured sequence of events and incorporate a variety of storytelling techniques, such as B. Premonitions, points of view, figurative language, imagery, symbolism, and irony.

In Unit 3, students will write an argumentative essay about the value of a university education. In the same unit, students also research an interesting profession and deliver an informative five-minute talk. As part of the research process, students must write a letter to someone currently working in the profession the student has chosen to research. The assignment requires students to write an outline, consult a style guide for proper formatting, and create a formal letter with an introduction and main paragraphs using a standard letter layout.

In writing workshop 3: “Explanatory writing: cause and effect”, students write three explanatory essays about cause and effect. After examining and analyzing the general characteristics of a sample cause-and-effect essay, students work in class to write a cause-and-effect essay that analyzes a school-relevant time situation. Students are guided through the process of creating a clear thesis statement, organizing ideas, summarizing relevant information from different sources, and using a variety of sentence structures. Students repeat the process while writing an explanatory cause-and-effect essay with a colleague who is reviewing a topic relevant to one of their courses. Here, too, students are guided through the writing process. Finally, students independently repeat the process as they write a cause-and-effect essay that analyzes a situation related to the world. Students receive an orientation for the essay.

Rating of 3.b.2

Rating of 3.b.2
Most writing assignments require students to use clear, concise information and well-supported text-based statements to demonstrate knowledge gained through text analysis and synthesis.

Most writing assignments require students to use clear, concise information and well-supported text-based statements to demonstrate knowledge gained through text analysis and synthesis. The materials provide students with the opportunity to use evidence from texts to support their opinions and claims. The materials give students the opportunity to demonstrate in writing what they have learned through reading and listening to texts.

Examples include, but are not limited to:

In English Language Arts Unit 1, students read Jim Heynen's short story What Happened During the Ice Storm and write brief responses to explain the motivations behind the characters' actions and infer the characters' intentions. Students reread portions of the text and create a text-based written response to the questions "How does the sense of danger for pheasants gradually increase as the story progresses?" and "Discuss all the details that scare you about pheasants."

In Unit 2 of English Language Arts, students read ShakespeareCheese and guavaand use textual evidence to explain in writing: "What coincidences and unfortunate events in the play support the theme that Romeo and Juliet are victims of fate or 'the stars'?"

In English Language Arts Unit 2, students read three versions of Rasma Haidri's poem "Lottery" and create a journal entry explaining the changes in point of view and tenses, and what was summarized and retained in the three drafts.

In English Language Unit 4, students write a literary analysis essay on a topic of their choosing, focusing on the first chapter of Harper Lee's bookkilling a bird🇧🇷 Students identify a topic and gather textual evidence to support their claim. Graphic organizers and guiding questions guide students through the writing process, which culminates in a four- or five-paragraph essay.

In the In-depth Reading Workshop 1: "In-Depth Reading of Informative/Literary Nonfiction Texts", after reading an excerpt from the autobiographyThe Americanization of Edward Bokby Edward Bok and the essay "The American I Believe In" by Colin Powell, students create a written response that explains "how Edward Bok and Colin Powell use positive and inspiring language to achieve a specific purpose, an attitude to express America [.]”

In Close Reading Workshop 4: Close Reading of Shakespeare, students reflect on the different perspectives of two of Shakespeare's characters, Richard inRicardo IIIand Friar Lawrence inCheese and guava🇧🇷 Students write a paragraph comparing and contrasting the two men's positions on "the justice or fairness of nature," using the most compelling explanatory points from each text for a comprehensive answer.

In Unit 4 of English Language Arts, students have the opportunity to listen to an audio essay of “In Defense ofkilling a bird' by Jill May. As students continue reading or listening, they underline the author's arguments for and against the novel. Students then respond in writing explaining the author's claim and evidence. The materials contain text-dependent questions to guide your essay analysis. For example, “Why is it important to note that there were large numbers of black viewers who thought the novel should be banned?” and how it workskilling a birdRemain “part of the ongoing activities” of our world?”

Rating for 3.b.3

Rating for 3.b.3
As the year progresses, writing skills and knowledge of conventions are applied in increasingly complex contexts, with opportunities for students to publish their writing.

Writing skills and knowledge of conventions are applied in increasingly complex contexts throughout the year, with opportunities for students to publish their writing. The materials help students use elements of the writing process (planning, drafting, revising, editing, and publishing) in a coherent way to produce texts. The materials provide opportunities to practice and apply academic language conventions in speaking and writing, including punctuation and grammar. Grammar, punctuation and usage are taught systematically, in and out of context, increasing in depth and complexity within and across units.

Examples include, but are not limited to:

Grammar, punctuation and usage are taught systematically, in and out of context, in Language Checkpoint activities incorporated into each of the English Language Arts units. These activities begin by introducing the provided convention with examples of proper usage. Students answer questions about the purpose and effects of convention, apply this knowledge out of context, identifying correct usage of convention in multiple-choice questions, and apply this knowledge in context, correcting their texts for correct usage of convention. Examples of conventions targeted in these activities are punctuation marks such as commas, colons, semicolons, and hyphens (Language Checkpoint 1.16); tense and voice (language checkpoint 1.19); pronoun antecedent agreement (language checkpoint 2.23); parallel structure (Language Checkpoint 3.12); and fragments, breaks, and splices (Language Checkpoint 4.17).

In Unit 1 of English Language Arts, students engage in the writing process to produce a literary analysis paragraph that examines the impact of a literary device or element in O. Henry's The Gift of the Magi. Students are guided through the writing process as they create a topic sentence, identify supporting textual evidence, and create an initial draft using literary terminology and appropriate formal tone, tone, and voice. At Language Checkpoint 1.16, tasks without context require students to review examples of punctuation and determine their purpose within the sentence. Students verify correct use of commas, colons, semicolons, and hyphens by adding correct punctuation to a sentence to clarify it. Students read a paragraph and answer multiple choice questions to identify the correct punctuation. Finally, students apply this knowledge in context, editing their literary analysis essay for correct and effective use of punctuation. However, students do not participate in the final stages of the writing process, revising and publishing their work.

Each English Language unit contains two built-in tests that require students to engage in the writing process to produce a variety of texts. Assignments explicitly guide students through the process of planning, designing, reviewing, editing, and publishing. For example, the first assessment in Unit 3 of English Language Arts requires students to write an argumentative essay about the value of a college education that contains the following argumentation elements: concise assertion, supporting evidence, and counterargument with rebuttal. A graphic organizer with leading questions makes it easy for students to use the elements of the writing process (planning, drafting, revising, editing, and publishing) in a coherent way to craft their argumentative essay. For example, in the planning phase, students assess their claim for clarity and assess their supporting evidence. During the design process, students consider the use of precise language, chosen diction, and formal style. In proofreading and editing, students share their writing and get feedback from a partner, refer to the assessment guide, check spelling, and edit conventions. Students consult a rubric before publication and write a brief reflection on the effectiveness of their argument after publication.

Materials include ten writing workshops designed to help students use the elements of the writing process (planning, drafting, revising, editing, and publishing) coherently to produce a variety of texts. Each workshop begins with a mentor text that models the effective use of structure, style, and conventions in writing. The workshop also includes a “Grammar Handbook” to help students use conventions correctly. For example, in Writing Workshop 3, students explore the elements of a cause and effect essay by analyzing a mentor's text and answering a series of guiding questions. Students then go through each stage of the writing process to create a cause and effect essay. The assignment provides guiding questions and graphic organizers to guide students through the writing process and highlight specific characteristics of a cause-and-effect essay. Review assignments focus on specific elements of language and style, including accurate and vivid diction, sentence variety, use of transitions, and examples of rhetorical devices such as anaphora and hypophora. Materials include evaluation rubrics detailing the required elements of the published essay.

Rating for 3.c.1

Rating for 3.c.1
The materials help to hear and talk about texts.

The materials help in listening and talking about texts. Speaking and listening opportunities focus on texts learned in the classroom, allowing students to demonstrate their understanding. Most oral assignments require students to use clear, concise information and well-reasoned text-based statements to demonstrate knowledge gained through text analysis and synthesis.

Examples include, but are not limited to:

In English Language Arts Unit 1, students carefully read the short story Games at Twilight. by Anita Desai, noting details about the characters' traits and feelings, identifying textual evidence that reveals the author's intent, and creating "level two" (analysis) and "level three" (synthesis) questions to participate in a scholarly discussion based on text that demonstrates the understanding, analysis and synthesis of the text by the students. Students receive a protocol for their discussion. After the discussion, students reflect on their initial responses and decide whether group members have presented valid evidence that requires adjustments to student responses.

In English Language Arts Unit 2, students will work in small groups and discuss symbols, imagery, and figurative language in various Shakespearean monologuesCheese and guavaand use textual evidence to make inferences about characters. Students record their answers on graphic organizers and use text evidence to show their understanding. Students select a monologue, rehearse it, and present their interpretation to another group of students who have analyzed a different monologue.

In English Language Unit 3, students begin reading and commenting on Lexington's "The Decline of America's Adolescent Summer Job," a column in theThe Economist🇧🇷 Students identify the author's central claim and supporting evidence. With their partners, students discuss the author's statement, the change in tone, and how “the article [would be] different if the subheading 'Buy this teenager an alarm clock' changed to 'Let's encourage children to try work' or ' The value of manual labor'?"

In English Language Arts Unit 4, students participate in a Socratic seminar discussing how literary elements contribute to the themekilling a birdby HarperLee. In preparation for the text-based discussion, students prepare Level One (Recall), Level Two (Analysis/Inference), and Level Three (Synthesis) questions. During the discussion, students should ask each other questions, listen actively, and respond appropriately, using textual evidence for support. After the Socratic seminar discussion, students work in small groups to construct collaborative statements that summarize their responses to the questions asked during the seminar. Students participate in a class discussion and together construct an "explanation of how the process was a coming of age experience for Jem."

Rating for 3.c.2

Rating for 3.c.2
The materials encourage students to engage in productive teamwork and student-led discussions in both formal and informal settings.

The materials encourage students to engage in productive teamwork and student-led discussions in both formal and informal settings. The materials provide guidance and practice with class-level discussion protocols for expressing students' own thoughts, as well as many opportunities for informal discussion. The materials provide students with the opportunity to give organized presentations/demonstrations and to speak clearly and concisely using language conventions.

Examples include, but are not limited to:

In Unit 1, students prepare for an open, student-led discussion of Anita Desai's "Twilight Games" by creating "level two" (analysis) and "level three" (synthesis) questions about the text. The "Level Two" questions are designed to guide the group through the process of making text-based inferences. “Level three” questions lead the group into open discussions about universal themes and ideas in the story. Students take turns asking their questions, taking notes, and working together. Students are given class-level minutes to support their student-led discussion, e.g. B. Actively listen to and build on other students' ideas, respectfully disagree, and "contribute relevant information that advances the discussion, not repetitive or unrelated information." In Integrated Assessment 2, students participate in a formal debate on a topic chosen by the whole class. The previous activity in the unit introduces students to the format and structure of the debate. Students should work together to prepare evidence, assign roles, and participate in the debate. Students listen carefully to the evidence presented, synthesize the information, and make judgments about its relevance and effectiveness.

In Unit 2, students work in groups to create original poems. Each group member is expected to contribute three items to the task. Materials remind students to behave in groups, e.g. B. Engage in respectful speech, engage in meaningful speech, develop a consensus-building plan, and establish ground rules for decision-making. In Embedded Assessment 2: Presenting a Poetry Project, students work in small groups to create a presentation that includes an analytical review of a published poem, an original poem, an illustration of a poem, and a spoken presentation of a poem. The materials provide students with practice opportunities to ensure they speak clearly and concisely using language conventions, as well as rubrics to assess the effectiveness of the presentation.

In Unit 3, students plan a debate about the value of a college education. Students must "plan for both sides of the debate by taking a position, providing persuasive reasons, identifying valid evidence, and using persuasive rhetorical devices." Students are given sentence starters to ensure they speak clearly and concisely, using language conventions. For example: "I agree with your point about...but it's also important to remember..."; or "You made a good point about...but have you thought about it...?" Materials include discussion transcripts that clearly describe the expected communication style of students during the discussion, including active listening, providing only relevant information, and using a communication style that is appropriate for the audience and purpose. In Embedded Assessment 2: Researching and Presenting a Career, students research a career by gathering information from four credible sources and creating a five-minute presentation that includes a visual or multimedia element. Rubrics and assessment guides provide guidance to ensure students speak clearly and concisely, using language conventions.

In Unit 4, students engage in productive teamwork and student-led discussions, in both formal and informal settings, as they work together in a project group to create and implement a research plan, culminating in an oral team presentation which includes multimedia support and guidance questions for the audience. Students work with their team members to create a list of people, events, and organizations that "contributed to positive social change in the United States during the civil rights movement." The assignment requires students to work together, building on the ideas of other group members and providing relevant ideas while actively listening and taking notes. Students discuss their ideas and agree on the topic of their project. Students assign research roles and begin the investigation process. Students work as a collaborative group to assess and synthesize their evidence in preparation for the group presentation. Students practice their presentation skills while group members provide feedback on the speaker's use of informal, formal, or technical language, effective pausing, varying volume, pronunciation, language conventions, and intentional gestures. Students work together to create a list of literal, interpretive, and universal questions for their audience to allow for a student-led, whole-class discussion following the presentation. Finally, students work as a team to present their oral multimedia presentation to the class.

Rating for 3.d.1

Rating for 3.d.1
The materials engage students in short-term and ongoing recursive inquiry processes to confront and analyze various aspects of atopy using relevant sources.

The materials engage students in short-term and continuous recursive inquiry processes to confront and analyze different aspects of a topic using relevant sources. The materials support the identification and summary of quality primary and secondary sources. The materials support student practice in organizing and presenting their ideas and information according to the research purpose and appropriate grade-level audience.

Examples include, but are not limited to:

In English Language Arts, Unit 2, students develop research questions that assist them in the preparation, enactment, and performance of a Shakespearean sceneCheese and guava🇧🇷 Students create a list of questions about "the play's history and context, any unfamiliar references or vocabulary in [its] scene, theater, and performance in Shakespeare's day." Students conduct research to answer their questions and record their findings in notebooks. Students will create an annotated bibliography that will provide a summary of the information gathered and comment on how their research has improved their understanding of Shakespeare, the play and its specific scene. Using this information, students create a list of suggested performances for the director and actors. Students present their results to the group and explain the reasons for their performance suggestions. Students complete a written explanation of how the research helped the acting company interpret their scene, citing specific sources and citations from the research.

In English Language Arts Unit 3, students develop a plan to research a specific career by asking research questions and evaluating and gathering relevant information from various sources. The materials provide students with resources to help them evaluate their sources for credibility, bias, and flawed reasoning. For example, students use a graphic organizer to sort websites by examining top-level domain, publisher, sponsors, purpose, and links. Students are then instructed to check the information from each of their sources, looking for bias and objectivity. Students identify four credible sources and analyze the sources to gather information about their chosen career path. The materials provide students with guidance and instructions for synthesizing information, paraphrasing, quoting in text, and citing sources. Students create a draft of their research and create a multimedia presentation of the information. Students are given presentation guidelines and suggestions for eye contact, volume, speed, and gestures. Students rehearse their presentations in small groups before presenting them to the whole class. A presentation assessment is provided to students, which assesses presentation of ideas, structure, and use of language.

In Unit 4 of English Language Arts, students readkilling a birdby Harper Lee and conduct research to understand the historical, cultural, social, or geographic context of the novel. Students will create a research plan that examines how "individuals, organizations, and events during the civil rights movement contributed to change in the United States." Students choose their topic and create research questions to guide their investigation. Using example questions as a guide, students create questions that explore the cause and effect relationship of their topic. Students are given a checklist to consider when assessing the validity of sources. For example, students are instructed: “Check that the author has cited sources to validate the facts and that those sources provide sufficient evidence.” “Make sure if something is written anonymously that the organization publishing it is reputable.” “Determine whether sources are objective (based on facts) or subjective (based on personal opinions and ideas). Students compile their research information into an essay, citing a variety of primary and secondary sources.

In Writing Workshop 6, the materials guide students through the process of developing a research plan, conducting research, evaluating sources, and presenting their findings. Students grade sample work and assess sources by identifying primary and secondary sources, as well as print and electronic sources. Students practice rewriting sections of the sample research paper and "replacing parenthetical quotes with direct quotes in the text to emphasize the source authors' experience." In the next activity, students implement a research plan; You will work as a class to choose a research topic, write a guiding research question, create formal and informal research questions, conduct research, and examine relevant sources and evaluate them for reliability and validity. Students answer questions that guide them in the investigation process. For example: “How would primary and secondary sources be useful for your topic? What's the difference between them?" and "In what cases would printed sources be more reliable than Internet sources? Why can electronic sources be particularly valuable for certain topics?" , and errors Evaluate thinking. Students conduct research and annotate on source cards, citation cards, paraphrase cards, and summary cards. Students share their research , evaluate information, and create secondary questions as needed. Students work together as a class to create a presentation plan, implement and present their research. Finally, students repeat each phase of the investigation process, independently researching a topic that “has two different positions that can be discussed.” The stages of the research process and provide an evaluation guide for the report that students will present to the class.

Score for 3.e.1

Score for 3.e.1
The materials contain interrelated activities that expand students' knowledge and provide opportunities for greater independence.

The materials contain interrelated activities that expand students' knowledge and provide opportunities for greater independence. The questions and assignments are designed to help students develop and apply knowledge and skills in reading, writing, speaking, listening, thinking, and language. The materials contain a coherent series of high-quality, text-dependent questions and assignments that require students to analyze the integration of knowledge and ideas within and between texts. Tasks integrate reading, writing, speaking, listening and thinking; they include vocabulary, syntax, and flow components as appropriate; and offer opportunities for greater independence.

Examples include, but are not limited to:

In Unit 1, students read a variety of short stories while engaging in interrelated tasks designed to increase student knowledge and provide opportunities for greater independence. Students apply attentive reading strategies and answer text-related questions as they read short stories from various genres that employ different storytelling techniques. During the initial reading of "Bread" by Margaret Atwood, students are asked to read carefully, commenting on the details that stand out and the questions that the text raises. With a partner, students discuss the "factors or circumstances that have changed the value of bread throughout history." Students repeat the close reading process as they read Edward P. Jones's First Day. Student analysis is complemented by a graphic organizer that asks students to identify direct quotes from the text that show how the author views his mother. Students use a sentence board to construct a sentence that reveals the author's attitude toward the mother. Students repeat the process, gathering evidence that shows a different side of the narrator's mother. Using example sentences as a guide, students use subordinate conjunctions to create a statement that highlights the conflicting images of the author's mother. As the unit progresses, students will continue to use strategies for close reading, sentence structuring, and peer discussion to explore different elements of the art of writing. Text-dependent questions and peer discussions encourage deeper engagement with literary elements and the author's craft, including dramatic irony, tone, diction, and sensory details. These tasks lead to independent literary analysis by students. The writing process consists of a series of tasks that start with sentence stems, progress to individual paragraphs, and eventually lead to a literary analysis essay that requires students to integrate their knowledge and ideas about the writer's craft while using direct quotes from the text Include as evidence. Finally, students apply their knowledge of the author's craft to create an original tale.

In Unit 2, students will focus on John Montague's poem "The Fight". Students make observations about the speaker and write about their understanding of the text, summarizing and selecting key details. Students also focus on the language used to create the poem and then consider the sentence structure and the impact it has on the poem. Students then review a section of the poem and discuss punctuation and specific parts of the poem. Students reflect on the author's use of punctuation: “Sometimes writers use a semicolon (;) to connect two complete thoughts while inserting a dramatic pause between them. Reread the last verse of 'A Luta' and write a sentence for each half of the verse and translate the poetic verse into prose.” The graphic organizer allows students to write about impulsive and unpredictable acts in relation to nature. Students collect information and use text references for What Happened During the Ice Storm and The Struggle. Using information from the graphic organizer, students create their multi-part essay on the use of language in the two poems.

In Unit 3, the materials provide several ways to write in different ways, such as: B. Fast typing, journaling and writing (required skills: reading, writing, reasoning and language). They also provide several ways to read texts and use text references to answer questions (skills needed: reading, writing, reasoning and language). They offer a variety of compare and contrast opportunities, i.e. H. Pictures with text, quotes in text, text with text (required skills: reading, writing, thinking and language); and offer some opportunities to give informal and formal presentations to a group and the whole class (skills needed: reading, writing, thinking, speaking, listening and language). In "A Study in Contrasts" students are asked to analyze the contrasts of sentences within a text by Toni Morrison. In An Alternative Perspective on Work and Home, students compare the illustration of a man washing dishes to an essay by Daniel Adkinson titled Drowning in Dishes but Finding Home. In Go to College or Not to Go to College, students read two perspectives ("The argument that not everyone should go to college is classic and false" by Libby Nelson and "Why college isn't (and isn't) should be) ) For All" by Robert Reich) on the same subject and, after answering questions about each passage, compare the passages using text references.

In Unit 4's English Language Arts novel study, students are expected to read, write, speak, listen, and think in the following ways: In Where am I? Orienting themselves in the world of a novel, ask students to discuss examples of images and things that evoke an emotional response with a partner1984enight circus, then write your answers in your book. Students read, write, speak, listen and think. Students read and comment on the options. They highlight the characteristics of the cats in the poem; Line breaks of stars, stanzas and capital letters that add to the meaning of the poem; and circle unfamiliar words and phrases. Students are then encouraged to use context clues or a dictionary to determine meanings. The poem can be read aloud in several ways - the teacher's wrapping suggests that the first reading be read aloud in pairs. Students then read the poem again silently and answer the questions related to the text. To be successful in this activity, they must think and write down the answers. In Meet Boo, students work individually and in groups to analyze subplots and motives, determine how characters develop, and make predictions and inferences, draw conclusions, and find evidence to support the analysis. Students read, write, speak, listen and reflect on facts and rumors, make observations, find textual evidence, learn vocabulary, practice close reading, and fill out an exit ticket to demonstrate understanding of characters.

Rating for 3.e.2

Rating for 3.e.2
Materials provide spiral and armored exercises.

Materials provide spiral and scaffolding practice, supporting distributed practice throughout the year, including scaffolding for students to demonstrate literacy integration spanning the school year.

Examples include, but are not limited to:

In the materials, students practice and refine their thinking skills in a variety of texts. For example, the Unit 1 materials introduce reasoning skills by having students write “level two” questions – “interpretive questions require inference because the answers are not found directly in the text; However, textual evidence points to and supports the answers” ​​– via “Games at Twilight” by Anita Desai. Students use their questions in small group discussions to guide their peers through the textual evidence-based reasoning process. In Unit 2, students use textual evidence to make inferences about characters as they read ShakespeareCheese and guava🇧🇷 Students reread Lady Capulet's monologue in Act 1, Scene 3, identify her use of imagery, and "draw conclusions about why Lady Capulet prefers marriage". In Unit 4, students form expert groups to explore the theme of growing up at Harper Lee'skilling a bird🇧🇷 Students consult the text to identify details about the change in Scout's relationship with Calpurnia and deduce what these changes say about Scout's coming of age. Students use textual evidence to draw conclusions about why children fight over what to do with coins and deduce what these fights say about their character. In Unit 4, students watch openings to various films and take notes on the setting, characters, and filming techniques. Students use this information and their knowledge of novel openings to make inferences about how the process is similar and different for the filmmaker and novelist.

In the materials, students practice their ability to summarize and paraphrase a variety of texts. In Unit 1, students examine a piece of argumentative text, how the choice of words reveals the author's toneReality is Broken: Why Games Make Us Better and How They Can Change the WorldPart 1, by Jane McGonigal, PhD. Students take into account the difference in pitch betweenleavingand its synonymGo out, drawing conclusions about why the author chose to use the termleaving🇧🇷 Contextual clues help students identify the meaning of the sentencetoo muchand consider the tone intended by the author. After reading and commenting on John Montague's poem "The Flight," students summarize the story of the poem in no more than two sentences, maintaining order of events. In Unit 2, students visit the scene inCheese and guavain which Lady Capulet visits Juliet's room after Romeo leaves. Students write a summary of Juliet's statements about Romeo and then write a summary of the subtext of those statements. The materials require students to write concise and effective summaries that maintain the integrity of the original text. In Unit 3, students read the argument “The decline of the American teen's summer job” and highlight sentences that summarize the main point of each paragraph. The article is divided into two sections. A graphic organizer divides the article into paragraphs, and students summarize each section in their own words. Finally, students summarize the author's main statement in the article. In Unit 4, reading Lee Chapter 20killing a birdStudents write a summary of Atticus's message in their closing argument, putting the details in a logical order.

Rating for 5.1

Rating for 5.1
Materials include support for students who demonstrate knowledge above the class level.

Materials include some support for students demonstrating above class level knowledge. For example, each unit contains "Suggested Readings" which contain headings of texts that are above grade level. However, the materials provide limited planning and learning opportunities (including extensions and differentiation) for students who have literacy skills above grade-level expectations.

Examples include, but are not limited to:

In Unit 1, a teacher wrap suggests that students who need an assignment extension write a conversation analysis as if they were the narrator and explain the general tone of the text.

In Unit 2, a teacher summary suggests that students who demonstrate above-class literacy skills work with partners or small groups to write a paraphrased version of the prologue.

In Unit 3, a 'teacher wrap' suggests that students who demonstrate literacy skills above the class level act as facilitators of the discussion.

In Unit 4, a teacher wrap suggests that students who demonstrate knowledge above the class level work independently to find quotes about their character or environment and analyze the quotes. Students are encouraged to present and explain their analysis to the class.

Rating for 5.2

Rating for 5.2
Materials include support for students who are below grade level to ensure they meet grade level literacy standards.

Materials include support for students who are below grade level to ensure they meet grade level literacy standards. The materials provide planning and learning opportunities (including extensions and differentiation) for students whose literacy levels are below grade level expectations.

Examples include, but are not limited to:

Materials include guides and frameworks for skills within classroom activities. Each lesson also provides teachers with a section called "Personalise" at the end of the "Teacher Framework", which includes strategies to help students who are struggling with the lesson's focused skill. In addition, each English Language Arts unit offers suggested independent reading choices appropriate to each unit's subject matter, with lexicons for lower, upper, and higher grade students.

In Unit 1, the Teacher Wrap section provides differentiation for students who are having difficulty understanding the tone of the conversation between Sam and Mary in Roald Dahl's short story Lamb to the Slaughter, Part 2. The materials suggest placing students in groups of four to discuss how the exchange takes place, with students in the group reading the lines to each other using the intonation they think the characters would use when talking to each other. Another differentiation option suggests using sentence structures to help students answer comprehension tests, such as B. "Bradbury's message is... This message is conveyed through..." Adaptation suggestions include showing students a film version of the text read in class and provide students with possible discussion questions or question starters on slips of paper and beginning sentences for possible answers.

In Unit 2, the Customize extension provides differentiation for students struggling to identify a theme. The materials suggest that students reread The Struggle looking for examples of word choices that might suggest a theme. Students identify the topic and write a paragraph explaining how the identified words illustrate that topic. The materials suggest the use of the following sentence frame: "Montague's use of ... in The Fight suggests to the reader that ...".

In Unit 3, the Teacher Wrap section includes differentiation for students who struggle with the voice and tone of their public service announcement. The materials suggest examining the difference between formal and informal language and the advantages and disadvantages of each in the context of counseling. During the research process, the materials provide differentiation for students who are below grade level to ensure they meet grade level literacy standards. Teacher Wrap suggests allowing struggling students to work in small groups as they complete their Know-Want-Know-Learn (KWL) charts so they can share ideas, ask questions that Practice using new vocabulary, and compare notes. The Customize extension suggests using a sentence frame to help students who are struggling to write the introduction to their literary analysis essay. Example: "Morrison uses... to demonstrate...". "Adkinson sets out to prove through a series of vivid anecdotes that..."

The writing workshop materials offer several strategies to meet the needs of students whose reading and writing skills are below grade-level expectations, such as storylines and providing research information on both sides of a topic for students to use, as they develop their skills. arguments.

Rating for 5.3

Rating for 5.3
Materials include support for learners of English (EL) to meet classroom-level learning expectations.

Materials include support for English Learners (ELs) to meet classroom-level learning expectations. Adaptations for Linguistics (Communicated, Sequenced and Reinforced) correspond to the different levels of English proficiency defined by the ELPS. Materials provide structures such as adapted texts, translations, native language support, relatives, summaries, images, realities, glossaries, bilingual dictionaries, thesauri, and other types of comprehensible entries. Strategic use of students' first language as a vehicle for linguistic, affective, cognitive, and academic English development (eg, to enhance vocabulary development) is encouraged. Vocabulary is developed in the context of connected speech.

Examples include, but are not limited to:

At the beginning of each unit is a list of related words appropriate to the texts in the unit. Materials include a Glossary/Glossary for Spanish speaking learners. The materials also suggest that students in the early stages of English language development can access texts in their native language for self-directed independent reading assignments.

In Unit 1, the materials provide support for intermediate and advanced ELs. Reading Ray Bradbury's short story There Will Come Soft Rains, advanced ELs work with a partner to complete a timeline of history. Students are encouraged to use transition words to help them follow the events in the story. Advanced ELs independently create a timeline of the sequence of events, compare their timeline with that of a partner, and write a paragraph summarizing the events.

Unit 2 provides scaffolding lesson ideas for intermediate and advanced ELs. The materials provide a slightly paraphrased version of the script to make the material more accessible for advanced ELs. Advanced ELs work with partners or in small groups to create paraphrased versions of the prologue.

Unit 3 includes instructional accommodation for beginning and intermediate ELs with the added suggestion to provide a Know-Want-Know-Learn (KWL) chart to help all students. Beginner ELs can ask each other questions about what they already know, what they want to know, and how they will learn using sentence structures such as "I know..." or "I'd like to know more about...." Advanced ELs work with a partner and ask the same questions but without a sentence structure. The materials provide additional scaffolding for EL students as they begin writing their thesis for an essay. Intermediate ELs are framed with this sentence: “While [author name] uses [strategy 1] to support his claim that…” Students are grouped by selected author. Students organize their thoughts and complete the sentence structure of the thesis. Advanced ELs work with a partner who writes about the same author. Partners are given the same sentence frame and use a "turn and talk" strategy to discuss how to complete the sentence. phrase.

In Unit 4, materials provide scaffolding for beginner, intermediate, and advanced ELs. EL beginners can listen to an audio recording of Letter from Birmingham Jail. Advanced ELs receive visual instructions to support their understanding of the challenging vocabulary in the letter. Advanced ELs should have more time to read the letter. Materials provide additional EL support as students readkilling a birdby HarperLee. The materials suggest dividing the intermediate NEs into three groups. Each group is assigned a theme: characters, conflicts or attitudes. Students work together, rereading Chapter 11 and completing the visual organizer, Notes for Independent Reading, for the assigned literary item. Small groups meet, share their ideas, and write a brief summary of the chapter. To help advanced ELs, the Notes for Independent Reading graphic organizer includes definitions of literary terms. Students work independently to complete the graphic organizer. Students use its complete graphic organizer to help prepare their summaries.

Rating for 6.1

Rating for 6.1
Materials include assessments and guidance for teachers and administrators to monitor progress, including how to interpret and act on data collected.

Materials include assessments and guides for teachers to monitor progress, including how to deal with the subjective data collected. The Materials do not provide guidance on interpreting and handling data from multiple-choice digital assessments. Both formative and summative assessments are in line with the purpose, purpose and focus of TEKS. Assessment and assessment information provides limited guidance for interpreting and responding to student performance. Exams are linked to regular content to support student learning.

Examples include, but are not limited to:

In the Assessment section of the online platform, there are pre-built assessments as well as the possibility for teachers to create custom assessments for all units. Both the TEKS and the description of each answer are given at the top of the teacher key. The materials provide short-cycle assessments based on the various activities in the English Language Arts textbook. These assessments are available year-round and align with the scope and sequence of the SpringBoard and TEKS.

In the Teacher Wrap section of the English Language Arts textbook, there are Grade and Adapt fields associated with Check Your Comprehension, Writing Instructions, and other grading opportunities within the activity. Assess describes target student performance and provides ways to measure student progress. Customize suggests ways to customize an activity to meet students' needs.

Within each English Language Arts textbook unit, there are two assessments built into each unit. These assessments guide the instructional path and provide students and teachers with a clear goal so they can “begin with the end in mind”. They come with assessment support for teachers, including assessment guides and student examples. For example, in Unit 2, the first built-in assessment is for students to work with a group to act out a scene of their own.Cheese and guava🇧🇷 Students prepare a role-play notebook with text credits and comments for the presentation. After the presentation, students reflect and evaluate their performance. This comes after readingCheese and guavaand do various activities. The second built-in assessment is at the end of the unit and assesses students' understanding of poetry, as this is the second half of the unit's focus. Again, the assessment consists of working with a group. The group must create a poetry project that includes both original poetry and analytical reviews of published poetry. Each member is expected to contribute either two original poems and one review, or one original poem and two reviews. Students are then expected to create and present the project using multimedia.

At the end of most English Language Arts textbook activities, the materials include 'Comprehension Check' questions that align directly with the 'Learning Objectives' (and TEKS) for the activity and serve as a basis for planning and teach the next Activities. For example, the Unit 1 materials suggest asking, “Heynen shows how boys developed empathy for pheasants by…” to assess students' understanding of the author's craft. In Unit 4, the materials prompt the question “How does analyzing the context of a novel help you better understand the story?” to assess students' understanding of historical context, an important concept in all units.

The "Activity Tests" are directly linked to the specific activity and are used in conjunction with the "Check Comprehension", "Writing Suggestions", "Assessing" and "Adaptation" sections of the Teacher Materials. These multiple-choice quick quizzes assess student learning about knowledge and skills practiced in SpringBoard activities. Teachers can choose which tests to distribute throughout a unit to monitor student comprehension and make adjustments to lessons based on results. These assessments are available on SpringBoard Digital.

Zinc Reading Labs can produce reports, administer placement tests, provide in-depth reading materials and vocabulary practice. Tests are graded automatically and teachers can use the detailed reports to plan differentiation. Placement tests can establish a baseline, identify students' reading levels, and track them over time. Reports can track reading and vocabulary performance by grade and highlight your strengths and weaknesses. Individual reports are also available to track student performance across all activities based on their baseline assessment.

The Turnitin Revision Assistant allows teachers to access student drafts and view feedback, helping them gain insight into student progress over time, leverage feedback at student writing conferences, and writing trends identified by students to inform the classroom.

Continuous Reading Workshops end with an assessment that teachers can assign as an individual, small group, or whole-class activity. Assessments always require a synthesis of the three workshop texts, but responses can take the form of an essay, debate, discussion or multimedia presentation. All writing workshops are accompanied by an 'assessment guide' that outlines performance expectations for each writing modality and provides an assessment tool for the learning objectives identified at each grade level.

No guidance is available on how to interpret data from digital assessments once collected and evaluated. There are many ways to collect data, but no information is given about what the teacher should do with it. Exams are linked to the scope and order of units and aligned with TEKS to support student learning. A summary explains the difficulty, Depth of Knowledge (DoK) level, Bloom level, and exam standards. Answers are presented as explanations of why the answer was right or wrong, with corresponding textual evidence.

Rating for 6.2

Rating for 6.2
Materials include one-year plans and support for teachers to identify student needs and provide differentiated instruction to meet the needs of a variety of students and ensure success at the classroom level.

Materials include one-year plans and support for teachers to identify student needs and provide differentiated instruction to meet the needs of a variety of students to ensure success at the classroom level. The materials provide a comprehensive annual plan for teachers to engage students in various grouping (and other) structures. Plans are comprehensive and differentiated to support students in many learning opportunities. The Teacher Edition materials include annotations and support for student engagement with the materials, as well as support for implementing supplementary materials and components, and resources for student progression. Notes and supplementary materials support student learning and assist teachers.

Examples include, but are not limited to:

The Teacher Edition materials include annotations and support for student engagement with the materials, as well as support for implementing supplementary materials and components, and resources for student progression. For example, the materials provide text-based questions designed to engage students, enhance their understanding, and monitor their progress. In unit 1, the “framing of text-dependent questions” is “What does it mean to photograph rooms without people? Why can the photographer make this choice? Imagine that the owner of the room appears in each photo. Would you notice all the same details? How would the person affect the way you interpret the objects in the room?”

The Teacher Wrap includes an Evaluate and Adapt section that provides suggestions for measuring student progress and ways to adapt an activity to a student's needs. In Unit 3, the materials ask the teacher to review students' argumentation paragraphs to ensure they meet the suggested writing criteria and "reflect your efforts to weigh the evidence and assign blame fairly." To meet the needs of students who need additional support, the Customize feature suggests providing a paragraph frame to guide students' analysis. Unit 3 contains supplemental teacher materials to help students complete integrated assessment. Students work in small groups to brainstorm different career options and are given phrases to guide their discussion. Using a graphic organizer, students complete a Know-Want-to-Know-How-to-Learned (KWHL) worksheet that provides additional guidance as they work through the research process. Before writing their report, students fill out a prescriptive graphic organizer and review it with a peer. After writing the draft, students read it aloud to their partner and fill out a peer-editing checklist.

Teacher Wrap notes and supplemental materials provide support for student learning and support for teachers. Each lesson supports teachers by providing a TEKS lesson guidance, pace guide, materials list, and text-dependent questions to guide students toward their desired learning outcome. Each unit includes a teacher-to-teacher resource that provides additional strategies to support student learning. For example, the Unit 4 materials suggest alternative activities based on each student's needs and abilities. To meet the needs of students who are struggling to find evidence that shows how environment, character, and conflict contribute to the theme "Growing up is seeing different perspectives," the materials suggest that students work in small groups to ask and assign a literary task element to each student (attitude, conflict and character). For students who are up for a challenge, the materials recommend that they color code their evidence for the three elements.

Rating for 6.3

Rating for 6.3
Materials include implementation support for teachers and administrators.

Materials are accompanied by a TEKS-aligned scope and order that outlines the essential knowledge and skills taught in the program and the order in which they are presented. Materials include implementation support for teachers with identified TEKS taught in activities. The materials include supports to help teachers implement the materials as intended, but lack specific support for administrators. Materials include literacy classes for one school year, including instructions and realistic rhythm routines, but not specific to 180 and 220 day schedules.

Examples include, but are not limited to:

At the beginning of each unit, a unit planning section provides suggested pacing for the unit, as well as suggested pacing for supplemental material. The materials provide an instructional sequence, AP/College Readiness Standards, SAT Connections, and a summary of the skills covered in each of the two built-in assessments. The unit planning section also includes a lesson pathways section, which "outlines some possible pathways to show how teachers can incorporate digital assessments, language workshops, reading workshops, and writing workshops into the classroom." Graphs include activity numbers, correlated digital scores, and recommended pace. The materials also provide a pace guide for language workshops and essential skills workshops. The Flexible Pathways pace guide provides suggestions on how “instructors can supplement or replace parts of the ELA unit by selecting workshop activities that support or enhance learning based on student needs”. Materials do not include a one-year pacemaker guide.

The Teacher Wrap section of each lesson contains the TEKS along with all correlations. However, there is no evidence of a TEKS-aligned scope and sequencing that reflects the core knowledge and skills taught in the program, the order in which they are presented, and the structure and connection of knowledge and skills across grade level outlines. "Professional Learning" and "SpringBoard Community" on the homepage indicate additional support for teachers, but there is no support to help administrators help teachers implement the materials as intended.

The unit planning and lesson pathways sections of each unit provide teachers with possible ways to integrate the various materials, digital assessments, language workshops, close reading workshops, and writing workshops. The unit flowchart contains activities listed with lesson titles (for example, “Activity 1.2: Whose Room Is This In?”). The next column lists the digital ratings that correspond to the activities. The rightmost column has Time, an estimate of how long each activity should take. At the bottom of the graph is an estimate of how many lessons it would take to complete the progression given to a teacher teaching a 50-minute lesson. However, the materials do not include a 180-day or 220-day timeline.

Rating for 6.4

Rating for 6.4
The visual design of the student edition (print or digital) is neither distracting nor chaotic.

The visual design of the student digital edition textbook pages is neither distracting nor chaotic. Materials include the appropriate use of white space and a design that supports, not distracts from, student learning. Images and graphics help with learning and student engagement without being visually distracting.

Examples include, but are not limited to:

The visual design of the digital student edition is neither chaotic nor distracting. The homepage contains colored rectangular tabs that are clearly identified with each section of the online materials.

The materials contain an appropriate use of white space, with colors (especially shades of blue) and a design that supports and does not distract from student learning. Text font and size are clear and easy to read. Materials use color coding to highlight distinctive features in the text; For example, orange represents independent reading and purple represents vocabulary. The use of color enhances student learning by emphasizing key points such as: B. Learning objectives and guidance for planning independent reading.

Images, illustrations, charts, and graphs support student learning without being visually distracting. Images are clear and surrounded by reasonable use of white space, allowing the image to take center stage.

Rating for 6.5

Rating for 6.5
If present, included technology components are appropriate for grade level students and provide learning support.

not scored

Included technology components are appropriate for grade-level students and provide learning support. Technology appropriately supports and enhances student learning rather than distracts from it, and includes proper teacher guidance.

Examples include, but are not limited to:

Materials include an online platform called Zinc Reading Labs, which allows teachers to import their lists so students can take online classes focusing on accurate reading, vocabulary and informational articles. The platform includes an assessment to determine reading levels. In the Compact Reading Preview, a teenager guides students through an interactive lesson in which students answer questions by highlighting the answer in the text. Students read various highly interesting texts assigned to them by the teacher and play related games. The vocabulary section allows students to complete assigned tasks and request new vocabulary.

The materials offer students the opportunity to take exams online; Teachers can import materials into Google ClassroomTM. The Turnitin Revision Assistant is also available on the Springboard digital platform.

Students have the opportunity to interact with digital text; When they select a section of text with their cursor, a popup appears with options for creating a sticky note for comments. circle or underline text; Place a question mark, exclamation point, or asterisk; mark the selected text; or provide a definition. After questions, students can add a comment and add a link or attachment.

Rating for 7.1

Rating for 7.1
technology components.

information available.

Rating for 7.2

Rating for 7.2
Cost sheet.

information available.

Rating for 7.3

Rating for 7.3
Professional learning opportunities.

information available.

Rating for 7.4

Rating for 7.4
Additional language support.

information available.