9th Grade - Gateway 1

The instructional materials reviewed for Grade 9 partially meet the criteria for materials supporting students’ increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)

There is a variety of complexity levels within the materials; however, they do not systematically increase within units nor across the year. Also, anchor texts range from bottom of Lexile band at the start of the year to below Lexile band at the end of the year and, the qualitative complexity features do not make up for the lack of quantitative complexity

• Anchor texts do not increase in both quantitative or qualitative complexity over the course of the school year. Note that the qualitative measure here is the average of the scores on context/knowledge demands, structure/language conventionality, and levels of meaning/purpose/context. Each of these values had a score on a scale of 1 to 5 attached.
  • Unit 1: “The Scarlet Ibis”, by James Hurst. Lexile 1070, Qualitative 2.6
  • Unit 2: “First Inaugural Address”, by Franklin Delano Roosevelt. Lexile 1190, Qualitative 3.6
  • Unit 3: “The Assassination of John F. Kennedy” by Gwendolyn Brook, Qualitative 3
  • Unit 4: from The Importance of Being Earnest by Oscar Wilde. Lexile 710, Qualitative 4
  • Unit 5: from “The Ramayana” retold by R.K. Narayan. Lexile 950, Qualitative 4
• Series of texts within units include a variety of complexity levels.
  • In Unit 1 the average Lexile level is 1023
  • In Unit 5 the average Lexile level is 965

The instructional materials reviewed for Grade 9 partially meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.

All anchor texts are housed in Part 3, Developing Insight, of each of the five units, and a “Big Question” is presented to tie these texts together. The rationale for educational purpose and placement of these texts within the unit is not found in the 9th grade text. The “Text Complexity Rubrics” are vague and offer limited information on what a teacher would need to scaffold in order for students to be successful. This analysis tool is also not always accurate and clear. It is not thorough or detailed enough to provide what is needed in order to provide correct scaffolded instruction. The rubric includes qualitative measurements broken into three parts: Context/Knowledge Demands, Structure/Language Convention and Clarity, Levels of Meaning/Purpose/Concept Level and each of these parts receives a scaled score from 1 to 5 (1 being low) and a brief statement describing why that score is given for all those components, not specifying which component it is associated with. The rubric also includes quantitative measures which include: a Lexile score, word count, and reader and task suggestions.

Examples include, but are not limited to:

• Within the qualitative analysis, Levels of Meaning is often described as often as “Accessible Concept” or “Challenging Concepts” rather than identifying the different levels of meaning in the text. The accessibility of the ideas/topics is really the knowledge demands.
  • Unit 1: “Rules of the Game”. Levels of Meaning states “Accessible concept (mother/daughter relationship; struggle to fit in)
  • Unit 3, part 2: “Women”. Accessible concept (struggles of African Americans); challenging concepts (death and the power of love)

• At times, the qualitative analysis for structure is inaccurate
  • Unit 3, Part 2: William Shakespeare’s Sonnet 30 is described as “conversational tone; long lines; free verse; some challenging vocabulary” when the text is instead fourteen lines of Early Modern English arranged in three quatrains and a couplet.

• Text sets are often provided analysis as a group. However, the analysis provided is not always accurate for each of the included texts.
  • Unit 3, Part 2. “I Hear America Singing” and three different haiku poems are grouped together for analysis. The qualitative analysis for structure states, “Complex sentences; long lines; free verse; concise images; some historical vocabulary”. While this is true for “I Hear America Singing” it is not all accurate for any of the haikus.
  • Unit 5, part 2. “An Ancient Gesture”, “Siren Song”, and excerpt of the Odyssey and “Ithaca” are all provided the same qualitative text complexity analysis. Though all texts are “modern perspectives on ancient Greek characters” as the qualitative analysis for Context states, the structure of these pieces ranges, from prose to the meter of Greek and Roman poetry, to dactylic hexameter, and the levels of meaning are different for each piece. Each author had a different purpose and integrated different meanings into their individual pieces.

The instructional materials reviewed for Grade 9 partially meet the criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.

There is a variety of readings provided in the materials including, but not limited to poems, short stories, nonfiction, drama, and novel excerpts. However, this variety is evidence across the year and is not reflected within each unit. The texts within the Grade 9 materials are organized in units largely by genre. Each unit is predominantly one genre type in Parts 1 and 2, with a small variety of types in Part 3. The anchor and exemplar texts for each unit are each part of the unit’s predominate genre. Students do not engage in any independent reading until the end of the unit in Part 4, “Demonstrating Independence”. Also, aside from Romeo and Juliet in Unit 4, students do not read any longer pieces. The only other opportunity for students to read entire books is with the materials suggested in Part 4, though it is unclear that any of these readings are “required” by the materials. There are no clear supports for teachers and/or students to monitor progress toward grade level independence.There are no clear supports to engage students in this independent reading.

• Unit 1 offers 15 texts total; 9 are short stories, 6 are other types (poem, essays, memoir, magazine article, cartoon). All the variety of types is found in Part 3. Anchor and exemplar texts are all short story.
• Unit 2 offers students 12 different texts with 3 different genres ranging in a variety of subjects and topics.
• Unit 3: 30 texts total, 26 are poems, 4 are a variety (memoir, short story, speech, photographs). All the variety of types is found in Part 3. Anchor and exemplar texts are all poems.
• Unit 4 offers 13 different texts with 6 different genres ranging in a variety of subjects and topics.
• Unit 5 offers 14 texts total; 5 are tall tales or epics (including Part 1 and Part of the Odyssey), 9 are a variety (4 of these variety are poems that are retellings of segments of the Odyssey). The anchor text is an epic.

• Materials do not include a mechanism for teachers and/or students to monitor progress toward grade level independence.

The instructional materials reviewed for Grade 9 meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text; this may include work with mentor texts as well).

Most of the questions, tasks, and assignments provided over the course of a school year in the materials are text-dependent or text-specific. These text-dependent and text-specific questions, tasks, and assignments are consistent throughout the materials, including protocols for multiple reads, teacher-supplied guiding questions, tasks and embedded questions in the text, and close reading activities or critical thinking questions following text. The tasks require students to draw on textual evidence to support both what is explicit as well as valid inferences from the text.

Examples of text dependent/specific questions, tasks and assignments include but are not limited to:

• In Unit 1, Part 2, in “Gift of the Magi” students write a news report where they are asked to use quotes from the story to show characters’ reactions. Then students are to present a debate and use characters and events from the story as part of their supporting evidence.

• In Unit 2, Part 2, after reading the essay, “Libraries Face Sad Chapter,” students are asked interpretation questions such as “According to Hamill, in what ways are current New Yorkers in debt to generations past? Use textual details to support your answer.” and “Does Hamill present a strong, varied defense of his position? Explain your thinking, citing evidence from the essay.”

• In Unit 3, Part 2, “The Bells” by Edgar Allan Poe includes text-based questions embedded in the story. Students are asked comprehension questions like “What type of bells does Section 1 describe?”, literary analysis questions like “What is the effect of the repetition in lines 67-68?” and “How does the author give the stars in lines 6-8 human qualities? What is the term for this type of figurative language?” Also in Unit 3, Part 2 in the Close Reading Activities students answer text-dependent questions crafted for Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas for a collection of poems. One example of these questions is, “Which two words in line 17 of “The Seven Ages of Man” illustrate both slant rhyme and internal rhyme?”

• In Unit 4, Part 3, after completing all the texts and activities, the assessment for “Writing to Sources” asks students to “Write an essay in which you examine connections between aspirations and identity. Support your ideas with textual evidence from two or more of the texts in this section as well as from the related research you have conducted.”

• In Unit 5, students write an essay answering this prompt: “Each writer in this section draws on Homer’s epic to communicate a message suited to today’s world. In essay, compare how each poet uses classical allusions in combination with his or her own perspective. Support your ideas with evidence from the texts.”

The instructional materials reviewed for Grade 9 partially meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

At the end of every unit in the Assessment: Synthesis, there is one speaking and listening opportunity where students have a group discussion. In the Close Reading Workshop found in each unit, there is a “Discussions” paragraph, which gives students some directions on how to have discussions. The directions for these end of unit activities ask students to “refer to text in this section, other texts you have read, your personal experience, and research you have conducted to support your ideas.” In some activities, there is a direction to “Present your ideas using academic vocabulary”, however, there is no modeling of academic vocabulary found in the material. There are some opportunities to promote students’ ability to master grade level speaking and listening standards. Within the reading selections, there are evidence-based questions for teachers to ask students in the margins of the teacher’s edition. A small percentage of these questions focus on academic vocabulary and syntax. In some lessons, directions in the margins will state “Have students discuss...” There are no discussion protocols provided in the material. The teacher materials provided repeat the students’ directions and remind teachers to prompt their students to read the directions. However, there are some protocols, monitoring tools, accountability rubrics, and guidance for organizing students found in the Professional Development Guidebook. Examples of materials partially meeting this indicator include, but are not limited to:

• Towards the end of each unit there is a speaking and listening lesson that addresses a different topic.
  • Unit 1: Evaluating a Speech
  • Unit 2: Delivering a Persuasive Speech
  • Unit 3: Oral Interpretation of Literature
  • Unit 4: Multimedia Presentation of a Research Report
  • Unit 5: Comparing Media Coverage

• Each unit has a “Close Reading Workshop” where students use close reading strategies within the context of a particular genre. They are told to use the feature of the genre to help them read, discuss, research, and write about the genre they are about to read.

For example, from Unit 1, Part 1 there is a “Discuss” item. The write up tells students how to discuss. Students are to share their own ideas and listen to those of others. They are directed to participate in collaborative discussions, work on having a genuine exchange in which classmates build upon one another’s ideas. They are told to support their points with evidence and ask meaningful questions. In the margins of the teacher’s edition, it tells teacher that throughout the unit, students will be engaging in discussions about the selections they read.

• In Unit 1, Part 2, while reading “The Most Dangerous Game” the Teacher Edition states, “Have students discuss Zaroff’s comment that he is civilized because he uses electricity to lure the ships.” This was the only time in Unit 1 where the teacher was directed to have students discuss while reading a text.

• In Unit 2, There is an Assessment: Synthesis, Speaking and Listening: Group Discussion activity. Criteria for Success is listed as follows:
  • Organizes the group effectively. Appoint a group leader to present the discussion questions and keep the conversation moving. Elect at timekeeper to make sure the discussion is completed within the allotted time.
  • Conducts a thorough, informed discussion
  • Cite evidence from selections you have read.
  • Take time to explore all facets of the discussion issues.
  • Involves all participants in lively discussion
  • Make sure all group members have an opportunity to contribute to the discussion and invite everyone to respond to ideas and conclusions.
  • Adheres to the rules of academic discussion
  • Take turns sharing ideas and avoid interrupting one another. In cases of disagreement, clarify the points of each position and come to a consensus, if only to agree to disagree.

However, this is an assessment, and students have not had instruction on these criteria previously in the unit.

• In Unit 3, Part 1, Setting Expectations - Exploring the Big Question, notes in Teacher’s Editon state, “Collaboration: Group Discussion 1. Have students work in pairs to take turns describing the examples of how people communicate. Then, discuss the following questions: What are some of the nonverbal ways people communicate? Which forms of communication might present the biggest challenges? 2. Review the Big Question vocabulary on the next page, following the teaching suggestions. Have students use vocabulary as they complete the activity on this page.” There is not enough support nor protocols for students to complete this activity successfully.

• In Unit 4 students learn about Multimedia Presentations of a Research Report. The teacher directions state, “Before students give their presentations to the class, remind listeners to ask questions if any points are unclear. To maintain order, encourage them to raise their hands and wait to be acknowledged by the presenter before stating their questions.” Also, “Explain to students that they should use a copy of the Presentation Checklist (which students have in the textbook) to evaluate their own presentation and the presentations made by classmates.The text is organized into five categories:
  • Organizing Content (for example, use reliable sources to locate audio or video files. Then, evaluate any audio or visual files you choose to make sure they are credible and accurate)
  • Preparing the Presentation (for example, practice shifting from spoken content to media elements. Plan what you will do and state if any piece of equipment fails.)
  • Presentation of Knowledge and Ideas
  • Activity: Give a Multimedia Presentation (Use media evenly throughout your report)
  • Presentation Checklist (Presentation Content, Presentation Delivery)
  • Comprehension and Collaboration (With a small group, discuss the presentations you have viewed.)

• In Unit 5, under the Assessment: Synthesis, students discuss the unit’s Big Question, “Do heroes have responsibilities?” There is a Criteria for Success provided which provides a scoring guidance for students, but not a protocol for students to follow for the task. There is a tip next to the Criteria for Success that states, “Use new vocabulary as you speak and share ideas, work to use the vocabulary words you have learned in this unit. The more you use new words, the more you will ‘own’ them.” However, this is not modeling the use of academic vocabulary.

• In Unit 5, Close Reading Activities, Student directions for a discussion state, “From Text to Topic Group Discussion: Discuss the following passage with a group of classmates. Listen closely and build on one another’s ideas. Support your own ideas with examples from the text. ‘Is a hero a hero twenty-four hours a day, no matter what? Is he a hero when he orders his breakfast from a waiter? Is he a hero when he eats it? What about a person who is not a hero, but who has a heroic moment?’ Questions for Discussion 1. Why does Wiesel ask these questions? 2. How do you answer each of these questions? How might Wiesel answer these questions? How do these questions clarify the problem Wiesel sees in defining heroism?” There are no clear directions on how to engage in the discussion itself, and no clear protocols.

The instructional materials reviewed for Grade 9 partially meet the criteria for materials supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence. Students have multiple opportunities over the school year to demonstrate what they are reading and researching through varied grade-level-appropriate speaking and listening opportunities. Opportunities include speeches, in-formal presentations, and engaging in small and large group discussions.

Instructional support is lacking for speaking and listening instruction. Prompts and presentations are included in final tasks with criteria for success listed, however clear instruction on how to engage in small or large discussions, debates, formal presentations is not included within materials.

The speaking and listening work requires students to marshall evidence from texts and sources and is applied over the course of the school year. Examples include, but are not limited to the following:

• In Unit 1, directions state, “With a small group of classmates, conduct a discussion about issues of conformity and conflict. Refer to texts in this section, other texts you have read, and your personal experience and knowledge to support your ideas. Begin your description by addressing the following questions: Why do differences between people cause conflicts? Is conformity always negative? Do conflicts over conformity ever have positive results or benefits? If so, under what circumstances, and for whom? Are the conflicts caused by pressure to conform - or to avoid conforming - always necessary, sometimes necessary, or never necessary? Summarize and present your ideas. After you have fully explored the topic, summarize your discussion and present your findings to the class as a whole.”
• In Unit 1, in the Evaluating a Speech lesson teachers are to “encourage students to notice how a speaker uses language. Explain that speakers use loaded language to appeal to your feelings instead of your thoughts.” In the Assess portion of the lesson where students practice the skills, teachers explain to students that they should listen to the presentation and then write their own evaluations. In a group, they will complete the Evaluation Checklist to evaluate the presentations made by classmates.
• In Unit 3, directions state, “Write a speech in which you explain your interpretation of one of the poems in Poetry Collection 1. Write an outline for your speech. Begin by jotting down the central point you want to convey and two to three points that support the main idea. Engage your audience by choosing interesting details that are appropriate to the purpose of your speech and support your interpretation of the poem. Engage your audience by choosing interesting details that are appropriate to the purpose of your speech and support your interpretation of the poem. Make your ideas memorable by using figurative language. Use a variety of sentence types, including long and short sentences and simple and complex sentences. As you deliver your speech, make eye contact with your audience and use gestures to emphasize ideas. Create a rubric so that classmates can assess your speech. Invite your listeners to give you feedback about your performance. After you deliver your speech, evaluate the feedback you receive and make notes about how you can improve the delivery of future speeches.”

Towards the end of each unit there is a speaking and listening lesson. The lessons include:

• Unit 1: Evaluating a Speech
• Unit 2: Delivering a Persuasive Speech
• Unit 3: Oral Interpretation of Literature
• Unit 4: Multimedia Presentation of a Research Report
• Unit 5: Comparing Media Coverage

In the assessments found at the end of each unit, students are asked to engage in speaking and listening activities. The prompts are the same for each assessment and include: “With a small group of classmates, conduct a discussion about…. Refer to the texts in this section, other texts you have read, the research you have conducted and your personal experience and knowledge to support your ideas. Begin your discussion addressing the following questions….Summarize and present your ideas. After you have fully explored the topic, summarize your discussion and present your findings to the class as whole.”

While there are ample opportunities for listening and speaking about what is read and researched, the facilitation, monitoring and instruction within the materials is limited.

The instructional materials reviewed for Grade 9 partially meet the criteria for materials providing opportunities for students to address different text types of writing (year long) that reflect the distribution required by the standards. May include “blended” styles.

Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes of writing that reflect the distribution required by the standards. Materials address five genres/modes in the Writing Process sections in each unit and through some annotated mentor texts. Also, there are Craft and Structure lessons throughout the textbook that link the stories and the Writing to Sources lessons after students read the stories. However, there is less instruction than opportunities to practice and apply skills. There are no exemplars and/or samples in the teacher’s edition for teachers to use to monitor students’ skills. There are limited guidelines and suggestions provided for teachers to monitor students’ writing skills. Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports).

Writing opportunities exist in each part of a unit so that students write across a school year. Writing tasks are included in the Close Reading Activities following texts and text sets, in stand-alone workshop tasks in each unit (the Writing Process sections) , in the assessments after Part 2 (Assessment: Skills), and in Part 3 (Assessment:Synthesis) of each unit. Materials provide limited opportunities for students/teachers to monitor progress in writing skills. There are rubrics in the Writing Process lessons, which occur once per unit. Also, rubrics are provided in the Professional Development Workbook. Support for teacher monitoring is not found. The teacher would need to create a larger system for students to track their progress for different writing modes.

• All of the writing assessment prompts in the Assessment:Skills at the end of Part 2 are narrative or informational. There are no argumentative writing tasks within Part 2.
  • Unit 1, Part 3, Close Reading Activities, Writing to Sources Narrative, Students are directed to, “Write a short story in which you describe the events that might have led up to the scene depicted in the cartoon. Establish a conflict and use dialogue and description to develop characters and events.”
  • Unit 2, Assessment: Skills, Constructed Response, Writing Task 2, “Write an essay in which you compare and contrast to development of the central ideas of two texts from Part 2 of this unit.”
  • Unit 3, Part 3, Close Reading Activities, Writing to Sources Narrative, ”Write a historical narrative in which your main character response to hearing President Johnson’s speech to Congress.”
  • Unit 5, part 3, Close Reading Activities, Writing to Sources Informative Text, “Write a compare-and-contrast essay in which you discuss the similarities and differences between Rama and Ravana, and explore what each character means in the epic’s presentation of good versus evil.”

• At the end of each unit there is an assessment piece in Part 3, Assessment: Synthesis, where students are writing to sources.
  • Unit 1: Narrative and Argument
  • Unit 2: Narrative and Explanatory Essay
  • Unit 3: Narrative and Argument
  • Unit 4: Narrative and Explanatory Essay
  • Unit 5: Narrative and Argument

The instructional materials reviewed for Grade 9 partially meet the criteria for materials including frequent opportunities for research-based and evidence-based writing to support analysis, argument, synthesis and/or evaluation of information, supports, claims.

Writing opportunities are presented throughout the materials but are not explicitly taught or monitored and are not consistently part of daily and weekly lessons that flow from the instruction and text-dependent questions. The majority of these writing tasks require the use of evidence from texts, however there are writing tasks that do not require evidence and ask for personal experiences and/or opinions and to go beyond the text. Materials do not always meet the grade level demands of the standards listed for this indicator, specifically the standard where students produce clear and coherent writing in which the development, organization, and style are appropriate to tasks, purpose, and audience. Directions for students and teachers are limited and brief in regards to development, organization, style, purpose, and audience.

Examples of writing tasks found in the units that provide opportunities for students to learn, practice and apply writing using evidence while encouraging close reading of the the texts include:

• In Unit 1, Part 2, Close Reading Activities, Writing to Sources, Argument. “In ‘The Cask of Amontillado’, readers encounter a compelling, if disturbing, plot. Write a critique in which you analyze both the suspense of the story and the effectiveness of its ending. Present a clear claim, or position, and defend it with evidence from the text.”
• In Unit 3, Part 3, Close Reading Activities, Write. “Write an expository essay in which you explain how the two poets communicate a sense of grief for Kennedy, both as a private person and as a public figure. Support your thesis with details from the text, including a discussion of literary techniques, word choice, and poetic structure.”
• In Unit 4, Part 3, Close Reading Activities, Writing to Sources, Argument. “Write a critical response in which you evaluate Tim Kasser’s argument.”
• In Unit 5, Part 2, Assessment Skills, Constructed Response, Writing Task 2. “Write an essay in which you analyze how an author from Part 2 of this unit draw on and transforms a theme or topic from an older work.”In Unit 2, Part 2, Close Reading Activities, Writing to Sources Informative Text: Students write an abstract of “Libraries Face Sad Chapter”. The following student instructions are found, “An abstract is a summary of a work. Abstracts are often included in research databases and other reference sources. They provide a preview of the work so that researchers can determine if the entire work is relevant to their focus. As you work on your abstract, apply the following criteria: Include an introduction, body, and conclusion.; Clearly state the main point of Hamil’s essay.; Briefly identify important supporting details in a sequence.; Use clear, concise language to make every word count.; Do not include language verbatim from the original essay. Paraphrase, or restate the material in your own words.; Reread your abstract to make sure your summary is throughout and that you have not expressed your own opinions.
• In Unit 3, Part 3, Close Reading Activities, Writing to Sources Informative Text, “Write an analytical essay in which you compare and contrast Elena’s feelings of connection to the people in the house next door with those that her family and neighbors feel for the presidential family. Follow these steps: Review the story and take notes about Elena’s feelings for her neighbors and her community’s feelings for the presidential family.; Clearly state your thesis and cite examples from the story, including direct quotations, to develop and support your ideas.”
• In Unit 4, Assessment: Synthesis, Writing to Sources: Explanatory Text, “Write an essay in which you examine connections between aspiration and identity. Support your ideas with textual evidence from two or more of the texts in this section as well as from the related research you have conducted.”
• In Unit 5, Part 3, Close Reading Activities, Writing to Sources Argument, “Write a response to literature in which you analyze the character of Perseus, determine whether he displays true heroism, and effectively state and defend your position. Follow these steps: Explain the criteria you used to assess whether someone is truly heroic. Then, show how Perseus does or does not meet that criteria.; Develop your position thoroughly, but also take into account at least one differing opinion. Supply evidence that explains the strengths and limitations of both interpretations,; Write a conclusion that makes logical sense, given the argument you have laid out, and briefly restate the points you have made.”

Examples of writing tasks that do not require students to use evidence from the texts under consideration and do not require close reading of the text, or analysis or claims include, but are not limited to:

• In In Unit 2, Writing Process,students “Write a cause and effect essay to explain an event or a conditions in a subject area that interests you, such as business, the arts, technology, history, sports, or music.” and in In Unit 5, Writing Process, students, “ Write an autobiographical narrative about an event that taught you a valuable lesson.”

• In Unit 1, Part 2, Close Reading Activities, Writing to Sources Informative Text. In “Rules of the Game,” both Waverly and her mother learn a variety of lessons. Think about another lesson you could teach either character. Create a written presentation that details your ideas.
• In Unit 1, Part 3, Close Reading Activities, Writing to Sources, Narrative. Students, “Write an autobiographical narrative in which you describe how a special trait of your own has either set you apart from others or helped you fit in.”
• In Unit 2, Part 2, Close Reading Activities, Writing to Sources, Argument p. 251 In his “I Have a Dream” speech, Dr. King uses persuasive techniques that inspire listeners. Write a proposal to a local, state, or national official or to a government agency about the idea of creating “I Have a Dream Day” to be celebrated on the day the speech was given.
• In Unit 3, Assessment: Synthesis, Writing: Narrative, “Write a memoir about a newsworthy event that occurred in your community or elsewhere in the country and affected you. Include details about how you learned about the event, how you and others responded, how you felt at the time, and how you viewed those experiences in hindsight. Draw parallels between your reactions and those of others to the texts you have read in this section and the research you have conducted.”
• In Unit 4, Part 3, Close Reading Activities, Writing to Sources, Argument. “ Write an advice column in which you explain the qualities that make someone a trailblazer and suggest how others can emulate those traits.”

The materials do not meet all the demands of the standards listed for this indicator. For example, Writing Standard 1 speaks specifically about developing “claims and counterclaims fairly, while pointing out strengths and limitations of both”. No counterclaims were required to be addressed in students writing. There was also a lack of norms and conventions of the discipline in which students are writing. Writing standard 8 was also missing. There was no instruction on how to cite sources or how to determine if a source is reliable.

The instructional materials reviewed for Grade 9 partially meet the criteria for materials including instruction of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application context.

Materials include instruction of all grammar and conventions standards for the grade band, however the instruction is not always explicit. Since these standards are found within 9-10 grade band, it would be to students’ benefit to study out of the 9th and 10th grade textbooks consecutively. Most conventions lessons are found in the Close Reading Activities in Part 2 of the texts. After the convention lesson there is a Writing to Source lesson within the Close Reading Activities. Within lesson directions, students are asked to apply the grammar lesson just learned. For example “use correct spelling and use parallelism in your writing”. Also, there is an activity called, “Extend the Lesson: Sentence Modeling” for each convention taught. Students look at a model sentence from the text just read, and are asked to notice the grammatical structure. Then they imitate the sentence, matching the grammatical and stylistic feature just discussed. Over the course of the year’s worth of materials, grammar/convention instruction is provided, however it does not increase in sophisticated contexts.

• Materials include instruction of all grammar and conventions standards for the grade level. Each unit contains both grammar and conventions standards in all three parts of the unit. For example, in Unit 2 students work on direct and indirect objects, predicate nominatives and predicate adjectives, colons, semi colons, Ellipsis points, independent and dependent clauses, subject verb agreement, punctuation marks, dependent and independent clauses. In Unit 4, students work on parallelism, combining sentences with phrases, getting organized, and using block quotations.
• Some explicit grammar instruction is found. There is usually one task for each standard. Most tasks that the materials identify as aligned to language standards are tasks that require students to already know about the grammar rule or convention. Often, the direct instruction comes in units after the tasks that require students to know and apply the rule. For example: Language Standard 1a, parallel structure, is not taught, only referred to on pages 141, 199, and 290. Then on page 466, parallel structure is defined, but no examples given. Students have to find the examples on their own. On page 634 parallel structure is finally fully explained and multiple examples are provided.
• Part 2 of each unit contains a writing focus where the students must write a paper and use the instructions given to draft their essays, using the skills provided. For example, in Unit 2, students are working through the writing process where they revise to correct faulty Subject-Verb Agreement. Students are also directed to, “Scan several paragraphs in your draft and underline all compound subjects and indefinite pronouns. In each case, make sure that the verb form you have used agrees with the subject. There are no definite examples given to guide students in this task.
• Materials include opportunities for students to demonstrate application of skills both in and out of context. In one lesson, students work on independent and dependent clauses found in Martin Luther King Jr’s “I Have a Dream Speech”. In another lesson, students use their own writing to identify modifying phrases.