Apex Learning - English 9 Common Core, ELA Grade 9

42 Pages·2016·1.45 MB·English

by  Christen Tingley

Instructional Materials Evaluation - Student Standards Review
Louisiana educators engaged in a professional review of the state’s academic standards for English language arts (ELA) and mathematics to ensure they continue to maintain
strong expectations for teaching and learning aligned with college and workplace demands. The new ELA and math standards will be effective beginning with the 2016-2017
school year. As part of the Louisiana Department of Education’s support for a seamless transition to these new standards, the LDOE identified the major changes of the
standards and their potential impact upon criteria used to review instructional materials.
Title: English 9 Common Core Grade: 9
Publisher: Apex Learning Copyright: 2015
Overall Rating: Tier III, not representing quality
This English Language Arts review has been examined for the following changes in alignment resulting from the Louisiana Student Standards Review:
• Materials do not contain references to specific authors and texts
• Include citing relevant textual evidence beginning in grade 6
• Include an awareness of audience when making speeches and delivering presentations
This review remains a Tier 3 rating. As a result of these changes, the following chart identifies the potential impact on specific elements in the current review. The LDOE
recommends that district curriculum staff, principals, and teachers take these findings into consideration when using these instructional materials.
Criteria Currently in the Rubric Next Steps for Educators
Quality of Texts This program currently is reviewed as “No” for this criterion because the Since these materials received a “No” for this indicator, the current
(Non-Negotiable) multitude of introductory pieces that are referenced in the review do weakness will likely remain and should be addressed by adjusting or
not support students in meeting grade level standards. These pieces supplementing with stronger programs.
routinely teach students about genre-based literary concepts in
isolation of the well-crafted, authentic texts that are included in the
materials.
Text-Dependent This program currently is reviewed as “No” for this criterion because Since these materials received a “No” for this indicator, the current
Questions many questions throughout the program are not text dependent. weakness will likely remain and should be addressed by adjusting or
(Non-Negotiable) Additionally, underlining pieces of the text for students diminishes the supplementing with stronger programs.
understanding that students will gain when trying to analyze and make
meaning from text.
Speaking and This section was not evaluated because the non-negotiable criteria
Listening were not met.
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Instructional Materials Evaluation Review for Alignment in

ELA Grades K – 12 (IMET)

The goal for ELA students is that they can read and understand grade-level texts independently, as demonstrated
through writing and speaking about those texts. A strong ELA classroom is structured with the below components.

Title: English 9 Common Core Grade: 9
Publisher: Apex Learning Copyright: 2015
Overall Rating: Tier III, Not representing quality
Tier I, Tier II, Tier III Elements of this review:
STRONG WEAK
1. Complexity of Texts (Non-Negotiable) 2. Quality of Texts (Non-Negotiable)
5. Text-Dependent Questions (Non-Negotiable)

Each set of submitted materials was evaluated for alignment with the standards beginning with a review of the
indicators for the non-negotiable criteria. If those criteria were met, a review of the other criteria ensued.

Tier 1 ratings received a “Yes” for all Criteria 1-10.
Tier 2 ratings received a “Yes” for all non-negotiable criteria (Foundational Skills (as applicable), Complexity of Texts,
Quality of Texts, and Text-Dependent Questions), but at least one “No” for the remaining criteria.
Tier 3 ratings received a “No” for at least one of the non-negotiable criteria.

Click below for complete grade-level reviews:
Grade 9 (Tier 3)

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Instructional Materials Evaluation Tool for Alignment in

ELA Grades K – 12 (IMET)

The goal of English language arts is for students to read, understand, and express understanding of complex texts
independently. To accomplish this goal, programs must build students’ knowledge and skill in language, comprehension,
conversations, and writing integrated around a volume of complex texts and tasks.1 In grades K-5, programs must also
build students’ foundational skills to be able to read and write about a range of texts2 independently. Thus, a strong ELA
classroom is structured with the below components.

Title: English 9 Common Core Grade: 9
Publisher: Apex Learning Copyright: 2015
Overall Rating: Tier III, Not representing quality
Tier I, Tier II, Tier III Elements of this review:
STRONG WEAK
1. Complexity of Texts (Non-Negotiable) 2. Quality of Texts (Non-Negotiable)
5. Text-Dependent Questions (Non-Negotiable)

To evaluate each set of submitted materials for alignment with the standards, begin by reviewing Column 2 for the non-
negotiable criteria. If there is a “Yes” for all required indicators in Column 2, then the materials receive a “Yes” in
Column 1. If there is a “No” for any required indicators in Column 2, then the materials receive a “No” in Column 1.
(Note: If materials do not represent a full curricula, then some of Criteria 1 – 10 may not apply.)

Tier 1 ratings receive a “Yes” in Column 1 for Criteria 1 – 10.
Tier 2 ratings receive a “Yes” in Column 1 for all non-negotiable criteria (Foundational Skills (as applicable), Complexity
of Texts, Quality of Texts, and Text-Dependent Questions), but at least one “No” in Column 1 for the remaining criteria.
Tier 3 ratings receive a “No” in Column 1 for at least one of the non-negotiable criteria.

1 A volume of texts is a collection of texts written about similar topics, themes, or ideas.
2 A range of texts are texts written at different reading levels.

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MEETS METRICS JUSTIFICATION/ COMMENTS WITH
CRITERIA INDICATORS OF SUPERIOR QUALITY
(Yes/No) EXAMPLES
I. Text Selection
Tier 1 and 2 Non-Negotiable REQUIRED Yes There are a wealth of texts from Appendix B including:
1. COMPLEXITY OF TEXTS: 1a) In grades 2-12, materials provide texts that are "The Nose" by Nikolai Gogol, William Shakespeare's
Materials present a progression appropriately complex for the identified grade level according Macbeth and "Sonnet 73," President Lincoln's
of complex texts as stated by to the requirements outlined in the standards. Measures for Gettysburg Address, W.H. Auden's "Musee des Beaux
Reading Standard 10.3 determining complexity include quantitative and qualitative Arts," A.E. Housman's "Loveliest of Trees," and Franz
analysis.4 Poetry and drama are analyzed only using Kafka's The Metamorphosis. While some texts would
be considered low according to the Lexile range
(Note: In K and 1, Reading qualitative measures.
recommended for 9th grade, when one considers the
Standard 10 refers to read-aloud
qualitative analysis of the texts, they are appropriately
material, which is typically from In grades K-2, extensive read-aloud texts allow sufficient
complex for the grade level.
grades 2+. Complexity standards opportunity for engagement with text more complex than
for student-read texts are students could read themselves.
applicable for grades 2+.)
REQUIRED Yes English 9 Common Core is structured so that texts

1b) Texts increase in complexity as materials progress gradually increase in complexity as the course
Yes No throughout the grade level and across grade bands. Read- progresses. The first reading of the first unit of
aloud texts follow the same trend, although they may have Semester 1, "A Good Man Is Hard to Find" by Flannery
O'Connor (Semester 1: 1.1.6), is a short story chosen to
greater variability because listening skills in elementary
illustrate the basic concepts of plot and suspense.
school generally outpace reading skills.
The stories in Unit 2 are more challenging, illustrating
more difficult concepts like character and symbol. The
story "Everyday Use" by Alice Walker (Semester
1:2.1.6) allows students to easily identify the family
quilt as a symbol representing the three women's
heritage, while challenging students to understand
each character in relation to what she wants to do
with the quilt. In Semester 2: 2.2.2, students are asked
to read an essay on Magical Realism, followed by an
example from this genre, "The Nose" by Nikolai Gogol.
The next unit moves on to poetry, which is often more
challenging than prose for students. The poetry unit
begins with contemporary poets (such as Li-Young Lee)

3 Grades 3-12 Example: Texts present vocabulary, syntax, text structures, levels of meaning/purpose similar to exemplars in Appendix B.
4 The process for determining quantitative and qualitative measures is available at http://www.louisianabelieves.com/docs/teacher-toolbox-resources/guide---how-to-determine-text-complexity-
grades-k-12.pdf?sfvrsn=5 or the Supplemental Information for Appendix A.
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MEETS METRICS JUSTIFICATION/ COMMENTS WITH
CRITERIA INDICATORS OF SUPERIOR QUALITY
(Yes/No) EXAMPLES
whose language and word choice tends to be more
straightforward, followed by the more sophisticated
verse forms and diction of some earlier poets, for
example Shakespeare's Sonnet 73 and A.E.
Houseman's "Loveliest of Trees, the Cherry Now"
(Semester 1: 3.2.6).
The fourth unit focuses exclusively on the novella The
Metamorphosis by Franz Kafka (Semester 1: 4.1.6 -
4.3.6), a complex text requiring students to put
together all of the concepts mastered in the first four
units (such as symbolism, conflict, point of view, and
types of narration) in order to comprehend it.
Semester 2 begins with Shakespeare's Macbeth
(Semester 2: 1.1.6 - 1.3.6), and how reading drama
differs from reading short stories or novels. In the
second unit of Semester 2, students engage with many
non-fiction readings. Students are exposed to The
Rhetoric of Argument (Semester 2: 2.1.4), and how to
detect biases in what they read, followed in the next
unit by some of the speeches that changed the course
of history, by Abraham Lincoln, Susan B. Anthony and
Martin Luther King, Jr. (Semester 2: 3.1.6 -3.3.6).
Tier 1 and 2 Non-Negotiable REQUIRED No The multitude of introductory pieces and “front
2. QUALITY OF TEXTS: 2a) 90% of texts provide rich opportunities for students to loading” of information that are referenced in the
Texts are of sufficient scope and engage with tasks that allow them to meet the grade-level review do not support students in meeting grade level
quality to provide text-centered ELA standards using texts; the texts are well-crafted and ELA standards. The materials routinely teach students
about genre-based literary concepts in isolation of the
and integrated learning that is authentic, representing the quality of content, language, and
well-crafted, authentic texts that are included in the
sequenced and scaffolded to writing that is produced by experts in various disciplines (e.g.,
materials. Students only engage with the quality texts
advance students toward English language arts, history/social studies, science,
to apply genre-based concept knowledge once the
independent reading of grade technical subjects, and the arts).
front-loading is done. Although the authentic texts
level texts and build content
lend themselves to rich opportunities, important
knowledge (ELA, social studies,
information that would be integral to student
science and technical subjects,
understanding is underlined for them in the text,
and the arts). The quality of texts
removing a layer of the process that students need to
is high—they support multiple struggle through to understand and express
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MEETS METRICS JUSTIFICATION/ COMMENTS WITH
CRITERIA INDICATORS OF SUPERIOR QUALITY
(Yes/No) EXAMPLES
readings for various purposes understanding of complex texts.
and exhibit exceptional craft and
REQUIRED No The materials are arranged by genres, not by texts
thought and/or provide useful
2b) Materials provide a coherent sequence or collection of connected in a meaningful way so that they build
information.
connected texts that build vocabulary knowledge and students’ knowledge about topics, themes or ideas.

knowledge about concepts, themes, and topics through For example, students are introduced to the building
Yes No reading, writing, listening and speaking. blocks of the short story, but do not explore short
stories that “talk to each other” in order to build

knowledge about the world. The unit on “The
In grades K-2, the inclusion of read-aloud texts in addition to
Metamorphosis” centers on translations and the
what students can read themselves ensures that all students
author’s life. It does not offer connected texts to
can build knowledge about the world through engagement
support larger themes or ideas. The same is true for
with rich, complex text. These texts as well must form a
the unit on Macbeth. This unit is front-loaded with
coherent sequence or collection of connected texts that build
material on Shakespeare’s language, life, and times,
vocabulary knowledge and knowledge about concepts,
and then it centers on supernatural and the hero. At
themes, and topics through reading, writing, listening and no point are other connected literary texts brought in
speaking. to fully explore any of these concepts or ideas Skills are
taught within texts; However, there is a deeper layer
of understanding that is often left untouched.
REQUIRED No Although texts, such as "The Metamorphosis," offer
2c) Within a sequence or collection of texts, specific anchor opportunities for rereading and close-reading, the
texts of grade-level complexity, as determined in 1a, are lessons are centered around readings of essays, short
selected for multiple, careful readings throughout the unit of stories, and speeches, which are used to apply discrete
literary concepts withouth the use of deliberate close-
study.
reading. Works such as “The Metamorphosis” and
Macbeth serve as the main text of the unit, but no
clear close-reading is done by the student. In the
Metamorphosis unit, students only read the text in
two lessons. Students are asked to cite evidence from
the text in a variety of assignments. But, often, a close
read or reread of the text is not prompted, nor
required, to respond to the questions.
2d) 90% of texts are previously published rather than Yes There is no evidence of commissioned texts.
“commissioned.”
5
MEETS METRICS JUSTIFICATION/ COMMENTS WITH
CRITERIA INDICATORS OF SUPERIOR QUALITY
(Yes/No) EXAMPLES
3. RANGE AND VOLUME OF REQUIRED Not Evaluated This section was not evaluated because the non-
TEXTS: 3a) In grades K-12, ELA materials seek a balance in negotiable criteria were not met.
Materials reflect the distribution instructional time between literature and informational texts.

of text types and genres (Reviewers will consider the balance within units of study as
suggested by the standards: Text well as across the entire grade level using the ratio between
types and genres generally reflect literature/informational texts to help determine the
the definitions provided on page appropriate balance.)
31 (grades K-5) and page 57 REQUIRED Not Evaluated This section was not evaluated because the non-
(grades 6-12) of the standards 3b) Materials include texts of different formats (e.g., print negotiable criteria were not met.
and included in the text of the and non-print, including film, art, music, charts, etc.) and

standards (e.g., RL.K.9, RI.1.9, lengths (e.g. short stories and novels).
RI.2.3, RL.2.9, RL.9-10.6, RI.7.7, or
3c) Materials include many informational texts with an Not Evaluated This section was not evaluated because the non-
RI.11-12.9). informational text structure rather than a narrative structure. negotiable criteria were not met.

In grades 6-12, materials include literary nonfiction (e.g.

Yes No speeches, biographies, essays).
3d) Additional materials increase the opportunity for regular, Not Evaluated This section was not evaluated because the non-
accountable independent reading of texts that appeal to negotiable criteria were not met.
students' interests to build reading stamina, confidence,
motivation, and enjoyment and connect to classroom
concepts or topics to develop knowledge.
II. Foundational Skills (grades K-5 only)
Tier 1 and 2 Non-Negotiable* REQUIRED *Indicator for grades K-2 only N/A
4. FOUNDATIONAL SKILLS: 4a) Materials follow a sequence of foundational skills

Materials provide instruction and instruction indicated by the standards and beginning on page
diagnostic support in concepts of 17 of Appendix A, while providing abundant opportunities for
print, phonological awareness, every student to become proficient in each of the
phonics, vocabulary, foundational skills.
development, syntax, and fluency REQUIRED N/A
in a logical and transparent 4b) In grades K-2, materials include student texts that allow

progression. These foundational for systematic, regular and frequent practice of foundational
skills are necessary and central skills as they are introduced.
components of an effective,
comprehensive reading program In grades 3-5, materials demand knowledge of grade-level
6
MEETS METRICS JUSTIFICATION/ COMMENTS WITH
CRITERIA INDICATORS OF SUPERIOR QUALITY
(Yes/No) EXAMPLES
designed to develop proficient phonic patterns and word analysis skills.
readers with the capacity to
REQUIRED N/A
comprehend texts across a range
4c) In grades K-2, materials provide instruction and practice in
of types and disciplines.

word study including pronunciation, roots, prefixes, suffixes

and spelling/sound patterns, as well as decoding of grade-
Yes No
level words by using sound-symbol knowledge and
knowledge of syllabication and regular practice in encoding
(spelling) the sound symbol relationships of English.
*As applicable (e.g., when the (Note: Instruction and practice with roots, prefixes, and
scope of the materials is suffixes is applicable for grade 1 and higher.)
comprehensive and considered a
full program) In grades 3-5, materials provide instruction and practice in
word study including systematic examination of grade-level
morphology, decoding of multisyllabic words by using
syllabication, and automaticity with grade-level regular and
irregular spelling patterns.
REQUIRED N/A
4d) Materials encourage students to use context to confirm

or self-correct word recognition and understanding, directing
students to reread purposefully to acquire accurate meaning.
REQUIRED N/A
4e) Opportunities are frequently built into the materials that

allow for students to achieve reading fluency in oral and
silent reading, that is, to read a wide variety of prose and
poetry at students’ reading level with accuracy, rate
appropriate to the text, and expression.
REQUIRED N/A
4f) Materials guide students to read grade-level text with

purpose and understanding and to make frequent
connections between acquisition of foundation skills and
making meaning from reading.
4g) *Indicator for grades K-2 only N/A
Materials provide opportunities for educators to monitor

student progress on every aspect of the foundational skills
through diagnostic assessments offered at regular intervals.
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MEETS METRICS JUSTIFICATION/ COMMENTS WITH
CRITERIA INDICATORS OF SUPERIOR QUALITY
(Yes/No) EXAMPLES
Monitoring must also allow for students to receive regular
feedback on their oral reading fluency in the specific areas of
appropriate rate, expressiveness and accuracy.
4h) Submissions provide abundant and easily implemented N/A
materials so teachers can readily provide more time,

attention and practice for those students who need it.
III. Questions and Tasks
Tier 1 and 2 Non-Negotiable REQUIRED No Many questions in the units are not text-dependent.
5. TEXT-DEPENDENT 5a) At least 80% of all questions in the materials are text- Examples include, but are not limited to:
QUESTIONS: dependent questions; student ideas are expressed through
1.1 Think of the last suspenseful movie you watched —
Text-dependent questions and both written and spoken responses.
one that made you feel nervous about what might
tasks reflect the requirements of
happen to the characters. Can you remember how the
Reading Standard 1 by requiring
movie created that suspense? Think about the music,
use of textual evidence in
the lighting, the camera angles, and how quickly or
support of meeting other grade-
slowly the plot moved along. Write at least half a page
specific standards.
reflecting on how the movie built that suspense.

2.1 What are the most important aspects of your
Yes No
identity? Your gender, race, skills, relationships with
family members, or something else? Are some aspects
of your identity more important than others? Why?
3.1 Have you ever written a poem or song lyrics? If you
have, do you remember why you chose that form to
express your thoughts? If you haven't, think about
something that might inspire you to write a song.
4.1 Have you ever imagined waking up as someone or
something other than yourself? What would that feel
like? What benefits and challenges would you instantly
experience?
Furthermore, when beginning the writing process,
students are prompted to brainstorm for their own
narrative with non text-dependent M/C questions,
such as "What would you be most likely to go after,
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MEETS METRICS JUSTIFICATION/ COMMENTS WITH
CRITERIA INDICATORS OF SUPERIOR QUALITY
(Yes/No) EXAMPLES
even if it meant doing something wrong? (Check one.)"
Although the reading guide questions are text-
dependent questions, many are surface-level and do
not allow students to express ideas about texts.
Examples include:
1. What was the most exciting thing that happened to
you this year?
2. Do you agree with this statement? Why or why not?
8. In Act I, scene iii, what is the witches' prophecy
about Banquo?
9. Once the witches vanish, Macbeth and Banquo start
wondering (understandably!) if that really just
happened — are they nuts? In Act I, scene iii, what
happens moments later that makes them take the odd
occurrence much more seriously?
10. What is an aside?
Additionally, underlining pieces of the text for students
diminishes the understanding that students will gain
when try to analyze and make meaning from text. The
thinking and analyzing is done when text is underlined
for students.
Questions, such as 2.2.8 Discuss: In Gogol's "The
Nose," the loss of a nose symbolizes the loss of power.,
4.3.8 Discuss: Grete's metamorphosis in the story is as
significant as Gregor's., and 7.2.8 Discuss: Hardin's
argument is racist. elicit a broader response to the
text, but do not require students to unfold layers of
meaning.
9