Alignment: Overall Summary

Collections 2017 for Grade 12 does not meet expectations of alignment. While many texts are of quality and are appropriately rigorous for the grade level as a whole, there is minimal guidance for the teacher to support students as they prepare to transition into more rigorous texts at the end of the school year. Most questions are grounded in evidence, and the instructional materials provide some opportunities for rich and rigorous evidence-based discussions and writing about textsThe materials partially promote building knowledge and strengthening students' academic vocabulary, as the structures to do so (connecting texts and tasks, sequencing of cohesive practice and skills) is inconsistent over the course of the school year. The teacher may need to supplement students' writing practice, research skill development, and work with synthesizing multiple standards to ensure students are prepared for literacy work that meets the end of the 12th grade standard expectations.

See Rating Scale
Understanding Gateways

Alignment

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Does Not Meet Expectations

Gateway 1:

Text Quality

0
15
28
32
23
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Gateway 2:

Building Knowledge

0
15
28
32
12
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Usability

|

Not Rated

Not Rated

Gateway 3:

Usability

0
23
30
34
N/A
30-34
Meets Expectations
24-29
Partially Meets Expectations
0-23
Does Not Meet Expectations

Gateway One

Text Quality & Complexity and Alignment to Standards Components

Partially Meets Expectations

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Gateway One Details

The instructional materials reviewed for Grade 12 partially meet expectations for Gateway 1. Materials meet criteria for text quality with tasks and questions grounded in evidence. The instructional materials also include texts that are worthy of student's time and attention. Anchor texts and paired selections typically fall outside the grade band, and the scaffolding of the texts and the tasks required of students do not ensure students are supported to access and comprehend grade-level texts independently at the end of the year. There is minimal guidance for the teacher to support students as they prepare to transition into more rigorous texts at the end of the school year. Questions are grounded in evidence, and the instructional materials provide some opportunities for rich and rigorous evidence-based discussions and writing about texts, although additional supplements may be needed to ensure

Criterion 1a - 1f

Texts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.
9/16
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-
Criterion Rating Details

HMH Collections Grade 12 includes texts that are of publishable quality and consider a range of student interests, text types, and genres. Anchor texts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task, and are accompanied by information explaining the rationale for placement in the yearlong course. While there is opportunity for reading a depth and breadth of materials, there is minimal guidance to support teachers in guiding students to reading beyond the classroom to be able to comprehend materials at the end of the school year.

NOTE: Indicator 1b is non-scored and provides information about text types and genres in the program.

Indicator 1a

Anchor/core texts are of publishable quality and worthy of especially careful reading.
4/4
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Indicator Rating Details

The HMH Collections reviewed for Grade 12 meets the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests. The materials contain anchor texts written by established and credible published authors or well-known sources. Many of these texts are well known and would appeal to a range of students interests. Text are varied and include short stories, poems, memoirs, myths, dramas, speeches, arguments, science writings, historical writings, and media texts.

Anchor texts in the majority of the collections and across the yearlong curriculum are of publishable quality. Examples include, but are not limited to:

  • In Collection 1 “Marita’s Bargain” by Malcolm Gladwell is a an excerpt from this The New Yorker writer’s third book, Outliers: The Story of Success. This book explores the reasons why some people experience success and others do not.
  • “Speech on the Vietnam War, 1967” is the first anchor text for Collection 3 and was written and given by Dr. Martin Luther King Jr. As a noted Civil Rights activist and noted speech writer and orator, Dr. King began speaking out against the Vietnam war officially with this speech on April 4, 1967.

Anchor texts are well-crafted, content-rich, and include a range of student interests, engaging students at the grade level for which they are placed. Examples include, but are not limited to:

  • Collection 2 contains a wide variety of text types to engage students. There is a narrative poem, a short story, a poem, a political argument, an online article and news video, and an essay. The content-rich texts focus on the traditional roles of men and women as well as how those gender roles changed in recent decades.
    • “The Wife of Bath’s Tale” from The Canterbury Tales by Geoffrey Chaucer
    • “Mallam Sile” by Mohammed Naseehu Ali
    • “My Father’s Sadness” by Shirley Geok-lin Lim
    • "A Vindication of the Rights of Woman" by Mary Wollstonecraft
    • “In a Scattered Protest, Saudi Women Take the Wheel” by Neil MacFarquhar and Dina Selah Amer
    • “The Men We Carry in Our Minds” by Scott Russell Sanders

Anchor texts do not require revision or supplements in order to ensure quality. The majority of the texts throughout the Grade 12 Collections are written by authors of known quality in their respective fields. Examples include, but are not limited to:

  • In Collection 1 the second anchor test is “A Walk to the Jetty” from the novel Annie John by Jamaica Kincaid, an award winning author whose work is known for its autobiographical style.
  • The second anchor text in Collection 3 is “A Modest Proposal” by Jonathan Swift, arguably one of the most famous examples of political satire in the English Canon.
  • The anchor text for Collection 6 is Annie Dillard’s “Living Like Weasels.” Dillard is best known for her nature writing and her Pulitzer Prize winning narrative Tinker Creek.

The texts in HMH Collections Grade 12 are of publishable quality and worthy of especially careful reading. They are high-quality texts that will appeal to a wide variety of students while introducing students to a variety of writing types that they will come in contact with as adult readers. Finally, the texts throughout the collection represent many cultures and ideas to provide a basis for evaluative thinking on the part of the students.

Indicator 1b

Materials reflect the distribution of text types and genres required by the standards at each grade level.
*Indicator 1b is non-scored (in grades 9-12) and provides information about text types and genres in the program.
0/0
+
-
Indicator Rating Details

The HMH Collections reviewed for Grade 12 meets the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level. Throughout the collections students engage with an appropriate distribution of texts and text types for Grade 12. Literary texts include short stories, poems, plays, graphic novel, and myths. Information texts include science writings, historical essays, arguments, memoirs and foundational texts. Media selections are comprised of graduation speeches, documentary, and a photo essay.

The instructional materials include the following distribution of text types and genres required by the standards for the grade.

The overall balance of literary and informational texts with which students engage is 45% literary to 55% informational. Text types include short stories, poems, explanatory and expository texts about science, multimedia, and plays.

Samples of how the materials distribute these texts over the course of a school year include the following:

  • Collection 1
    • Literary Texts
      • Novel excerpt “A Walk to the Jetty” from Annie John by Jamaica Kincaid
      • Drama Ile by Eugene O’Neill
    • Informational Texts
      • Essay “Marita’s Bargain” by Malcolm Gladwell
      • Science Article “The Secret to Raising Smart Kids” by Carol S. Dweck
  • Collection 3
    • Literary Texts
      • Satire “A Modest Proposal” by Jonathan Swift
      • Poem “Imagine the Angels of Bread” by Martin Espada
    • Informational Texts
      • Speech “Speech on the Vietnam War, 1967” by Dr. Martin Luther King Jr.
      • Essay from The Crisis by Thomas Paine
      • Essay “The Clan of One-Breasted Women” by Terry Tempest Williams
  • Collection 5
    • Literary Texts
      • Epic Poem from Beowulf by The Beowulf Poet and translated by Burton Raffel
      • Short story “The Deep” by Anthony Doerr
    • Informational Texts
      • Speech “Explosion of the Space Shuttle Challenger: Address to the Nation” by Ronald Reagan
      • Science Article “The Mosquito Solution” by Michael Specter

The HMH Collections reviewed for Grade 12 meets the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level. Throughout the collections, there are a variety of literary and informational texts that give students experience in reading different types of writing like science essays, plays, poetry, short stories, and memoirs.

Indicator 1c

Texts have the appropriate level of complexity for the grade level (according to quantitative analysis and qualitative analysis).
2/4
+
-
Indicator Rating Details

The HMH Collections reviewed for Grade 12 partially meets the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task. Many anchor texts and paired selections fall outside the grade band.

Examples of texts with appropriate text complexity include, but are not limited to:

  • Collection 1, “A Walk to the Jetty” from Annie John Novel by Jamaica Kincaid
    • Quantitative - 1290 Lexile
    • Qualitative - The “Levels of Meaning/Purpose” in this story is rated at the mid-low level. There is a single level of complex meaning. The “Structure” of the story is in the mid-low range; there are few shifts in point of view. “Language Conventionality and Clarity” is in the mid-high level of the scale because there is complex sentence structure. “Knowledge Demands” is mid-high because students will need an increased amount of cultural and literary knowledge.
    • Reader and Task - Suggestions are provided in order to assist students in accessing the text in the “Zoom In On” feature: Before reading, the teacher talks about how this story is about a teenager who is going through changes in her life. Students are encouraged to “look for attitudes and feelings they may have in common with Annie” (31C).
  • Collection 3, “Speech on the Vietnam War, 1967,” Speech by Martin Luther King Jr.
    • Quantitative - 1290 Lexile
    • Qualitative - The “Levels of Meaning/Purpose” in this story is rated at the mid-high level. There are multiple levels of meaning. The “Structure” of the story is in the mid-high range because the organization of the main ideas and details is complex but mostly explicit. “Language Conventionality and Clarity” is in the high level of the scale because there is an increased number of figurative and symbolic language. “Knowledge Demands” is mid-high because students will read about slightly complex social studies concepts.
    • Reader and Task - Suggestions are provided in order to assist students in accessing the text in the “Zoom In On” feature. "Before reading tell the students to find predictions in the speech that reflect current realities" (151C).
  • Collection 4, “Hamlet’s Dull Revenge,” Literary Criticism by Rene Girard
    • Quantitative - 1290 Lexile
    • Qualitative - The “Levels of Meaning/Purpose” in this story is rated at the high level, because there are multiple levels of complex meaning. The “Structure” of the story is in the mid-high range; the organization of main ideas and details is complex, but mostly explicit. “Language Conventionality and Clarity” is in the mid-high level of the scale because of increased unfamiliar, academic, or domain specific words. “Knowledge Demands” is high because cultural and literary knowledge are essential to comprehension.
    • Reader and Task - Suggestions are provided in order to assist students in accessing the text in the “Zoom In On” feature. Teachers explain to students that evidence that is used for an argument needs to be relevant and adequate. Then, the teacher pauses the students periodically while they read to ask these questions.
    Examples of texts that fall outside the grade band include, but are not limited to:
    • Collection 1, “Marita's Bargain," Essay b y Malcolm Gladwell
      • Quantitative - 1060 Lexile
      • Qualitative - The “Levels of Meaning/Purpose” and “Language Conventionality and Clarity" in this essay is rated at the low level. It is a single topic with straightforward sentence structure. “Knowledge Demands” is mid-low because students will need some specialized knowledge. The “Structure” is in the mid-high range; there are some graphics that are essential to comprehension.
      • Reader and Task - Suggestions are provided in order to assist students in accessing the text in the “Zoom In On” feature: Before reading, the teacher talks with the students about generalizations and how over-generalizations can cause problems.
    • Collection 2, "from A Vindication of the Rights of Woman," Political Argument by Mary Wollstonecraft
      • Quantitative - 1350 Lexile
      • Qualitative - The “Levels of Meaning/Purpose”in is rated at the mid-low level. It has more than one purpose, but they are easily identified. The “Structure” is in the mid-high range; the organization is complex but explicit. “Language Conventionality and Clarity" and “Knowledge Demands” are high because there is complex sentence structure and complex social studies concepts.
      • Reader and Task - Suggestions are provided in order to assist students in accessing the text in the “Zoom In On” feature: before reading, the teacher talks with the students about women's rights and encourages students to keep a dictionary nearby.
    • Collection 3, "The Clan of One-Breasted Women, Essay by Terry Tempest Williams
      • Quantitative - 990 Lexile
      • Qualitative - The “Levels of Meaning/Purpose” and "Knowledge Demands" are rated at the mid-low level. It has more than one purpose, but they are easily identified, and there is some specialized knowledge required. The “Language Conventionality and Clarity" is rated at the low level because it is contemporary and familiar language. “Structure” is in the high range; the organization is "highly complex; not explicit [and] must be inferred by the reader" (187A).
      • Reader and Task - Suggestions are provided in order to assist students in accessing the text in the “Zoom In On” feature: before reading, the teacher talks with the students about causes of breast cancer and the "impact of radioactive fallout on human health" (187C).
    • Collection 4, "Tell Them Not to Kill Me!" Short Story by Juan Rulflo
      • Quantitative - 810 Lexile
      • Qualitative - The “Levels of Meaning/Purpose” and "Language Conventionality and Clarity" are rated at the mid-low level. It has a single level of meaning and less straightforward sentence structure. The “Knowledge Demands" and “Structure” are in the mid-high range; there are "shifts in chronology" and a "somewhat unfamiliar perspective" (369A).
      • Reader and Task - Suggestions are provided in order to assist students in accessing the text in the “Zoom In On” feature: while reading, the teacher guides students to recognize the shifts in point of view and to find the theme.
    • Collection 5, "Explosion of the Space Shuttle Challenger: Address to the Nation," Speech by Ronald Reagan
      • Quantitative - 780 Lexile
      • Qualitative - The “Levels of Meaning/Purpose” and "Structure" are rated at the low level. It is a single topic with conventional structure. The “Language Conventionality and Clarity" and "Knowledge Demands" are rated at the mid- low level because it has "some figurative language" and "some references to other texts" (429A).
      • Reader and Task - Suggestions are provided in order to assist students in accessing the text in the “Zoom In On” feature: before reading, the teacher encourages students to research the causes of the accident.
    • Collection 6, "Dwellings," Essay by Linda Hogan
      • Quantitative - 1070 Lexile
      • Qualitative - The "Language Conventionality and Clarity" is rated at the low level. The essay has direct language. "Knowledge Demands" is rated at the mid-low level, because there is some specialized knowledge required. "Levels of Meaning/Purpose" and "Structure" are rated at the mid-high level due to slightly complex organization and more than one purpose.
      • Reader and Task - Suggestions are provided in order to assist students in accessing the text in the “Zoom In On” feature: before reading, the teacher encourages "students to read descriptive passages slowly . . . [the teacher] might model this strategy by thinking aloud about the images in lines 1-13" (483C).

Indicator 1d

Materials support students' literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).
0/4
+
-
Indicator Rating Details

The HMH Collections reviewed for Grade 12 does not meet the expectation of supporting students’ increasing literacy skills over the course of the school year. Anchor texts and paired selections typically fall outside the grade band, and the scaffolding of the texts and the tasks required of students do not ensure students are supported to access and comprehend grade-level texts independently at the end of the year. There is minimal guidance for the teacher to support students as they prepare to transition into more rigorous texts at the end of the school year.

The following Lexile ranges are found in the six collections::

Collection 1: 1060-1400
Collection 2: 1060-1400
Collection 3: 990-1590
Collection 4: 810-1290
Collection 5: 780-1130
Collection 6: 1040-1500

Examples of the complexity levels falling outside the grade band and thus not supporting students accessing grade level texts independently at the end of the year include, but are not limited to:

  • Collection 2 contains six texts (five anchor and one paired selection). Two of the texts are below the text complexity requirements of the standards, one is above, one is at the high end, and the other two are a poem and “The Wife of Bath’s Tale.” For example, the second text is a short story by Mohammed Naseehu Ali, “Mallam Sile,” with a Lexile of 1150 and low complex qualitative features. The fourth text is a political argument by Mary Wollstonecraft, “from A Vindication of the Rights of Woman,” with a Lexile of 1350 and mid-high complex qualitative features. The last text in this collection is an essay by Scott Russell, “The Men We Carry in Our Minds,” with a Lexile of 1060 and moderately complex qualitative features. Students read a text below the grade band with low qualitative measurements, then jump to a text at the top of the grade band with mid-high qualitative measurements, and end with a text below the grade band with moderate qualitative measurements. The scaffolding in this collection is inconsistent and will not help students to grow their literacy skills.
  • Collection 3 contains seven texts (five anchor and one paired selection). Three of the texts are below the text complexity requirements of the standards, two are in the grade band, one is far above, and the other is a poem. The first text in this collection is a speech by Martin Luther King Jr., “Speech on the Vietnam War, 1967,” with a Lexile of 1290 and mid-high qualitative features. The fourth text is an essay by Terry Tempest Williams, “The Clan of One-Breasted Women,” with a Lexile of 990 and mid-low qualitative features. This text is followed by the satire, “A Modest Proposal,” by Jonathan Swift with a Lexile of 1590 and highly complex qualitative features. The collection ends with “Third World America,” which has a Lexile of 1260 and has mid-low qualitative features. Again, this collection is scaffolded inconsistently. The students begin the collection with an appropriate text, but then read a text far below the grade band and then one far above.
  • Additionally in Collection 3, the reader/task consideration will not support students in comprehending the difficult text, “A Modest Proposal.” Teachers are told “Be sure students use the Close Read Screencasts to get a sense of how much Swift packed into his language. Encourage them to analyze passages as thoroughly as the screencast readers do in order to fully appreciate Swift’s word choices and allusions. Have them view, in particular, the screencast covering lines 25-33” (199C).
  • Collection 5, which is toward the end of the year, contains four texts; three of which are below the text complexity requirements for the standards. The second text, a speech by Ronald Reagan, has a Lexile of 780 and has mid-low qualitative features. The last text, a science article by Michael Specter, has a Lexile of 1130 and has moderately complex qualitative features. Both of these texts are below the grade band, and do not ask the students to do a difficult task. For the speech, students are determining the author’s purpose and identifying the elements of an argument. The science article has students summarizing and drawing conclusions. These texts are toward the end of the year, but will not give teachers information on student’s growth.

Throughout the school year, the instructional materials give students access to texts at a variety of complexity levels; however, the scaffolding of the texts is inconsistent and will not help students become independent readers at the end of the school year.

Indicator 1e

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.
2/2
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-
Indicator Rating Details

The HMH Collections reviewed for Grade 12 meets 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.

The Teacher’s Edition contains Plan pages before each text which include both the text complexity analysis and rationale for educational purpose and placement in the grade level.

  • “Why This Text?” is provided for each anchor text. This gives the rationale for educational purpose and placement as well as key learning objectives. For example, in Collection 1 for the text “Marita’s Bargain”, the “Why This Text?” states: “Whether reading information in print or online, students need to be able to identify the most important ideas. This lesson analyzes how the details and other elements of this essay deliver the author’s significant points about education” (3A).
  • The Text Complexity Rubric explains the text complexity attributes of each whole class text, the Lexile, and the places within the lesson that will help the teacher determine if the text is appropriate in terms of reader and task. An example of how this is prepared for teachers is found in Collection 6, pages 477A-477C, “Living Like Weasels” an Essay by Annie Dillard. The Text Complexity Rubric gives the quantitative, qualitative, and reader and task measures.
    • Quantitative - 1040 Lexile
    • Qualitative - includes a mid-high, mid-high, mid-high and mid-high scale for each of the following measurements. Under the heading are two columns: the objective is stated on the right and a "Zoom In On" feature is on the left, which gives teachers an activity to complete the objective:
      • Levels of Meaning/Purpose - scored “mid-high” on the scale
        • Objective - “To guide students to analyze the meaning of figurative language; help students analyze tone; prompt students to discuss inferences they draw from the text; to reteach analyzing tone.”
        • Zoom In On - The text suggests that teachers review with students figurative language and then provides the teacher with specific exercises to do with students around figurative language.
      • Structure - scored “mid-high” on the scale
        • Objective - “Help students analyze elements of an author’s style, including syntax and juxtaposition.”
        • Zoom In On - “Explore with students these elements of the essay’s structure…” and then the text walks the teacher through examples of both syntax and juxtaposition.
      • Language Conventionality and Clarity - scored “high” on the scale
        • Objective - “Teach unfamiliar vocabulary in context; help students understand domain-specific words; teach students to use precise details in their own writing.”
        • Zoom In On - Provides the teacher with an activity to help students remember, practice, and reinforce precise details.
      • Knowledge Demands - scored “high” on the scale
        • Objective - “Support English Learners in learning more about the author..”
        • Zoom In On - The teacher is given additional information about the topic of the essay to go through with the students before reading.
    • Suggested Reader and Task Considerations:
      • On the right are things the teacher should consider before reading: “Do students have the comprehension skills to identify Dillard’s central idea? Do students have enough experience with the personal essay genre to manage the different kinds of information presented in the text?”
      • Zoom In On is again on the left - This labels the goal, “Supporting Comprehension,” and then shares an activity students can complete to reach the goal. In this case the teacher is asked to remind students that the main message of the essay will be readdressed in the conclusion and to reread that before trying to clarify the main idea of the essay.

Indicator 1f

Anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.
1/2
+
-
Indicator Rating Details

The HMH Collections reviewed for Grade 12 partially meets the criteria that anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. While students read a variety of texts, it is unclear how students are supported towards reading proficiency. Instructions within the Teacher’s Edition do not explain how the entirety of a text is to be read: silently, by the teacher, or aloud as a whole class. General instructions are given in the teacher's edition before each text that tell the teacher to have students use the "As You Read" feature to guide their reading. An example is found in Collection 4 before "Tell Them Not to Kill Me!": “As You Read: Direct students to use the As You Read instruction to focus their reading. Remind students to write down any questions they generate during reading” (369). How each text is read is left up to the teacher with little guidance from the program. Students may never read the texts within the collections independently.

The Instructional Overview found at the beginning of each collection clearly identifies the diversity of texts students will be reading within each collection. Below is an example showing the range and volume that can be found from three different collections at this grade level:

  • Collection 1: essay, graduation speech, science article, novel excerpt, drama, and an opera version of the drama
  • Collection 3: speech, essays, satire, photojournalism, and a poem
  • Collection 6: essays, poems, and a short story

Each collection contains a feature titled Digital Resources for Independent Reading that precedes the Performance Tasks at the end of each collection. This feature suggests digital resources students can use to find out more about the theme or topic of the collection. However, little support is provided and not all suggested tasks may support proficiency. The following is an example of this:

  • Collection 4 suggests student read three selections: “from Essclesiastes, Chapter 3 in King James Bible, from The Pilgrim’s Progress by John Bunyan, and from “The Rape of the Lock” by Alexander Pope. Teachers are then told to “tell students who read The Pilgrim’s Progress or “the Rape of the Lock” to rewrite the selections as a news report. Remind them that news stories follow a certain structure and tone” (398b). While the teacher could potentially use the news story as an assessment, there are no rubrics associated with this and there is no assessment for the Bible passage.

This page also includes a Creating an Independent Reading Program. This feature suggests ways for teachers to help students increase independent reading by building a classroom library and creating library rules. However, no system is provided for monitoring students use of the techniques suggested here. Additionally, a teacher may choose to skip this activity.

Criterion 1g - 1n

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
14/16
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-
Criterion Rating Details

The materials for Grade 12 partially meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly and followed by culminating taste. The materials partially meet the criteria for frequent opportunities and protocols for evidence-based discussions that encourage use of academic vocabulary and connection to what is being read. The materials provide opportunities for students to practice writing different types in both on-demand and process settings, with an appropriate emphasis on text-based writing, and grammar and mechanics instruction is clearly organized to support development of these skills over the course of the school year.

Indicator 1g

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).
2/2
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-
Indicator Rating Details

The HMH Collections reviewed for Grade 12 meets 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).

The majority of the questions within the textbook require students to support their interpretations with text evidence and build their knowledge from the literal to the inferential. The materials also provide support for planning and implementation by including instructions for the teacher on when to ask the question, how to introduce it, and possible student answers. Within each Collection, each text contains questions to be read during the reading and questions that will be completed after the reading. During the reading, each question has a bold heading that states the purpose, the question, and an example student answer. Examples of questions a teacher asks while reading include, but are not limited to:

  • In Collection 1 for "Marita's Bargain:" “Point out that tables often have titles that tell what the numbers refer to. However, Gladwell has chosen not to give titles to his tables. Instead, the text immediately before and after each table explains what is included and why it is significant. Ask students what title they would give the table on this page to describe its contents, and have them point to the evidence that supports their title” (7).
  • In Collection 2 for "The Men We Carry in Our Minds:" “Explain that an essay’s title can often suggest its central idea. Have students reread lines 172-181 and identify the reference to the essay’s title in this paragraph. Then ask them to summarize the central idea of the essay” (136).
  • In Collection 4 for "Blocking the Transmission of Violence:" “Remind students to combine their own knowledge and experience with the evidence directly stated in the selection to make inferences and draw conclusions. Ask students to reread lines 377-389 and explain why many police officials ‘were grateful for the interrupters’” (389).
  • In Collection 6 for "The Hermit's Story:" “Note that Ann’s story is interspersed with the narrator’s reflections on it. These reflections often provide clues to themes. Ask students to reread lines 125-144. Which part of this passage tells the narrator’s thoughts about Ann’s story? What larger idea or theme do these reflections hint at?” (504).

In addition to the questions during the reading, there is a section after the text labeled, “Analyzing the Text.” This section contains the same general instructions in all Collections that say, “Cite Text Evidence: Support your responses with evidence from the selection.” There are three to six questions in this segment. Each question is preceded by a skill in bold followed by the question; possible students answers are found on the left-hand side of the teacher’s edition. Examples of questions at the end of the text from the “Analyzing the Text” Section include, but are not limited to:

  • In Collection 1 for "A Walk to the Jetty:" “Draw Conclusions: In the last sentence of the story, Annie compares the ‘lap-lapping’ of the waves to the sound of liquid ‘slowly emptying out’ from a vessel. What does the simile suggest about how leaving home has affected her?” (44).
  • In Collection 3 for "Imagine the Angels of Bread:" “Analyze: What words and phrases are repeated in the poem? Explain how this repetition is used to emphasize ideas and emotions” (220).“
  • In Collection 5 for "The Mosquito Solution:" "Summarize: Reread lines 243-279, and summarize how the OX513A mosquito was developed. Why might the author have chosen to include such a detailed explanation of this process?” (469).

HMH Collections also comes with a consumable workbook called, The Close Reader. This contains directions before the reading and a short response question at the end. Each question during the reading has the heading “REREAD”; it is preceded by instructions labeled with the “READ” heading. The “READ” label gives the students instructions for what to look for while reading. The “REREAD” section asks students to answer a short answer question based on what they focused on during “READ.” Examples of questions from the Close Reader DURING Reading include, but are not limited to:

  • In Collection 1 students read a nonfiction text by Paul Tough, “Kewauna’s Ambition” from How Children Succeed.
    • READ asks the students to read lines 1-30 and begin to collect and cite text evidence.
      • “Underline Kewauna’s challenges” (18c).
      • “Circle key elements of Kewauna’s strategy for success” (18c).
      • “In the margin, use your own words to describe each part of her strategy” (18c).
    • In the REREAD section, students are asked:
      • “ Reread lines 5-12. Why do you think Kewauna is disappointed that the other African American girls sat in the back? Support your answer with explicit evidence from the text” (18d).
  • In Collection 6, students read from the epic poem Beowulf by the Beowulf Poet, translated by Burton Raffel.
    • READ asks students to read lines 28-81 and continue to cite and collect text evidence by doing the following:
      • “Underline the text that describes the setting” (428d).
      • “Circle the text that shows the turning point in the battle” (428d).
      • “In the margin, explain how the details of the setting create tension (lines 36-55)” (428d).
    • In the REREAD feature students are asked the following:
      • “Reread lines 45-58. How does the poet show that the dragon is similar to Beowulf? What are those similarities? Support your answer with explicit textual evidence” (428d).

There are short answer questions at the end of the reading have the heading, “SHORT RESPONSE” and the instructions, “Cite Text Evidence.” Examples of questions from the Close Reader AFTER Reading include, but are not limited to:

  • In Collection 2 for Pink Think: "SHORT RESPONSE: Review your reading notes to identify elements of Peril’s style. What words and phrases best suggest her perspective, or point of view, on pink think? Cite textual evidence in your response” (140e).
  • In Collection 3 for "Elsewhere:" "SHORT RESPONSE: Analyze the impact of specific word choices, including figurative and connotative meanings of words, on the meaning and tone of the poem” (220e).
  • In Collection 5 for "Blackheart:" "SHORT RESPONSE: Identify the central theme of the story. What is the author saying about relationships? Review your reading notes, and be sure to cite text evidence in your response” (425h).

The instructional materials include questions, tasks, and assignments that are text-dependent/specific and consistently support students’ literacy growth over the course of the school year. The teacher materials provide complete support for planning and implementation of text-dependent questions, tasks, and assignments by including information to share before the question and possible student answers.

Indicator 1h

Materials contain sets of sequences of text-dependent/ text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 12 meet the criteria for materials containing sets of high-quality sequences of text-dependent and text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding.

The materials contain varied culminating tasks of quality across a year’s worth of material, for students to demonstrate what they know and are able to do in speaking and/or writing. Over the course of the year, students present a speech, create a group multimedia presentation, participate in a panel discussion, and write three analytical essays, two arguments, and a fictional narrative throughout the six collections. There are text-dependent questions and tasks throughout the unit that connect to the culminating tasks.

The culminating tasks are found at the end of each collection. These tasks are rich and require students to demonstrate what they know in speaking and/or writing. Below is a representative list of the performance tasks found in the 12th grade edition:

Collection 1 - Debate an issue, Write a compare-contrast essay
Collection 2 - Write an informative essay, Deliver a reflective narrative
Collection 3 - Participate in a group discussion, Write a satire
Collection 4 - Write an analytical essay, Write an argument
Collection 5 - Present a speech
Collection 6 - Present a Personal Narrative

The text-dependent questions throughout the different texts adequately support students in completing the task.

An example of a performance task that uses the unit’s text-dependent and text-specific questions to build to a culminating task which integrates skills to demonstrate understanding can be found in Collection 1: Chasing Success. The performance task states, “At the end of this collection, you will have the opportunity to complete two tasks: Debate with classmates the merits of extending the school year to provide more time for learning, citing evidence from texts in the collection. Write an essay in which you compare and contrast the experiences of two characters or people from the texts, focusing on the sacrifices they make to succeed” (2).

  • Collection 1’s Performance Task A is, “This collection focuses on the sacrifices people make to achieve success. In the anchor text, “Marita’s Bargain,” the author describes a school in which the days are longer, summer vacation is shorter, and students are very successful. With a group of classmates, conduct a debate on whether all students should have longer school days and shorter vacations” (67). Students are then told that an effective debate will do all of the following:
    • "Takes a clear position, either for or against the idea of students spending more time in school
    • Selects relevant evidence from “Marita’s Bargain” and one or more other texts in the collection to support the claims
    • Follows an orderly format in which speakers from each team take turns presenting their claims, counterclaims, reasons, and evidence
    • Communicates ideas formally and objectively, using precise language
    • Engages in an exchange of ideas in which participants respond to diverse perspectives, build on ideas, and evaluate others’ reasoning" (67).

Representative examples of questions throughout the text selections are written to help students gather information that will help them build their case in their debate are below:

  • For example, one of the support questions from the teacher's edition in “Marita’s Bargain" states, “Ask students to state the main idea of these two paragraphs.” The answer provided by the teacher’s edition is “The 19th-century belief that students needed long periods of rest influenced the development of the American system of education” (5).Questions such as the one found in the same selection require students to look carefully at data that will support their stance on their debate topic: “Have students identify the disparities that this choice of table format enables readers to see” (6).
  • Questions in other texts also guide students in this type of evaluation of evidence in a text to enable them to perform in the debate, such as question D in the text “The Secret to Raising Smart Kids”: “Ask students how this structure, exemplified in lines 48-77, affects readers’ perception of the author as well as of her argument.” The answer provided states, “Her detailed explanation of both views gives readers the information they need to assess the logic of her argument and form their own judgments. It shows the author’s objectivity and desire to inform” (27). Both the question and the skills necessary to complete the question work to build students towards the debate in the final Performance Task.

Another example of a Collection’s Performance Task utilizing text questions to build to the culminating Performance Task is in Collection 3:

  • Performance Task A is “Look back at the anchor text ‘Speech on the Vietnam War, 1967’ and at the other texts in the collection. What connections do you see between the examples of injustice explored in each text? Have a group discussion on the topic, and then write a summary of the discussion” (HMH, 12th Grade, Collection 3 221). Students are then told that a successful group discussion will do all of the following:
    • Present quotations or examples from “Speech on the Vietnam War, 1967” and other collection texts to illustrate ideas about injustice
    • Make clear, logical, and well-developed connections among the texts’ views of injustice
    • Pose and respond to questions to keep the conversation going
    • Respond to the ideas of others in the group, adapting, or expanding upon their own ideas or politely challenging others’ assertions
    • Use appropriate eye contact, adequate volume, and clear pronunciation
    • Write an accurate an objective summary of the discussion

Questions throughout the text selections are written to support students in developing ideas about injustice and collecting evidence to support those ideas for the discussion. Examples include, but are not limited to:

  • While reading the anchor text in Collection 3, “Speech on the Vietnam War, 1967,” one of the questions says, “Ask students why King chooses to use 'crippled' rather than the words 'hurt' or 'held back'” (152). The answer suggested to the teacher focuses on the idea that what is being done to the troops is permanently damaging them in some way. This supports the larger idea of injustice.
  • While reading the selection “from The Crises,” the text suggests “Have students reread lines 37-47. Ask them to identify the words and reasoning that Paine uses in his ethical appeal. What does he imply?” (171). This questions drives directly into Paine’s opinion of the injustices he sees from the Tories.

Consistently, across texts there are questions suggested in the teacher’s edition that will support students in building understanding and evidence towards the final Performance Task.

Indicator 1i

Materials provide frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax.
1/2
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Indicator Rating Details

The HMH Collections reviewed for Grade 12 partially meets 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.

The materials provide discussion opportunities and questions throughout the course of the year. The protocols for discussions are found in the “Student Resources” section of the textbook; however, there is no clear emphasis on the application of academic vocabulary, syntax, and language forms to match the purpose of the academic conversations, such as participating in an evaluative discussion. Therefore, students could be involved in conversations with little to no usage of academic language to discuss textual evidence or be provided with instructions on how to structure a purposeful academic discussion.

Representative examples that show the materials provides multiple opportunities, protocols, and questions for evidence based discussions across the whole year’s scope of instructional materials include, but are not limited to:

  • All texts contain text-dependent questions that correlate with the text that teachers can use for whole class discussion while reading:
    • In Collection 1 for Ile: “Explain that internal conflict can be indicated by a character’s actions and words or by descriptions of a character by other characters. Direct students to reread lines 175-181 and identify evidence of internal conflict within Mrs. Keeney” (50).
  • In the Teacher’s Edition, there are sections labeled, “To Challenge Students . . .” and “When Students Struggle.” The activities described under these headings often contain group discussions or peer-to-peer work:
    • In Collection 3 during the reading of “Speech on the Vietnam War, 1967,” the “To Challenge Students” section has students “volunteer to read aloud the excerpt from Lowell’s poem in lines 525-533. Organize students into small groups and have them discuss these questions...” (164).
    • Collection 4 illustrates an example of groups of three working together during the “When Students Struggle:” “Ask each student to come up with a one-line summary of part of a paragraph to share with his or her group. Have groups share their work...” (291).
  • After each text in the teacher’s edition of the collections, there is a section titled, “Collaborative Discussion.” This activity asks teachers to have students work in pairs:
    • For example, in Collection 4 for Hamlet: “Have small groups discuss their reactions to Hamlet and the differing nature of his character. The numerous facets of his personality and conflict and subsequent behavior both mystify and intrigue readers” (353).

The HMH Collections Grade 12 and support materials do not provide enough grade level appropriate opportunities for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax. Examples include, but are not limited to:

  • While reading text selections throughout the collection, students encounter text-dependent questions and prompts that require them to use evidence from the text. However, none of these are structured in ways that ensure that students use academic vocabulary or academic syntax. Students are not provided samples or models of evidence-based discussion. In addition, a clear emphasis on use of academic syntax, use of academic vocabulary, or use of protocols are not provided or referenced. Examples include, but are not limited to:
    • In Collection 2 for "A Vindication of the Rights of Women:" "Reread lines 65-75 and interpret what Wollstonecraft really means in the first sentence of the paragraph" (115).
    • In Collection 4 for Hamlet: "Ask students to describe the relationship between Polonius and Claudius and its effect upon the characters’ actions" (267).
    • In Collection 5 for Beowulf: "Have students identify the tone of lines 44-49. What details and words help convey the attitude of the poet?" (411).
  • At the end of each reading selection, there is a “Collaborative Discussion” prompt that provides an opportunity for students to discuss. However, students are not directed to use academic syntax, vocabulary, or specific protocols when engaged in these discussions. Examples include, but are not limited to:
    • In Collection 1 for "Don't Eat Fortune's Cookie:" “Have pairs share the important ideas that Lewis presents in his speech. Then as a class discuss their relevance to the experience of graduating from college. Accept all reasonable responses” (19).
    • In Collection 4 for "Tell Them Not to Kill Me:" "With a partner, discuss the predictions you made as you read the story. Were you surprised by the revelations about Juvencio’s past or by the way he died? Cite specific textual evidence to support your ideas (375).
  • Academic vocabulary is identified at the beginning of each collection in the Plan pages. Collection 4 includes the following academic terms: drama, integrity, mediate, restrain, trigger. While reading the anchor text, Hamlet by Shakespeare, students are provided an opportunity to discuss this collection’s targeted academic vocabulary using the following prompt in the teacher’s edition. Students consider these words; however, no protocols, suggestions on groupings, or modeling are provided:
    • “As you discuss the the characters and events in Act I, incorporate the following Collection 4 academic vocabulary words: integrity and trigger. Ask students to look for details that reveal Hamlet’s view of his uncle’s integrity. Have them also discuss how the Ghost triggers the action by his appearance” (243).

Although the materials provide discussion opportunities and questions throughout the course of the year, there is not a clear emphasis on the application of academic vocabulary, syntax, and language forms to match the purpose of the academic conversations. Therefore, it will be very difficult for teachers to implement the standards and assess growth.

Indicator 1j

Materials support students' listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports.
1/2
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Indicator Rating Details

The HMH Collections reviewed for Grade 12 partially meets expectations for supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence.

Protocols and routines for speaking and listening are presented in the Interactive Lessons. These lessons include rules for a good discussion, speaking constructively, listening and responding, giving a presentation, and using media in a presentation. These protocols are not located in the student edition.

However, protocols and routines for collaborative discussions and debates can be found in the resource section of the student edition. The “Participating in a Collaborative Discussion” pages includes explanations of how to prepare for a discussion, setting ground rules, moving the discussion forward, and responding to ideas. The “Debating an Issue” section defines the structure of debate, planning the debate, holding the debate, and evaluating the debate.

There are no speaking and listening rubrics found in the materials.

There are many opportunities throughout the year for students to practice speaking and listening skills in the small performance tasks, large performance tasks, and before, during and after reading each text; however, little intentional instruction of speaking and listening skills is applied. Examples include, but are not limited to:

  • In Collection 3, Performance Task A is to “Participate in a Group Discussion.” The Interactive Lessons “Speaking Constructively” and “Listening and Responding” are referred to in the sidebar of the student edition. The rubric for this task assesses Ideas and Evidence, Organization, and Language; it does not include speaking and listening skills (221).
  • In Collection 1, the performance task after Ile has students work in a small group to discuss specific lines of dialogue. “The captain and Mrs. Kenney have different perspectives on life. In a small group, examine the following lines of dialogue. Discuss how they reveal the conflict between the two characters’ viewpoints. Together, write a summary of your discussion and present it to the class” (61). No rubrics are included and there are no clear instruction to students on how to conduct this discussion. The teacher section states that this activity is attached to speaking and listening standard 1a, but more information is not provided.
  • In Collection 4 after reading “Blocking the Transmission of Violence,” students participate in a speaking activity in the form of a discussion. In small groups, students discuss whether an organization like CeaseFire would work well in different communities confronting the problem of violence. Students jot down ideas from the article that they think offer the most valuable insight about the problem of violence and potential solutions. They then apply these idea beyond Chicago to possibly their own communities or others that experience violence. They bring their notes to a group conversation and present their own conclusions while also listening to others’. As a group, they discuss the pros and cons of CeaseFire and then write a summary statement of the group’s ideas. There is no rubric referenced to support the assessment of this task for the speaking and listening skills of 1a that are listed in the teaching notes. Also there are no protocols referenced to support students in effectively having this discussion (392).
  • After the speech, “Explosion of the Space Shuttle Challenger: Address to the Nation” students are asked to “watch a video of the speech and then evaluate it in a small group discussion” (432). Students are given three steps to take: 1. Take notes on Reagan’s tone, expressions, and eye contact and how that supports his message. 2. Discuss the power and effectiveness of his speech by posing questions, responding to questions, and assessing his claims. 3. Take notes during the discussion for the summary. While students are provided with some specific skills they should utilize from the speaking and listening skills, there is no support provided for language and there is no connection for assessment of the speaking and listening standards listed for 1c, 2, and 3.

Although there are opportunities for students to speak and listen during the course of the school year formally and informally, there is little intentional instruction of speaking and listening skills throughout the instructional materials. In order to have students meet the expectations of the Common Core State Standards, teachers will have to create additional lessons and rubrics for speaking and listening.

Indicator 1k

Materials include a mix of on-demand and process writing grade-appropriate writing (e.g. grade-appropriate revision and editing) and short, focused projects.
2/2
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Indicator Rating Details

The HMH Collections reviewed for Grade 12 meets the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate. The materials provide a mix of both on-demand and process writing, and shorter and longer tasks and projects.

Representative examples of the writing tasks and projects are below. These represent both shorter and longer works as well as on-demand and process that are aligned to the writing standards.

  • In Collection 3, after reading “Speech on the Vietnam War, 1967,” students write an article about Martin Luther King Jr.’s speech from the perspective of a journalist There are multiple steps to this piece:
    • "Identify the purpose of the argument
    • Evaluate the evidence presented and the logic of the conclusion
    • Discuss King’s style and devices in the article" (166)
  • In Collection 2, Performance Task A has students write an informative essay about the “ability of people to understand someone of the opposite sex” (141). This task is clearly an example of a longer process writing as students reread and gather evidence from three texts in the collection, organize their essay in an outline, draft, review with partners, revise, and create a finished copy of their writing. In this task, students must do the following:
    • "Include an introduction with a thesis
    • Present information and reasoning logically
    • Use transitions
    • Write a conclusion that summarizes the main points"
  • Each Collection also contains smaller writing tasks like letters and journal entries. Examples include, but are not limited to:
    • In Collection 1, after reading “Marita’s Bargain,” students write a diary entry from the perspective of Marita “in which she reflects on the change in [her] friendships” (16).
    • Also in Collection 1 after reading “A Walk to the Jetty,” students write a letter “from Annie to her parents after she arrives in England. In the letter, have her reflect on what she has given up and whether she feels the sacrifice was worthwhile” (44).
  • The Performance Assessment Practice booklet contains four units of on-demand writing - argumentative, informative, literary analysis, and mixed practice. Within each unit, students complete the following:
    • Analyze the Model - students read two texts and analyze a student model essay.
    • Practice the Task - students read two to four texts, complete prewriting activities and write the essay.
    • Perform the Task - students read two to four texts, complete prewriting activities and write the essay.

Indicator 1l

Materials provide opportunities for students to address different types/modes/genres of writing that reflect the distribution required by the standards. Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.
2/2
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Indicator Rating Details

The HMH Collections for Grade 12 meets the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards. Materials provide multiple opportunities across the school year for students to write in different genres that reflect the distribution required by the standards. The students write arguments, informative texts, and narratives. Writing opportunities occur within collections in which students write shorter process pieces following each text, and a larger process piece in the Performance Tasks at the end of each collection. The Performance Assessment Practice booklet adds formally to this by providing students with multiple opportunities to both observe students samples of and write their own examples of two of the three modes of writing, argument and informative. There is ample opportunity for practice over the course of the year and all the writing is clearly connected to text(s), even within the Performance Assessment Practice booklet.

Examples of different writing opportunities in the materials include, but are not limited to:

  • Arguments
  • Analytical Essays
  • Comparison Essays
  • Reflections
  • Editorials
  • Research Essays
  • Analyses
  • Letters
  • Journals
  • Narratives

While the program does provide opportunities for the students to write to the requirements of the standards, the only support for teachers or students to monitor their progress is if teachers use the myWriteSource digital resource. Within the textbook, neither teachers nor students are provided with rubrics, checklists, exemplars, or model texts for the smaller performance tasks at the end of each text. The culminating Performance Tasks offer a little more support by adding a brief excerpt of a mentor text from the collection, a student checklist, and a rubric. However, the only way to truly monitor progress in writing skills is using the myWriteSource resource. With writing assignments in this database, students can ask questions with the “Raise Hand’ feature at any time. They can also request that their teacher look over their work before the final submission. Teachers can send items back with comments to be revised if they did not meet the expectations.

The instructional materials do give students ample opportunity to practice writing in multiple genres. The support materials in the textbook are lacking, but, if the digital myWriteSource is used, teachers can support and monitor students through the writing process.

Indicator 1m

Materials include frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.
2/2
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Indicator Rating Details

The HMH Collections reviewed for Grade 12 meets 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.

The materials reviewed for Grade 12 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. Throughout the collections there are a number of opportunities for students to write requiring them to either go back into the text to pull evidence or to conduct research to find evidence to support their analysis, claim, or other points within their writing, including referencing text as a basis for narrative writing. Examples include, but are not limited to:

  • The Close Reader Selections require students to go back into the text numerous times to respond to the questions and they all end with a short writing response, one to two paragraphs asking students to cite text evidence to support their answer.
    • In Collection 3 in response to “People and Peace, not Profits and War”, students are asked: “Evaluate Chisholm’s speech against the Vietnam War. Did she convince you that the money being spent on the Vietnam War could be better spent on social programs, such as education? Review your reading notes and cite text evidence in your response” (168f).
  • Performance tasks found at the end of Collections ask students to go back into the text and to specifically use the anchor text and at least two other texts in the collection to answer the prompt provided.
    • In Collection 1 the performance task has students write a compare-contrast essay. “In the anchor text, “A Walk to the Jetty,” the narrator goes abroad so she can get ahead in life, despite her painfully conflicted feelings about leaving behind her family and home. Write an essay in which you compare and contrast Annie John’s experience with that of another character or person profiled in the collection. Discuss the sacrifices these individuals make and whether they are worth it” (71).
  • The Performance Tasks at the end of the selections within each collection require students to either go back into the selection itself or to do some outside research for the writing assignment.
    • In Collection 3, the performance task asks students to write a report explaining how “later activists, such as Martin Luther King Jr., or Mohandas Gandhi, interpret the principles set forth by Thoreau in “Civil Disobedience?” (184).
    • In Collection 6 the performance task for “Dwellings” asks students to write a comparison between Hogan’s and Dillard’s essays by including “direct quotations as well as original analysis of each author’s work” (499).

The materials reviewed for Grade 12 meet the criteria for materials including frequent opportunities for research-based and evidence-based writing. The writing requires students to gather evidence from the texts to support a claim, and it meets the grade level demands of the Common Core State Standards.

Indicator 1n

Materials include instruction and practice of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in context.
2/2
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Indicator Rating Details

The HMH Collections reviewed for Grade 12 meets the criterion that materials include instruction of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application context.

Conventions and grammar are taught in two places: before the readings on the Plan pages under the “Language Conventionality and Clarity” section in the qualitative text complexity rubric and after the readings in a feature called Language Conventions. The “Language Conventionality and Clarity” section defines the grammatical term and then states a group of lines from within the reading. The “Language and Style” section after the text again defines the grammatical term and references specific lines that illustrate the term. Within this feature, there is a brief opportunity for students to learn and practice the function of language defined by the grammatical term under the “Practice and Apply” heading. Here they either look back at the performance task they wrote to find examples of the function of language in their own writing or they need to revise their writing to include the function of language. Occasionally in this section, students have to write a new paragraph in which they use the function of language.

Below are examples of targeted grammar and conventions from each collection:

  • Collection 1: subject-verb agreement, participles and participial phrases, dashes, dialect
  • Collection 2: inverted sentences, adjectives and adverbs, alliteration and consonance, sentence structure, syntax
  • Collection 3: imperative mood, combining sentences, gerunds and gerund phrases, active and passive voice
  • Collection 4: paradox, vary syntax for effect, direct and indirect quotations, repetition and parallelism
  • Collection 5: mood, tone
  • Collection 6: use precise details, appositives and appositive phrases

Below are representative examples of grammar instruction in the “Language Conventionality and Clarity” and “Language and Style” sections:

  • In Collection 4 on the Plan page for “Tell Them Not to Kill Me!,” the “Language Conventionality and Clarity” section focuses on syntax. The teacher tells students that “syntax . . . helps writers capture the attention of their readers, create certain moods, or reinforce key ideas.” Then the teacher displays lines 185-190 in the text and asks students “what the two long sentences in the middle express. How does the syntax reinforce what the colonel is saying?” (368C). The teacher then has the students talk about the effect of the shorter sentences.
  • In Collection 3 after the text “The Clan of One-Breasted Women,” the “Language and Style” section focuses on gerunds and gerund phrases. The first section defines gerunds and gerund phrases. Then, it includes a chart that lists in what part of the sentence the gerund or gerund phrase on the left and an example from the text on the right. Other examples from the text are then shared and the effect of the gerund or gerund phrase is described, “Notice that the use of a gerund makes the sentence livelier.” After the examples, students are expected to complete the “Practice and Apply,” which states: “Return to the multimedia report that you created in response to this selection’s Performance Task. Identify places where you could replace a noun with a gerund or gerund phrase to make your speaking more lively” (198).

The instructional materials for 12th grade include instruction of grammar and conventions in context throughout all six collections. All conventions and language standards required by the Common Core State Standards are covered, and students apply them to the texts and their own writing.

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Does Not Meet Expectations

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Gateway Two Details

Materials reviewed for Grade 12 do not meet the expectations of building knowledge with texts, vocabulary, and tasks. Materials contain sets of questions and tasks, but they do not consistently require students to analyze the language, key ideas, details, craft, and structure of individual texts. Over the course of the year, instructional materials stay consistent and do not grow in rigor across the year.The materials do not include a cohesive, year-long plan for students to interact with and build key academic vocabulary words across texts throughout the year. Materials do not support students in building writing nor research skills over the course of the school year. The materials partially meet the expectations for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

Criterion 2a - 2h

Materials build knowledge through integrated reading, writing, speaking, listening, and language.
12/32

Indicator 2a

Texts are organized around a topic/topics or themes to build students' knowledge and their ability to comprehend and analyze complex texts proficiently.
2/4
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Indicator Rating Details

The HMH Collections reviewed for Grade 12 partially meets the expectations that texts are organized around a topic and/or themes to build students' ability to read and comprehend complex texts independently and proficiently.. The Collections include texts that are organized around common themes; however, the organization of the texts within the collections and across the textbook do not clearly guide students in developing knowledge to support their ability to read and comprehend texts at the college and career level.

Thematic organizations over the course of the school year focus on types of interactions among people and groups. While these are loosely connected, the selections are not necessarily tied together to grow understanding and knowledge around specific components. Collection themes are:

  • Collection 1: “Chasing Success” includes selections about the sacrifices needed to achieve success.
  • Collection 2: “Gender Roles” includes selections exploring traditional gender roles and changes that have occurred in recent years.
  • Collection 3: “Voices of Protests” includes selections about opposition to injustice, tyranny, hunger and pollution.
  • Collection 4: “Seeking Justice, Seeking Peace” looks at whether it is better to avenge acts or end conflict through reconciliation.
  • Collection 5: “Taking Risks” includes selections about how characters face the choice of taking a big risk.
  • Collection 6: “Finding Ourselves in Nature” includes selections revealing personal insights gained through encounter with the natural world.

An example of how the texts within a collection are intended to respond to the theme is found in Collection 3, “Voices of Protests.” This includes fiction and nonfiction texts showing opposition to injustice, tyranny, hunger, and pollution. Sample texts include, but are not limited to:

  • “Speech on the Vietnam War, 1967,” speech by Martin Luther King Jr.
  • “The Crisis,” essay by Thomas Paine
  • “Civil Disobedience,” essay by Henry David Thoreau
  • “The Clan of One-Breasted Women,” essay by Terry Tempest Williams
  • “A Modest Proposal,” satire by Jonathan Swift
  • “Third Word America,” photojournalism by Alison Wright
  • “Imagine the Angels of Bread,” poem by Martin Espada

Another example is found in Collection 6: “Finding Ourselves in Nature,” includes the following, each of which contains a common thematic thread:

  • “Living Like Weasels,” essay by Annie Dillard
  • “Wild Peaches,” poem by Elinor Wylie
  • “Spring and All,” poem by William Carlos Williams
  • "Being Here: The Art of Dan Horgan," documentary directed by Russ Spencer
  • “Dwellings,” essay by Linda Hogan
  • “The Hermit’s Story,” short story by Rick Bass

The organization of the texts within the collections and across the textbook do not clearly guide Grade 12 students in developing their ability to read and comprehend texts proficiently. While there are deep text-based questions throughout each selection within the collections, these questions are only accessible in the teacher’s edition, and therefore, are not helpful to building student independence.

The materials for grade 12 partially meet the criteria that texts are organized around a theme to build students’ knowledge and their ability to read and comprehend complex texts proficiently. Although the collections are organized with texts that support and engage students in discussing a given theme, there are no structures in place within the student textbook to support students’ growth in reading and comprehending texts. The Close Reader provides the scaffolding and supports students need to become better readers, but the texts are misplaced throughout the year in level of difficulty.

Indicator 2b

Materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.
2/4
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Indicator Rating Details

The HMH Collections reviewed for Grade 12 partially meets the criteria that materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics. Materials contain sets of questions and tasks, but they do not consistently require students to analyze the language, key ideas, details, craft, and structure of individual texts. Over the course of the year, instructional materials stay consistent and do not grow in rigor across the year.

Each collection includes sets of questions and tasks that require students analyze texts.

  • In Collection 1, students will answer questions and tasks that ask students to analyze items including, but not limited to central idea, supporting inferences, word choice, elements of drama, and comparing elements of drama in different mediums.
  • In Collection 2, students will answer questions and tasks that ask students to analyze items including, but not limited to narrative poetry, story elements, figurative meanings, arguments, news articles, point of view, and central ideas.
  • In Collection 3, students will answer questions and tasks that ask students to analyze items including, but not limited to arguments, cause and effect, satire, and the impact of word choice on tone.
  • In Collection 4, students will answer questions and tasks that ask students to analyze items including, but not limited to elements of drama, arguments, author’s choices, and figurative meanings of words.
  • In Collection 5, students will answer questions and tasks that ask students to analyze items including, but not limited to epic poetry, arguments, setting, theme, and scientific writing.
  • In Collection 6, students will answer questions and tasks that ask students to analyze items including but not limited to, word choice, author’s ideas, theme, and frame structure.

There are questions and tasks that ask students to analyze the language, key details, craft, and structure of texts, but they do not go to the necessary depth, nor do they increase in rigor over the course of the instructional year. Although questions are provided, skills are inconsistently scaffolded, so they only sometimes build students’ overall comprehension or understanding of topics. In addition, teachers will often be unable to tell from students’ work whether they mastered concepts of each component. Examples include, but are not limited to:

  • Argument is intentionally taught in Collections 2, 3, and 4. Within, there are text-dependent questions and tasks during and after the reading that focus on argument; however, they do not increase in rigor from Collection 2 to Collection 4. The questions require the same depth of knowledge and are not scaffolded. All three collections task the students with analyzing the structure of an argument. Collection 2 focuses on identifying the counterarguments, Collection 3 has students find how the text is a problem-solution argument, and Collection 4 has them determine claim, reasons, and evidence. These tasks do not increase in rigor and are essentially covering the same concept. There are also no specific guidelines or rubrics provided and much of the work is done in large or small groups or with partners, so teachers will be unable to tell whether individual students have mastered the concepts.

The instructional materials for 12th grade do contain sets of questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning of texts and topic. However, these questions and tasks are not scaffolded in a such a way that builds knowledge throughout the year. Also, the rigor does not increase and it is unclear how a teacher will assess whether or not a student has mastered a concept.

Indicator 2c

Materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.
2/4
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Indicator Rating Details

The HMH Collections reviewed for Grade 12 partially meets the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts. The collections are organized around themes. Most of the large performance tasks at the end of each collection require students to integrate ideas across both individual and multiple texts; however, there are some that do so at a minimal level. The materials do contain some sets of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts; however, the materials do not provide consistent, clear guidance for teachers in supporting students’ skills. Additionally, many of the questions and tasks are at the explicit level.

Below are representative examples of how the materials do contain some sets of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts; however, they do not provide consistent clear guidance for teachers in supporting students’ skills and do not prepare students to demonstrate mastery of integrating knowledge and ideas as an embedded part of their regular work by the end of the year.

  • Within each lesson, text-dependent questions appear in the student edition in the “Analyzing the Text” section found after the text and during the reading of the teacher’s edition. There are four to six questions in the “Analyzing the Text” section after each selection. Most questions and tasks are not accompanied by enough instruction for the students to be successful in answering the questions.
    • For example, in Collection 4 after “Blocking the Transmission of Violence,” the prompt is “What does the list of incidents discussed at the CeaseFire meeting illustrate about the prevalence and nature of violence? What effect is this list likely to have on readers?” (392). Earlier in the reading, the teacher’s edition tells the teacher to have students reread a passage and “describe the types of details” the author presents. Then, ask the students “what is the purpose of presenting these details” (383). The only instruction provided is to “Explain that authors present details to support their central ideas. Analyzing the details gives readers evidence that they can combine with their own experience to make inferences and draw conclusions” (383). This instruction is found only in the teacher’s edition and is given verbally, so, when students go to present their knowledge of this at the end of the text, they have no access to the instruction.
  • The materials do contain text-dependent questions and tasks that require students to integrate their knowledge and ideas across multiple texts, but they do not have enough support or guidance for students to show proficiency. Within each collection, there are texts paired so students can analyze the connections.
    • For example, in Collection 3, students analyze foundational documents and delineate and evaluate arguments. Students read “The Crisis” by Thomas Paine first followed by “from Civil Disobedience” by Henry David Thoreau. After both texts, students are asked three questions in the Analyzing the Text section; the questions ask students to compare the tone, author’s style, specific rhetorical devices, and the influence of the historical context on the author’s philosophy. Tone and rhetorical devices are covered during the reading of “The Crisis,” but is not during “Civil Disobedience.” The text-dependent questions that will support students in answering these prompts are found only in the teacher’s edition, so students do not have access to this instruction later. The skill of comparing foundational documents is described in a small paragraph that says, “By comparing foundational documents from different periods in American history, readers can gain insight into how important ideas evolved over time and how they were influenced by historical events" (186). The support and guidance to show students how to do the skill of comparing media is minimal.

Representative examples of how many of the questions and tasks are at the lower end of Depth of Knowledge include, but are not limited to:

  • Many pages have a “cite textual evidence” label; however, the sample answers often do not specifically cite the evidence and are at the explicit level.
    • For example, in Collection 1, after “The Secret to Raising Smart Kids,” students are asked to evaluate: “Dweck opens her article with the story of a brilliant student named Jonathan who experiences difficulties at school. How effective is this introduction? Give reasons for your opinion” (28). The sample answer provided is: “The story about Jonathan interests readers and illustrates the author’s point clearly, thus encouraging them to read the article.” Textual evidence is not cited in this answer.
    • In Collection 3, after “Speech on the Vietnam War, 1967,” students are asked to analyze the following: “In lines 319-334, King presents five specific steps that the U.S. should take. How do these proposals relate to the preceding part of his argument?” (166). The sample answer provided is: “These nonviolent proposals offer a solution to the war King has argued against from the outset.” Textual evidence is not cited.

The instructional materials reviewed for Grade 12 partially meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts. As shown, much of the support and guidance for students is found only in the teacher’s edition. Students do not have access to the instruction or questions to initiate thinking when performing the tasks. This will make it difficult for students to complete the task and show proficiency.

Indicator 2d

The questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).
2/4
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Indicator Rating Details

The HMH Collections for Grade 12 partially meets expectations for providing questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic or theme through integrated skills. Each unit typically provides a writing performance task as a culminating project that partially contains the necessary skills for reading, writing, speaking, and listening. In some instances, the writing performance task requires components of research and the writing process. Speaking and listening skills are also required in some instances. To complete the performance tasks, students draw on their reading and analysis of the anchor selections, and they are also told they can conduct additional research. During each lesson within the unit, students also practice writing that generally leads to the culminating skill in the last lesson of each unit.

Students complete one to two Performance Tasks at the end of each collection. The Performance Tasks require students to further analyze the selections that have been read in the collection and to synthesize ideas. Students then present their findings in a variety of products, most often as a written piece. The questions and tasks preceding the task sometimes align and support students' understandings and abilities to complete the assignments, but direct connections from the text-dependent questions to the culminating tasks are not always clear, so it does not give the teacher usable knowledge of whether students are capable of completing tasks. Interactive lessons are available to help students understand the procedures and processes for writing, speaking, creating media presentations, and conducting research; however, they are not modeled or directly taught in relationship to the performance tasks. There are also specific grammar lessons that go along with each text which provide students with information to help them to understand and complete the performance tasks. Overall, there is limited support for teachers to discern if students are prepared to proficiently demonstrate their knowledge of a topic or theme through the culminating task.

A representative example of the program partially supporting students in demonstrating knowledge through an integrated culminating writing task includes, but is not limited to the Collection 2 Performance Task A. It directly relates to the collection theme of Gender Roles as students write an informative essay about the understanding between men and women. Students are expected to:

  • Have a clear thesis
  • Include relevant examples
  • Transition between ideas
  • Use precise language
  • Have a conclusion

There is limited support for students to proficiently complete the task.

Writing throughout the unit leading up to the task includes writing a character analysis and description. Speaking and listening opportunities in the collection leading up to the task include an oral interpretation and debate. One media activity is creating a news video. Three of the performance tasks that occur after a text support Performance Task A. After “The Wife of Bath’s Tale,” students are asked to analyze the knight’s character, specifically looking at his reaction to the old woman. After “A Vindication of the Rights of Women,” students present an oral response to the argument. After “The Men We Carry in Our Minds,” students debate which views of gender roles have more validity and relevance today. Students have tasks to reference regarding the topic of their essay; however, the only instruction students receive in supporting their thinking about the texts within the collection and how they relate to their presentation is “drawing on ‘The Wife of Bath’s Tale’ and two other selections in this collection” (141). There are some text-dependent questions in the “Analyzing the Text” feature after the readings that will support students’ thinking on this task, but the texts are not specifically cited in the directions of the Performance Task, so students may not know to go there to spark their thinking.

The instructional materials for Grade 12 partially meet expectations for providing questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic or theme through integrated skills. Although students draw on their reading and analysis of the anchor selections to complete the culminating tasks, the text-dependent questions and tasks throughout the collection do not adequately prepare or support students in their ability to proficiently complete the task.

Indicator 2e

Materials include a cohesive, consistent approach for students to regularly interact with word relationships and build academic vocabulary/ language in context.
2/4
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Indicator Rating Details

The HMH Collections reviewed for Grade 12 partially meets the criteria that materials include a cohesive, yearlong plan for students to interact and build key academic vocabulary words in and across texts. Materials include a consistent approach for students to regularly interact with word relationships and build academic and figurative language in context.

This program targets key academic vocabulary words and provides some opportunities for students to practice the words within the contexts of readings, primarily in speaking activities during which students talk about words. However, writing tasks may or may not require the use of these words or be structured in a manner that would require students to use them. Additionally, there is no cohesive plan for the development of academic vocabulary. There are a lot of critical words targeted within the collection, but there is not enough practice for students to acquire a solid understanding. Additionally, groupings of these words are complex and numerous for one group. Vocabulary lacks a coherent pattern, and there is no means for teachers to track a student’s usage or acquisition of these words.

Each Collection starts with an Academic Vocabulary section in the Plan pages. Within this section of the teacher’s edition, teachers are given general instructions on when to have students use these words. Each text within the collections also contains a “Critical Vocabulary” section. This includes vocabulary found in the reading.

Although the collections contain both academic and critical vocabulary, the opportunities for students to learn, practice, apply, and transfer those words into familiar and new contexts are limited. The support for students to accelerate their learning of the vocabulary with reading, speaking, and writing tasks is generic and unclear. The materials do not provide a way for the teacher to assess whether or not students have reached standard in their academic vocabulary growth.

Academic vocabulary is addressed in the following areas of the textbook: the Plan pages at the beginning of a collection, at least once during the reading in the “Applying Academic Vocabulary” section in the teacher’s edition, and in the student resource, “Glossary of Academic Vocabulary.” Examples of the academic vocabulary instruction not meeting the criteria include, but are not limited to:

  • The Plan pages define the words for the students and tell the teacher that the academic vocabulary can be used during the different discussions, exercises, and writing tasks found in the collection. However, usage of these words during the discussions, exercises, and writing tasks is not mentioned in the directions of the task. Also, none of the rubrics for the writing Performance Tasks assess the understanding and usage of the words.
  • The “Applying Academic Vocabulary” includes one to two of the academic vocabulary words found in the Plan pages at the beginning of the collection and gives the teacher general instructions on how to incorporate some of the collection’s academic vocabulary. There is no included method to assess students’ understanding of these words or to monitor their usage.
  • After reading, there is a “Critical Vocabulary” practice and apply section. Here students complete a vocabulary exercise using the vocabulary from the text. For example, “Choose which of the two situations best fits the word’s meaning." These assessments may give the teacher some information regarding students’ understanding of the words, but it will not tell teachers if students can apply it in familiar and new contexts.

Indicator 2f

Materials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.
0/4
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Indicator Rating Details

HMH Collections for Grade 12 does not meet the criteria that materials contain a year long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts. Over the course of the collections students are provided with tasks that support them in building and communicating substantive understanding of topics and texts. All texts provide multiple opportunities for students to write about their understanding of the material. However, the materials fall short when looking at whether the instructional materials include a variety of well-designed guidance. There are few protocols for writing and they repeat themselves exactly rather than building on themselves over time. There are few models outside of the Performance Assessment Practice booklets. The rubrics provided are limited, do not cover the standards that the assessments are intended to evaluate, and do not build on themselves over time within the level..

The materials consist of six collections which incorporate varied types of writing experiences, both on-demand and longer process writing. The materials include opportunities for students to write in all modes required by the CCSS-ELA writing standards for Grade 12 (argumentative, narrative, and informative). After each text is a performance task, and at the end of each collection is a culminating task that asks students to use text evidence from the selections that they have read. Writing spans the entire year, is used frequently, and generally coincides with texts and themes.

Each of the texts contain a performance task; however, not all of the tasks are writing based. The support, guidelines and instruction are found in a box on the bottom half of the page. In the cases in which the task is writing based, the guidelines and support are minimal. Students are not told the length of the writing, instructions are very general, and no rubric is included. It is unclear to students and teachers the intention of the assignment; in other words, what writing skill is being assessed and/or taught.

An example of a performance task that contains very general instructions and no rubric is also found in Collection 3. After reading “Speech on the Vietnam War, 1967,” students are told to write an article about the speech from the perspective of a journalist. The guidelines are given in three bullets; students are not told the length, and there is no rubric. An example of the guidelines includes: “Include discussion of King’s style and the devices that he uses to command attention” (HMH, 12th grade, Collection 3, “Speech on the Vietnam War, 1967” 167). The teacher’s edition has an additional paragraph in the sidebar that includes general ways for the teacher to support: “Have students work in pairs to discuss these elements of King’s speech before writing . . . : his purpose and perspective; the reasons and evidence that he presents to support his conclusion(s); the validity of his conclusion(s); his use of rhetorical devices; the historical significance of his speech; the effectiveness of his structure” (166).

The culminating tasks at the end of each collection have four sections - plan, produce, revise, and present - that cover three pages in the student edition. It is unclear how long a teacher should spend on each of the sections. The plan has students focus on the prompt, sometimes reread a model text from the collection, and organizer their ideas. Produce has students draft their writing and highlights the language and style lessons covered within the collection. Revise asks students to have a partner or group of peers review their draft. Present gives students the option of presenting their writing to the class or to a small group. Materials for students sometimes include graphic organizers as students make an effort to organize their writing. Although the writing spans the year and there are many opportunities, the instruction for the writing is minimal.

An example is found the Collection 4 Performance Task A. Students are to write an analytical essay “on the effects of violence as presented in the collection” (HMH, 12th Grade, Collection 4 399). Analytical writing is reviewed over the course of pages 399-401 in the student textbook. There is minimal instruction for students and minimal guidance for teachers as they teach these skills to students. The teacher may need to support instruction with extra planning in terms of time and lesson structure. Specific examples of minimal guidance for students includes but is not limited to:

  • On getting organized: This section contains five bullets that discuss the thesis, introduction, organizational pattern, textual evidence and conclusion. These give the students some guidance, but it is not specific. For example, the following is guidance for the introduction, “Search for an interesting quotation or detail from one of the texts to engage readers in your introduction (HMH, 12th Grade, Collection 4 400).
  • On drafting the essay: “Present your details, quotations, and examples from the selections in logically ordered paragraphs. Each paragraph should have a central idea with evidence to support it” (HMH, 12th Grade, Collection 4 400).
  • On language: There is a passage from “Blocking the Transmission of Violence” that models clear organization. Students are told to note it and then told, “The writer makes a statement about the interrupters’ attempts to stop violence from spreading and then provides specific examples to support it. Look for places where you can use text structures to clarify your ideas and make your essay more clear and cohesive” (HMH, 12th Grade, Collection 4 400).

The teacher’s edition contains some additional information for this performance task in the sidebar of the pages, but it is very general. Examples include but are not limited to:

  • To Support Get Organized: “Emphasize that a strong, clear thesis statement is essential to writing a coherent essay. The thesis statement should answer the following question: How does violence affect people’s ability to control their future?” (HMH, 12th Grade, Collection 4 400).
  • To Support Drafting: “Remind students that this state of the writing process is about transferring their ideas from outline form into sentences and paragraphs. Encourage them not to get bogged down in trying to write perfect prose . . . However, on thing they should be strict about is using quotation marks around text taken directly from the literature” (HMH, 12th Grade, Collection 4 400).

Rubrics provided for the culminating tasks at the end of each collection are limited and do not build on themselves over time within the level.

  • The rubrics for all culminating tasks at the end of each collection have the same criterion: ideas and evidence, organization and language, and contain minor differences. The first bullet in the “Organization” level 4 for the compare-contrast essay found in Collection 1 states: “Key points and supporting textual evidence are organized logically, effectively, and consistently throughout the essay” (74).. In Collection 2, the first bullet for the informative essay states: “The organization is effective and logical throughout the essay” (144).. The first bullet in the Collection 4 rubric for the analytical essay states: “Central ideas and supporting evidence are organized effectively and logically throughout the essay” (402). In Collection 4 for the argument essay, it states: “The reasons and textual evidence are organized consistently and logically throughout the argument” (406).

There is an online platform for students to collect their writings with MyWriteSmart and my Notebook as well as a Performance Task Reference Guide. Interactive lessons are also included to help students understand the writing process and the modes in which they are asked to write. While those are available, there are no further explanations for teachers on how to use those lessons effectively to support students. Examples of some interactive lessons are:

  • Writing Informative Texts
  • Using Textual Evidence
  • Writing Narratives
  • Writing Arguments
  • Writing as a Process

HMH Collections for Grade 12 does not meet the criteria that materials contain a year long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts. There are many opportunities for students to practice writing; however, the scaffolding and support for both students and teachers is minimal. Much of the writing instruction will need to be supplemented.

Indicator 2g

Materials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.
0/4
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Indicator Rating Details

The HMH Collections reviewed for Grade 12 does not meet the expectations of including a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. Research skills practice and learning do not follow a clear progression; there is not an overview of research skill progressions. Research topics are often broad. Minimal resources are provided to support instruction of research; teachers will need to supplement research work to ensure students are prepared for college- and career-level research activities by the end of Grade 12.

There are “Conducting Research” pages found in the Student Resources. These two pages summarize the following: Focus Your Research and Formulate a Question, Locate and Evaluate Sources, and Incorporate and Cite Sources. There is no instruction for how to complete the skill being defined. For example, under “Locate and Evaluate Sources,” primary and secondary sources are explained, telling students to use “advanced search features” and that “assessing, or evaluating, your sources is an important step in the research process. Your goal is to use sources that are credible, or reliable and trustworthy” (R8). Then there is a brief chart that has criteria for assessing sources: relevance, accuracy, and objectivity.

There are minimal opportunities identified in the materials; some lessons provide components of research skills, but they are not cohesive and do not follow a clear progression, and they contain similar components with minimal rigor development.

  • For example, in Collection 3 there is a research activity in the mini performance task at the end of the selection of reading on “The Clan of One-Breasted Women." The activity asks students to work with a small group to present a multimedia report on the nuclear testing in Utah. The student edition directs students to “Research the topic, using reliable websites, reference books, and other resources. Remember to document your sources and write notes in your own words.” In the teacher directions it instructs the teacher to “remind students to check copyright restrictions when the choose visual and audio elements…” (196). This is the extent of direction and guidance provided the teacher.
  • Also in Collection 3 in the selection, “A Modest Proposal,” there is research embedded into the mini performance task. The student text tells students to reread the text and choose where the reader needs more historical context to understand the reading. Then the students are directed to “research the history behind a certain reference or passage in the text” (210). In the teacher’s guide it tells teachers to “remind them to use reference works, credible websites, and history textbooks to find their information. Encourage them to check two sources for accuracy” (210). The teacher may need to supplement the materials to provide students appropriate practice for college- and career- level research activities by the end of Grade 12.

The materials provide minimal opportunities for students to acquire research skills that will allow them to synthesize their knowledge and understanding of topics using the texts from this book and outside sources. They do not include a progression of focused research projects providing students with robust instruction, practice, and application of research skills as they employ grade-level reading, writing, speaking and listening, and language skills.

Indicator 2h

Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.
2/4
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Indicator Rating Details

The HMH Collections for Grade 12 partially meets the expectations that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. The only support for Independent Reading is a page at the end of each collection in the teacher’s edition; however, the guidance for teachers is general with minimal support. The independent reading program described on these pages develops slowly over the course of the six collections. In Collection 1, the library is built and the class creates the rules. Collection 2 has the students choosing a book. Collection 3 discusses how and when students will complete the reading. Collection 4 describes how students can record their reading. Collection 5 explains one-on-one conferencing so teachers can assess students’ comprehension, and Collection 6 describes how students can share their books with classmates. Since the program is not fully defined until after Collection 6, it is unclear how students will regularly engage in reading outside of the class.

The Independent Reading page includes digital resources to support independent reading. The following are offered for each collection:

  • An FYI site that offers online articles from magazines and newspapers. It directs teachers to help students choose a few articles to explore the topic that was explored in the connection.
  • Additional Texts Collections suggests other readings.
  • Novelwise helps students find longer works. This resource includes introductory materials, worksheets, graphic organizers, and discussion guides.
  • Nonfiction Connections suggest that teachers encourage students to read speeches, diaries, true-life accounts, newspaper articles, and political cartoons. No other guidance is given.

There is also a feature called Creating an Independent Reading Program. The following are areas of focus for this section across the six collections: Build a Classroom Library and Create Library Rules and Strategies for Selecting a Book, Students Choose Their Own Books, Daily Scheduled Time and Clear Expectations, Parent and Family Communication and Recording Books and Texts Read, Teacher Guidance and Feedback Regarding Text Selection and Progress and Student-Teacher Conferencing, and Opportunities for Social Interaction and Writing In Response to Books Read.

Gateway Three

Usability

Not Rated

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Gateway Three Details
This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

Criterion 3a - 3e

Materials are well designed and take into account effective lesson structure and pacing.

Indicator 3a

Materials are well-designed (i.e., allows for ease of readability and are effectively organized for planning) and take into account effective lesson structure (e.g., introduction and lesson objectives, teacher modelling, student practice, closure) and short-term and long-term pacing.
N/A

Indicator 3b

The teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.
N/A

Indicator 3c

The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).
N/A

Indicator 3d

Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.
N/A

Indicator 3e

The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
N/A

Criterion 3f - 3j

Materials support teacher learning and understanding of the Standards.

Indicator 3f

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
N/A

Indicator 3g

Materials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.
N/A

Indicator 3h

Materials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.
N/A

Indicator 3i

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
N/A

Indicator 3j

Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.
N/A

Criterion 3k - 3n

Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.

Indicator 3k

Materials regularly and systematically offer assessment opportunities that genuinely measure student progress.
N/A

Indicator 3l

The purpose/use of each assessment is clear:
N/A

Indicator 3l.i

Assessments clearly denote which standards are being emphasized.
N/A

Indicator 3l.ii

Assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
N/A

Indicator 3m

Materials should include routines and guidance that point out opportunities to monitor student progress.
N/A

Indicator 3n

Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.
N/A

Criterion 3o - 3r

Materials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.

Indicator 3o

Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.
N/A

Indicator 3p

Materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.
N/A

Indicator 3q

Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.
N/A

Indicator 3r

Materials provide opportunities for teachers to use a variety of grouping strategies.
N/A

Criterion 3s - 3v

Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.

Indicator 3s

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. This qualifies as substitution and augmentation as defined by the SAMR model. Materials can be easily integrated into existing learning management systems.
N/A

Indicator 3t

Materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate and providing opportunities for modification and redefinition as defined by the SAMR model.
N/A

Indicator 3u

Materials can be easily customized for individual learners.
N/A

Indicator 3u.i

Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
N/A

Indicator 3u.ii

Materials can be easily customized by schools, systems, and states for local use.
N/A

Indicator 3v

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.)
N/A
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Additional Publication Details

Report Published Date: 02/22/2017

Report Edition: 2017

Title ISBN Edition Publisher Year
Collections Close Reader Student Edition Grade 12 978-0-5440-8841-2 Houghton Mifflin Harcourt 2017
Collections Close Reader Teacher's Guide Grade 12 978-0-5440-9211-2 Houghton Mifflin Harcourt 2017
Collections Performance Assessment Teacher's Guide Grade 12 978-0-5441-4785-0 Houghton Mifflin Harcourt 2015
Collections Performance Assessment Student Edition Grade 12 978-0-5445-6941-6 Houghton Mifflin Harcourt 2015
HMH Collections Gr 12 Student Edition 978-0-5445-6955-3 Houghton Mifflin Harcourt 2017
HMH Collections Gr 12 Teacher Edition 978-0-5445-6974-4 Houghton Mifflin Harcourt 2017

About Publishers Responses

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Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

  • Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?
  • Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

  • Indicator Specific item that reviewers look for in materials.
  • Criterion Combination of all of the individual indicators for a single focus area.
  • Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
  • Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.
  • Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

ELA HS Rubric and Evidence Guides

The ELA review rubrics identify the criteria and indicators for high quality instructional materials. The rubrics support a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For ELA, our rubrics evaluate materials based on:

  • Text Quality and Complexity, and Alignment to Standards with Tasks Grounded in Evidence

  • Building Knowledge with Texts, Vocabulary, and Tasks

  • Instructional Supports and Usability

The ELA Evidence Guides complement the rubrics by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

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