2015 correlated to the Instructional Materials Evaluation...

© 2015 correlated to the Instructional Materials Evaluation Toolkit (IMET): Grade 10

IMET, ELA/LITERACY GRADE 10 PAGE 1

Non‐Negotiable 1: ELA/literacy texts have the appropriate level of complexity for the grade, according to both quantitative measures and qualitative analysis of text complexity—texts are worthy of student time and attention. Metric Evidence

NN Metric 1A: 100% of texts must be accompanied by specific evidence that they have been analyzed with at least one research‐based quantitative measure for grade band placement.

The Pearson Literature Student Edition contains selections that are at the level of text complexity required in Standard 10 of Reading: Literature and Standard 10 of Reading: Informational Text. The selections chosen, from both classic and contemporary literature, are qualitatively rich, with the vocabulary, syntactical and structural devices, levels of meaning or purpose, and so on required to lead students to success in reading texts of increasing complexity. • Appendix A of the Common Core State Standards identifies

three dimensions for evaluating text complexity: quantitative, qualitative, and reader‐task relations. In the Teacher's Edition, for every main selection, a Text Complexity Rubric provides a Lexile (a quantitative measure of complexity), as available, and ranks the selection in terms of qualitative factors identified in Appendix A. In addition, for each main text, the Text Complexity rubrics suggest two reader‐task relations that teachers can use to inflect the complexity of the text, again per Appendix A.

• For example, for Dava Sobel’s excerpt from Longitude the

Text Complexity Rubric on Teacher's Edition page 206 gives the selection Lexile (quantitative measure), indicates that the knowledge demands of the selection are more sophisticated but that the language and concept level are of average difficulty (qualitative factors), and then defines two leveled tasks—one for students who will have difficulty with one qualitative dimension of the text's complexity, the other for students who will not (reader‐task considerations).

(For additional examples of Text Complexity Rubrics, see, e.g., Grade 10 Literature TE, Unit 2, pp. 220, 232, 240, 252–253, 257, 284–285, 304–305, 312–313, 320–321, 328–329.)

The following chart for grade 10 shows the quantitative measure of text complexity for the main selections in each unit. (Because of the variety of factors affecting text complexity, (continued on next page) (continued) including qualitative factors, the Lexile level for a selection is



not the only factor considered in choosing to include the selection in the textbook. As a result, some Lexiles may be higher or lower than the grade‐level recommendations.)

Grade 10 Selections

Unit 1

The Leap 1260L The Monkey's Paw 980L The Street of the Cañon 770L Civil Peace 820L A Problem 800L Like the Sun 670L The Open Window 1030L Contents of the Dead Man's Pocket 1180L from Swimming to Antarctica 850L Occupation: Conductorette from I Know Why the Caged Bird Sings 1050L from The Upside of Quitting 850L from The Winning Edge 1320L Science Fiction and the Future from Dancing at the Edge of the World

1030L

from the series Empire State (Laying Beams), 1930-31 N/A [photograph] Unit 2

from Longitude 1430L The Sun Parlor 980L Keep Memory Alive 480L The American Idea 1270L A Toast to the Oldest Inhabitant: The Weather of New England 1030L The Dog that Bit People 1180L How to React to Familiar Faces 1110L from The Statue That Didn't Look Right from Blink: The Power of Thinking Without Thinking

1040L

from The Shape of the World from Life by the Numbers 1250L Seeing Things from How the Brain Works 1130L How to Look at Nothing from How to Use Your Eyes 1160L Car Reflections, 1970 N/A [photograph] Unit 3

I Am Offering This Poem NP [not prose; poem] The Poetic Interpretation of the Twist NP [not prose; poem] The Empty Dance Shoes NP [not prose; poem] Making a Fist NP [not prose; poem] The Fish NP [not prose; poem] The Guitar NP [not prose; poem] The Bridegroom NP [not prose; poem] Sonnet 18 NP [not prose; poem] Do Not Go Gentle into That Good Night NP [not prose; poem]



My City NP [not prose; poem] One cannot ask loneliness NP [not prose; poem] Was it that I went to sleep NP [not prose; poem] Pride NP [not prose; poem] The Wind-—tapped like a tired Man NP [not prose; poem] Glory NP [not prose; poem] Metaphor NP [not prose; poem] Jazz Fantasia NP [not prose; poem] Meeting at Night NP [not prose; poem] The Weary Blues NP [not prose; poem] Reapers NP [not prose; poem] All NP [not prose; poem] Also All NP [not prose; poem] A Tree Telling of Orpheus NP [not prose; poem] By the Waters of Babylon 810L There Will Come Soft Rains 800L from The Way to Rainy Mountain 1020L Understanding Stonehenge 1370L Aquae Sulis, Roman Baths, 1762 N/A [drawing]

Unit 4

from A Doll's House NP [not prose; drama] from An Enemy of the People NP [not prose; drama] The Tragedy of Julius Caesar, Act I NP [not prose; drama] The Tragedy of Julius Caesar, Act II NP [not prose; drama] The Tragedy of Julius Caesar, Act III NP [not prose; drama] The Tragedy of Julius Caesar, Act IV NP [not prose; drama] The Tragedy of Julius Caesar, Act V NP [not prose; drama] from A Raisin in the Sun NP [not prose; drama] from Antigone, Part 1 NP [not prose; drama] from Antigone, Part 2 NP [not prose; drama] Conscientious Objector NP [not prose; poem] from Nobel Lecture 1230L The Censors 1170L Culture of Shock 1260L from Army Regulation 600-43: Conscientious Objector Policy 1640L Tiananmen Square "Tank Man," Beijing, China, 1989 N/A [photograph] Unit 5 from Things Fall Apart 890L Games at Twilight 1200L Prometheus and the First People 1090L from Sundiata: An Epic of Old Mali 920L Damon and Pythias 1550L from Don Quixote 1350L Cupid and Psyche 1240L Ashputtle 900L Arthur Becomes King of Britain from The Once and Future King 790L Morte d'Arthur NP [not prose; poem]



from A Connecticut Yankee in King Arthur's Court 1030L from Youth and Chivalry from A Distant Mirror: The Calamitous 14th Century

1410L

from The Birth of Britain 1220L from A Pilgrim's Search for Relics of the Once and Future King 1360L from The New Yorker N/A [cartoon]

Metric Evidence

NN Metric 1B: 100% of texts must be accompanied by specific evidence that they have been analyzed for their qualitative features indicating a specific grade level placement.

Appendix A of the Common Core State Standards identifies three dimensions for evaluating text complexity: quantitative, qualitative, and reader‐task relations. In the Teacher's Edition, for every main selection, a Text Complexity Rubric, created by Dr. Elfrieda Hiebert, provides a Lexile (a quantitative measure of complexity), as available, and ranks the selection in terms of qualitative factors identified in Appendix A. In addition, for each main text, the Text Complexity rubrics suggest two reader‐task relations that teachers can use to inflect the complexity of the text, again per Appendix A.

For example, for Lorraine Hansberry's "On Summer," the Text Complexity Rubric on Teacher's Edition page 206 gives the selection Lexile (quantitative measure), indicates that the language of the selection is of average difficulty but that the knowledge demands and concept level are more sophisticated (qualitative factors), and then defines two leveled tasks—one for students who will have difficulty with one qualitative dimension of the text's complexity, the other for students who will not (reader‐task considerations).

(For additional examples of Text Complexity Rubrics, see, e.g., Grade 10 Literature TE, Unit 2, pp. 220, 232, 240, 252–253, 257, 284–285, 304–305, 312–313, 320–321, 328–329.)



Non‐Negotiable 2: At least 80% of all questions in the submission are high‐quality text‐dependent and text‐specific questions. The overwhelming majority of these questions are text‐specific and draw student attention to the text. Metric Evidence

NN Metric 2A: At least eighty percent of all questions and tasks should be text dependent to reflect the requirements of Reading Standard 1 (by requiring use of textual evidence to support valid inferences from the text).

At all grade levels in Pearson Literature, more than 80% of the questions are high‐quality text‐dependent questions requiring students to rely on the text to find the answers. • Every main selection is followed up with postreading

questions and a writing activity. All questions and the majority of writing activities are highly text dependent and explicitly elicit students to provide text evidence.

• Questions for selections are sequenced; starting with

questions on Key Ideas and Details, they move to questions on Craft and Structure and then to the more complex or sophisticated Integration of Knowledge and Ideas questions or discussion prompts. The Integration of Knowledge and Ideas questions, along with the question connected to the unit Big Question, prompt students to synthesize details in the text and to connect the text with larger questions, issues, or themes.

• In Parts 2 and 3, writing assignments are supported with

step‐by‐step guidance and well‐defined criteria for success. (For examples of postreading questions, see, e.g., Grade 10 Literature SE/TE, Literary Analysis, pp. 35, 49, 61, 75, 127, 140, 148, 156, 166, 172; Critical Analysis, p. 175.)

(For examples of postreading writing activities, see, e.g., Grade 10 Literature SE/TE, Writing to Sources, pp. 51, 63, 77, 128, 141, 149, 157, 167, 173.)

• At the culmination of the Part 3 Text Set, students are

required to complete a substantive Writing to Sources writing assignment focused on the thought‐provoking theme or topic they have explored throughout the Text Set. The assignment requires students to draw extensively on text evidence and to synthesize the evidence into a significant conclusion about the theme or topic of the Text Set.

(See, e.g., Grade 10 Literature SE/TE, pp. 510–511.)

(continued on next page)



(continued)• All Part 1 selections are followed by a text‐dependent

Discuss activity. All Part 3 selections are followed by a text‐dependent From Text to Topic discussion activity, the instruction for which specifically requires students to provide text evidence.

(See, e.g., Grade 10 Literature SE/TE, Discuss, pp. 15; From Text to Topic, p. 454.)

• Writing and discussion of visual media is required in every

Part 3 Text Set. (See, e.g., Grade 10 Literature SE/TE, pp. 174–175, 334–335, 506–507, 760–761, 944–945.)

NN Metric 2B: Questions and tasks accurately address the analytical thinking required by the Standards at each grade level. NOTE: while multiple Standards will be addressed with every text, not every standard must be addressed with every text.

In each unit, the lesson for each selection is fully integrated, with text‐dependent activities that lead students to engage with and extend the text in a variety of ways. • Every main selection is followed up with postreading





step‐by‐step guidance and well‐defined criteria for success. (For examples of postreading questions, see, e.g., Grade 10 Literature SE/TE, Literary Analysis, pp. 35, 49, 61, 75, 127, 140, 148, 156, 166, 172; Critical Analysis, p. 175.)

(For examples of postreading writing activities, see, e.g., Grade 10 Literature SE/TE, Writing to Sources, pp. 51, 63, 77, 128, 141, 149, 157, 167, 173.)


required to complete a substantive Writing to Sources writing assignment focused on the thought‐provoking theme or topic they have explored throughout the Text Set. The assignment requires students to draw extensively on text evidence and to synthesize the evidence into a




(continued)significant conclusion about the theme or topic of the Text Set.

(See, e.g., Grade 10 Literature SE/TE, pp. 510–511.) • All Part 1 selections are followed by a text‐dependent





Alignment Criterion 1: Materials must reflect the distribution of text types and genres required by the Standards. Metric Evidence

AC Metric 1A: Materials pay careful attention to providing a sequence or collection of texts that build knowledge systematically through reading, writing, listening, and speaking about topics under study.

In each unit, the lesson for each selection is fully integrated, with text‐dependent activities that lead students to engage with and extend the text in a variety of ways. Part 1 • The postreading page for the Independent Reading

selection in Part 1 concludes with a Discuss activity, a Research activity, and a Write activity, along with questions for comprehension, interpretation, and close reading of the text.

(See, e.g., Grade 10 Literature SE/TE, p. 15.) Part 2 • The prereading Building Knowledge pages for each main

Part 2 selection include skills instruction in reading and literary analysis concepts to support close reading of the text.

(See, e.g., Grade 10 Literature SE/TE, pp. 22–23.) • The postreading pages for each main Part 2 selection

include instruction in a Word Study (word analysis) skill, instruction in a Conventions skill, a Speaking and Listening or a Research and Technology activity, and a Writing to Sources activity, along with questions for comprehension, for application of reading and literary analysis skills, and for close reading of the text.

(See, e.g., Grade 10 Literature SE/TE, pp. 34–37.) (continued on next page)



(continued)• Part 2 of each unit concludes with a set of Performance

Tasks, including Writing, Speaking and Listening, and Research tasks, related to unit selections. These activities are designed to foster students' analytical abilities as well as their ability to synthesize across texts.

(See, e.g., Grade 10 Literature SE/TE, pp. 106–107.) Part 3 • Each longer selection in a Part 3 Text Set concludes with

Language Study vocabulary questions, a From Text to Topic discussion activity, a Research activity, and a Writing to Sources activity, along with questions for comprehension, interpretation, and the application of literary analysis skills. Students give a close reading of a Focus Passage, guided by a series of scaffolded questions.

(See, e.g., Grade 10 Literature SE/TE, pp. 140–141.) • The Anchor Text in a Part 3 Text Set receives extended

treatment. It adds a second Focus Passage for close reading. It extends Language Study to include work on Diction and Style and Conventions. In addition, the instruction of the Writing to Sources and Research activities is expanded to provide a deeper engagement with this key text.

(See, e.g., Grade 10 Literature SE/TE, pp. 126–129.) • Finally, in the Assessment: Synthesis workshop at the

conclusion of each Part 3 Text Set, students discuss and write about the Text Set selections in relation to the common topic or theme, synthesizing ideas and information across texts.


AC Metric 1B: Within a sequence or collection of texts, specific anchor texts of grade‐level complexity (keystone texts) are selected for their quality as being worthy of especially careful reading.

Each Text Set is coherent, built around a significant Anchor Text with related readings presented in a logical sequence. The Anchor Text in a Part 3 Text Set receives extended treatment. It adds a second Focus Passage for close reading. It extends Language Study to include work on Diction and Style and Conventions. In addition, the instruction of the Writing to Sources and Research activities is expanded to provide a deeper engagement with this key text.


AC Metric 1C: In grades 3‐5, literacy programs shift the balance of texts and instructional time to 50% literature / 50% informational high‐quality text. In grades 6‐12 ELA materials include substantial attention to high quality nonfiction.

Grade 10 Literature Student Edition meets the balance of informational and literary texts required by the CCSS and provides exemplars and selections that fall within the full range of reading within the grade level. The program includes a robust collection of both literary and informational texts. In the category of informational texts, Pearson Literature emphasizes literary nonfiction in the ELA (continued on next page)



(continued)classroom, per the guidelines in the CCSS, p. 5, which states that "Because the ELA classroom must focus on literature . . . as well as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes. . . ." • In the first four units, the selections in Part 1 and 2 are

organized by genre. Literary selections include short stories (Unit 1), poetry (Unit 3), and drama (Unit 4). Unit 2 focuses on literary nonfiction, and includes these works: an excerpt from Ronald Reagan’s speech "Address to Students at Moscow State University" (historical speech), "Everest" from Touch the Top of the World (narrative essay), an excerpt from Dava Sobel’s Longitude (expository essay), "The Sun Parlor" (reflective essay), "Keep Memory Alive" (speech), “The American Idea” (analytic/interpretive essay), “A Toast to the Oldest Inhabitant” (humorous speech) and “The Dog That Bit People” (humorous essay).

• In all units, Part 3 includes works in a variety of forms,

including literary nonfiction and other types of informational text. For example, Part 3 of Unit 1 features a short story, "Contents of the Dead Man’s Pocket," as the Anchor Text. The Text Set also includes informational texts: an excerpt from Swimming to Antarctica (a memoir), "Occupation: Conductorette" from I Know Why the Caged Bird Sings (an autobiography), an excerpt from "The Upside of Quitting" (a radio transcript), an excerpt from "The Winning Edge" (a magazine article), and “Science Fiction and the Future” (a speech).

• In all units, the texts recommended for Independent

Reading include four informational texts and three literary texts.

(See Grade 10 Literature SE/TE, pp. 180, 340, 512, 766, 950.)

AC Metric 1D: A large majority of texts included in instructional materials reflect the text characteristics and genres that are specifically required by the Standards at each grade level.

Pearson Literature provides a range of reading opportunities, from narrative fiction, to poetry, to drama, to nonfiction literary selections, to functional texts and documents. The Range of Reading Table of Contents, located in the front of each book identifies the genres of each text included in the program. Texts have been carefully selected to enable students to encounter a wide and rich range of literary and informational texts. Texts were chosen based on criteria such as literary merit, author’s craft, themes, cultural representations and insights, and readability. Exemplar Texts have been included where appropriate. Pearson Literature fully complies with this requirement and offers a wide array of texts, including foundational documents, literature, plays, dramas, myths, stories, and articles that represent diverse cultures.



AC Metric 1E: Additional materials markedly increase the opportunity for regular independent reading of texts that appeal to students’ interests to develop both knowledge and love of reading.

Each unit is designed to equip students for independent close reading of complex texts, leading from modeled close readings and guided practice to independent work. Part 1 introduces and models a close reading of a text, then has students practice close reading independently with a second selection. Part 2 provides sustained instruction and guided practice in skills and concepts supporting closed reading. Finally, Part 3 gives students independent practice in close reading a Text Set. Here are more details on close reading in the program: Introductory Unit Strategies and concepts for close reading are modeled in the Introductory Unit of the Student Edition, using excerpts from authentic texts.

(See, e.g., Grade 10 Literature SE/TE, SE pp. liv–lxiii; TE pp. CC 90–CC 99.)

Part 1 In the Close Reading Workshop for Part 1 of each unit, strategies and concepts that support close reading are modeled with an annotated excerpt from an authentic text. Students are then asked to apply what they have learned in close reading another, unannotated authentic selection, the Independent Practice selection. Students then answer questions and complete activities to demonstrate what they have learned through close reading. To aid in transference, the Part 1 Model and Independent Practice are in the same genre as the main selections in Part 2.

(See, e.g., Grade 10 Literature SE/TE, pp. 346–353.) Part 2 In Part 2 of each unit, on the Building Knowledge pages for each selection, students are taught to apply reading skills and literary concepts that will enrich their ability to close read a text. These skills and concepts are modeled on the second Building Knowledge page for a main selection. Students then apply the skills and concepts to the selection in response to side‐column prompts; finally, students answer postreading questions applying the skills and concepts and requiring in‐depth analysis of the selection. Each question requires students to support their answers with evidence from the text. In each set of postreading questions, culminating Integration of Knowledge and Ideas questions (including a connection to the unit Big Question) prompt students to explore the deeper meaning of the selection.

(See, e.g., Grade 10 Literature SE/TE, Building Knowledge, pp. 792–793; Myths/Analyze Cultural Context, p. 795 (side column); Literary Analysis, p. 801.)




(continued)Part 3 • Finally, in Part 3, students independently close read the

selections in a Text Set. The postreading questions for the longer selections in each Text Set require students to close read one or two Focus Passages in the text Students also demonstrate what they have learned through close reading in a culminating set of performance tasks.

(See, e.g., Grade 10 Literature SE/TE, Literary Analysis, p. 453; Assessment: Synthesis, pp. 508–511.)

• For classes or groups requiring additional scaffolding,

Close Reading notes in the Teacher's Edition help teachers guide students' close reading of Part 3 texts.

(See, e.g., Grade 10 Literature TE, Close Reading, p. 448.)

Alignment Criterion 2: Questions support students in building reading comprehension, in finding and producing the textual evidence to support their responses, and in developing grade level academic language.

Metric Evidence

AC Metric 2A: High‐quality sequences of text‐dependent questions are prevalent and can address any of the following: sustained attention to making meaning from the text, rereading to gain evidence and clarity, and the acquisition of foundational skills.

At all grade levels in Pearson Literature, questions are high‐quality text‐dependent questions requiring students to rely on the text to find the answers. • Every main selection is followed up with postreading





step‐by‐step guidance and well‐defined criteria for success. (For examples of postreading questions, see, e.g., Grade 10 Literature SE/TE, Literary Analysis, pp. 35, 49, 61, 75, 127, 140, 148, 156, 166, 172; Critical Analysis, p. 175.) (For examples of postreading writing activities, see, e.g., Grade 10 Literature SE/TE, Writing to Sources, (continued on next page)



(continued)pp. 51, 63, 77, 128, 141, 149, 157, 167, 173.)


required to complete a substantive Writing to Sources writing assignment focused on the thought‐provoking theme or topic they have explored throughout the Text Set. The assignment requires students to draw extensively on text evidence and to synthesize the evidence into a significant conclusion about the theme or topic of the Text Set.

(See, e.g., Grade 10 Literature SE/TE, pp. 510–511.) • All Part 1 selections are followed by a text‐dependent





AC Metric 2B: Questions and tasks support students in unpacking the academic language (vocabulary and syntax) prevalent in complex texts.

Introductory Unit and Follow‐Up• In the Introductory Unit, students are introduced to

academic vocabulary across and within various disciplines. (See Grade 10 Literature SE/TE, SE pp. xlvi–li; TE pp. CC 82–CC 87.)

• Students are specifically reminded to practice this

vocabulary in the Comparing Texts writing assignment in each unit.

(See, e.g., Grade 10 Literature SE, Use Academic Vocabulary, p. 89.)

Part 1 & 2 Academic Vocabulary • In every unit, the academic vocabulary suggested for use in

speaking and writing about the unit Big Question is presented in the Vocabulary section of the Introducing the Big Question feature.

(See Grade 10 Literature SE/TE, pp. 3, 185, 345, 517, 771.)

• Students are explicitly reminded to practice the words in

their responses to selection‐level Big Question discussion and writing prompts.

(See, e.g., Grade 10 Literature SE, Can progress be made without conflict? pp. 35, 49, 61, 75.)




(continued)Part 3 Academic Vocabulary For each Part 3 selection, three academic vocabulary words used in the instructional support are called out in blue. Students are instructed to use the words in discussion of and writing about the selections.

(See, e.g., Grade 10 Literature SE/TE, Academic Vocabulary, pp. 126, 141, 149, 157, 167, 173, 175.)

AC Metric 2C: Questions build to a deep understanding of the central ideas of the text.

The Teacher's Edition consistently supports a multidraft reading strategy, in which students of all levels can directly experience the complexity of the text. First readings are for basic meaning. During the second reading,

students analyze key ideas and details and craft and structure. (In Part 2, students answer the point‐of‐use side‐column prompts during the second reading.) After the third reading, students answer the postreading questions.

(See, e.g., Grade 10 Literature TE, Multidraft Reading, pp. 24, 40, 54, 66, 110, 130, 168.)

• Student reading of Part 2 selections is scaffolded through

instruction in and modeling of skills, through point‐of‐use prompts accompanied by scaffolded, step‐by‐step support in the Teacher's Edition, and through carefully scaffolded postreading questions leading from basic understanding and reasoning (Key Ideas and Details questions) to deeper insight and higher‐level cognition (the Integration of Knowledge and Ideas questions, which require synthesis, generalization, and so on).

(See, e.g., Grade 10 Literature SE/TE, Close Reading Focus, p. 22; Close Reading Model, p. 23; Make Predictions (side column), p. 28; Plot (side column), p. 29; Literary Analysis, p. 35.)

(For Text Sets, see Grade 10 Literature SE/TE, pp. 108–179 ["Perseverance"], pp. 282–339 ["Vision"], pp. 444–511 ["Lost Civilizations"], pp. 684–765 ["Conscientious Objections"], pp. 878–949 ["The Arthurian Legend"].) (For Research: Investigate the Topic examples, see, e.g.,

Grade 10 Literature SE/TE, pp. 157, 311, 455, 739, 897.)

(For Assessment: Synthesis Workshops, see Grade 10 Literature SE/TE, pp. 176–179, 336–339, 508–511, 762–765, 946–949.)



Alignment Criterion 3: Written and oral tasks at all grade levels require students to confront the text directly, to draw on textual evidence, and to support valid inferences from the text. Metric Evidence

AC Metric 3A: Writing to sources is a key task. Students are asked in their writing to analyze and synthesize sources, as well as to present careful analysis, well‐defended claims, and clear information.

Every main selection in the Literature student edition is accompanied by one or more writing assignments, the majority of which are text‐dependent and require students to draw evidence from the text. Writing assignments take various forms; most fall within the three key CCSS modes (narrative, informative/explanatory, and argument). Students working in Part 2 or in Part 3 of a unit will complete an average of one Writing to Sources activity each week. Examples for each part of a unit are given below. Part 1 The postreading page for the Independent Reading selection in Part 1 of each unit includes a Research activity and a Write activity tied to the selection.

(See, e.g., Grade 10 Literature SE/TE, p. 15.) Part 2 • The postreading pages for main Part 2 selections include a

Writing to Sources activity, typically with guidance in citing textual evidence and following a writing process, as well as specific criteria for success.

(See, e.g., Grade 10 Literature SE/TE, pp. 51, 63.) • In addition, one or more of the Part 2 selections feature a

Research and Technology activity requiring some form of writing.

(See, e.g., Grade 10 Literature SE/TE, p. 77.) • Part 2 of each unit concludes with a set of Performance

Tasks, including three Writing tasks and one Research task, related to unit selections.


Part 3 • Students are asked to write an objective summary of each

longer Part 3 Text Set selection. (See, e.g., Grade 10 Literature SE/TE, Comprehension: Summarize, pp. 126, 140, 148, 156, 166, 172.)

• Each longer selection in a Part 3 Text Set concludes with a Writing to Sources activity that requires students to engage the text in depth.

(See, e.g., Grade 10 Literature SE/TE, pp. 128, 141, 149, 157, 167, 173, 175.)




(continued)• Each longer selection in a Part 3 Text Set is accompanied

by a Research: Investigate the Topic assignment. Students will draw on the results of this research when they complete the argument or informative/explanatory assignment in the Assessment: Synthesis workshop.

(See, e.g., Grade 10 Literature SE/TE, pp. 129, 141, 149, 157, 167, 173.)

• The Assessment: Synthesis workshop at the conclusion of

each Part 3 requires students write about the Text Set selections in relation to their common topic or theme. There are two writing tasks in each workshop: one narrative, the other either argument or informative/explanatory. For assignments in argument or informative/explanatory text, students are explicitly charged with finding and citing text evidence from the selections and receive explicit guidance in doing so. They will also draw on the research they have conducted throughout the part for the Research: Investigate the Topic assignments. These assignments support the CCSS requirement that students make "an increasing number of connections among ideas and between texts, considering a wider range of textual evidence. . . ."

(See, e.g., Grade 10 Literature SE/TE, Writing: Narrative, p. 177; Writing to Sources, pp. 178–179.)

In addition to the selection and text‐based Writing to Sources activities, a unit‐level Writing Process workshop provides additional instruction and guidance in writing narrative texts, informative/explanatory texts, or arguments.

(See, e.g., Grade 10 Literature SE/TE, pp. 268–275, 430–437, 670–677.)

All of the writing tasks in the Literature Student Edition align to the Common Core State Standards and are supported with teacher instruction and rubrics.

(See, e.g., Grade 10 Literature SE/TE, pp. 275, 437, 677, 765; www.pearsonrealize.com: Literature Grade 10: Teacher Resources: Workbooks and Resources: Writing Rubrics and Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, pp. 220–266.)

AC Metric 3B: Materials place an increased focus on argument and informative writing in the following proportions. Alternately, they may reflect blended forms in similar proportions (e.g. exposition and persuasion):

Writing activities in Pearson Literature ©2015 are text dependent and require students to confront the text directly. Daily, weekly, and unit writing activities provide performance tasks for students as they write in response to reading texts at various levels of complexity. The writing strand in Pearson Common Core addresses argumentative, explanatory, and narrative writing tasks. (continued on next page)



Grades 3–5 (exposition 35%; persuasion 30%; narrative 35%) Grades 6–8 (exposition 35%; argument 35%; narrative 30%)

(continued)See the following charts for a breakdown of writing activities.

Grade Eight

Mode Writing Process

Writing to Sources

Constructed Response/ Assessment

Total Number of Writing Tasks

Percentage

Argument/Opinion 2 15 3 20 26%

Informative/Explanatory 2 23 7 32 42%

Narrative 1 18 5 24 32%

Metric Evidence

AC Metric 3C: Writing opportunities for students are prominent and varied.

Each unit includes on‐demand, process, and research writing opportunities. Postreading writing activities appear with every main selection. Per the CCSS, writing assignments at this level reflect an increasing emphasis on argument (persuasive purpose) and informative/explanatory (explanatory purpose). Each unit also offers a number of postreading research activities. Writing opportunities include: • the Quick Write on‐demand writing activities in the online

Daily Bellringer Activities ancillary, as well as the related daily activities in the Daily Bellringer strands for Sentence Modeling, Revision, Research, and Sentence Combining.

(See, e.g., Grade 10 Literature TE, Daily Bellringer, p. 23; www.pearsonrealize.com: Literature Grade 10: Teacher Resources: Workbooks and Resources: Daily Bellringer Activities.)

• Writing to Sources activities in the key CCSS modes,

grounded in students' reading, and including clearly defined criteria for success, process suggestions, and (in Part 2) a Grammar Application.

(See, e.g., Grade 10 Literature SE/TE, pp. 219, 290, 303, 311, 319.)

• Writing Process workshops, with detailed step‐by‐step

guidance in completing the writing process, including revision, editing, and proofreading stages. Each Writing Process workshop has a Reading‐Writing Connection to a mentor text found among the readings students have completed in the unit, features two Writer's Toolbox pages on conventions or style, and includes an annotated student model for student reference.




(continued)• Research and Technology activities, short, focused

projects on topics related to Part 2 texts. The activities have well‐defined, specific outcomes and clearly articulated criteria for success, and students can pursue them using online or digital sources.

(See, e.g., Grade 10 Literature SE/TE, pp. 403, 415.) • Research: Investigate the Topic activities, short, focused



The Research: Investigate the Topic assignments in Part 3 of a given unit are all designed to support the culminating Part 3 Writing to Sources activity, in which students write a response in which they synthesize the information and ideas they have explored in their Part 3 reading, research, and writing assignments. This culminating Writing to Sources assignment includes step‐by‐step guidance in the writing process.

(See, e.g., Grade 10 Literature SE/TE, pp. 338–339, including "Incorporate Research" note on p. 338.)

AC Metric 3D: Extensive practice with short, focused research projects is provided. Materials require students to engage in many short research projects annually to enable students to develop the expertise needed to conduct research independently.

Each unit in Pearson Literature includes on‐demand, process, and research writing opportunities. Each unit also offers a number of postreading research activities. Research and Technology activities, short, focused projects on

topics related to Part 2 texts. The activities have well‐defined, specific outcomes and clearly articulated criteria for success, and students can pursue them using online or digital sources.

(See, e.g., Grade 10 Literature SE/TE, pp. 403, 415.) • Research: Investigate the Topic activities, short, focused



The Research: Investigate the Topic assignments in Part 3 of a given unit are all designed to support the culminating Part 3 Writing to Sources activity, in which students write a response in which they synthesize the information and ideas they have explored in their Part 3 reading, research, and writing assignments. This culminating Writing to Sources assignment includes step‐by‐step guidance in the writing process.

(See, e.g., Grade 10 Literature SE/TE, pp. 338–339, including "Incorporate Research" note on p. 338.)



Alignment Criterion 4: Materials provide explicit and systematic instruction and diagnostic support in phonics, vocabulary, development, syntax, and fluency. These foundational skills are necessary and central components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Metric Evidence

AC Metric 4A: Submissions address grade‐level CCSS for foundational skills by providing instruction in phonics, word recognition, vocabulary, syntax, and reading fluency in a research‐based and transparent progression.

Pearson Literature is a fully integrated program, with reading, writing, conventions, speaking and listening, literary analysis, and word analysis skills instruction appearing with selections throughout the book. • Every main Part 2 selection is preceded by instruction in

reading skills and literary analysis, appropriate to the grade level. The application of the skill is modeled with an excerpt. Skills support threads through the selection with point‐of‐use skills prompts. The postreading skills questions provide opportunities for students to affirm and extend mastery.

(See, e.g., Grade 10 Literature SE/TE, Close Reading Focus, p. 206; Close Reading Model, p. 207; Main Idea (side column), p. 211; Expository Essay (side column), p. 214; Literary Analysis, p. 217.)

• Vocabulary instruction appears with each main selection.

Word Study instruction appears with each selection in Part 2; academic vocabulary is reinforced with each selection in Part 3. Word analysis and other language skills also receive focused attention in the Language Study workshop in each unit.

(See, e.g., Grade 10 Literature SE/TE, Word Study, pp. 216, 228, 236, 246; Language Study workshop, pp. 264–265; Academic Vocabulary, pp. 288, 303, 311, 319, 327, 333, 335.)

• Differentiated Instruction and Fluency notes in the Teacher's Edition offer teachers suggestions for tailoring the reading for diverse students, including Advanced, Gifted/Talented, Less Proficient, Special‐Needs, and ELL students.

(See the bottom channel notes on, e.g., Grade 10 Literature TE, pp. 25, 27, 31, 43.)

AC Metric 4B: Materials guide students to read with purpose and understanding and to make frequent connections between acquisition of foundation skills and making meaning from reading.

Pearson Literature offers a rich array of grade‐level complex texts, and each student no matter their learner level, encounters the same text. To ensure students are able to experience texts without difficulty, a Close Reading Workshop provides detailed close reading strategies as well as models for (continued on next page)



(continued)effective reading, researching, speaking and listening, and writing about a text. When modeling is completed, students immediately practice what they learn by reading a selection independently and responding to the text through an array of text dependent activities. Teacher may use the results of the independent read to focus student learning as they complete the unit. The close reading strategies that students learn in this workshop will be applied to the rest of the readings throughout the unit. Instruction following the Close Reading Workshop is divided in to two parts: Part 2: Text Analysis Guided Exploration and Part 3: Text Set Developing Insight. In Part 2: Text Analysis Guided Exploration section, students are provided a more scaffolded, direct instructional approach to skill building. In Part 3: Text Set Developing Insight, the scaffolds are removed and students are provided a more authentic independent reading experience with multi‐genre text sets that mirror what students will encounter in real life. • Vocabulary instruction appears with each main selection.





AC Metric 4C: Opportunities are frequently built into the materials for students to achieve reading fluency in oral and silent reading, that is, to read on‐level prose and poetry with accuracy, rate appropriate to the text, and expression.

• The Teacher's Edition consistently supports a multidraft reading strategy, in which students of all levels can directly experience the complexity of the text. First readings are for basic meaning. During the second reading, students analyze key ideas and details and craft and structure. (In Part 2, students answer the point‐of‐use side‐column prompts during the second reading.) After the third reading, students answer the postreading questions.





(continued)• Student reading of Part 2 selections is scaffolded through

instruction in and modeling of skills, through point‐of‐use prompts accompanied by scaffolded, step‐by‐step support in the Teacher's Edition, and through carefully scaffolded postreading questions leading from basic understanding and reasoning (Key Ideas and Details questions) to deeper insight and higher‐level cognition (the Integration of Knowledge and Ideas questions, which require synthesis, generalization, and so on).


• Part 3 selections are meant to be read with greater independence. However, Close Reading notes in the Teacher's Edition allow teachers to lead class discussion and offer further support as warranted, using scaffolded questioning strategies.




AC Metric 4D: Materials guide students to read grade‐level text with purpose and understanding.

Pearson Literature offers a rich array of grade‐level complex texts, and each student no matter their learner level, encounters the same text. To ensure students are able to experience texts without difficulty, a Close Reading Workshop provides detailed close reading strategies as well as models for effective reading, researching, speaking and listening, and writing about a text. When modeling is completed, students immediately practice what they learn by reading a selection independently and responding to the text through an array of text dependent activities. Teacher may use the results of the independent read to focus student learning as they complete the unit. The close reading strategies that students learn in this workshop will be applied to the rest of the readings throughout the unit. Instruction following the Close Reading Workshop is divided in to two parts: Part 2: Text Analysis Guided Exploration and Part 3: Text Set Developing Insight. In Part 2: Text Analysis Guided Exploration section, students are provided a more scaffolded, direct instructional approach to skill building. In Part 3: Text Set Developing Insight, the scaffolds are removed and students are provided a more authentic independent reading experience with multi‐genre text sets that mirror what students will encounter in real life.



Alignment Criterion 5: Materials must adequately address the Language Standards for the grade. Metric Evidence

AC Metric 5A: Materials address the grammar and language conventions specified by the Language Standards at each grade level.

Pearson Literature offers instruction and practice in grammar and conventions throughout the program. Grammar concepts are taught following each text in the Part 2: Guided Exploration section of each unit. This feature provides instruction, modeling, practice, and Speaking, Reading, and Writing application of each targeted grammar concept. These features springboard directly from the texts that are being studied. Writing to Sources activities that follow the texts in the Part2: Guided Exploration section provide an immediately opportunity to apply the grammar concept that has just been taught. Each Writing Process Workshop revisits grammar instruction previously taught within each unit. In addition, additional grammar and style lessons are embedded within each workshop, enabling students to immediately apply those concepts in their own writing. Language Study features that appear in the Part 3: Text Set‐Developing Insights section of each unit provide additional opportunity for students to study and apply grammar and style concepts. They explore the Diction and Style within each text in the set, and they examine texts closely for author’s command of grammar. • Conventions lessons appear, following a logical scope‐and‐

sequence, with each main selection in Part 2, on select Writer's Toolbox pages in the Writing Process workshops, and with the Part 3 Anchor Text.


• Writing to Sources assignments with instruction in specific

writing strategies appear with all main selections in Part 2 and Part 3. The assignments are fully integrated with the lesson, bearing on the selection the students have read. Culminating Writing activities for each part appear in the Assessment: Skills and Assessment: Synthesis workshops.

(See, e.g., Grade 10 Literature SE/TE, Writing to Sources, pp. 219, 231, 239, 249, 290, 303, 311, 319, 327, 333; Assessment: Skills, p. 280; Assessment: Synthesis, pp. 338–339.)

The Writing Process workshop in each unit explores writing process and writing strategies in full depth.




(continued)• The Speaking and Listening assignments that appear with

one to three selections in Part 2, along with the From Text to Topic activities with each selection in Part 3 and the end‐of‐part Group Discussion activity, instruct students in a variety of speaking and listening strategies. The Speaking and Listening workshop in each unit gives such strategies extended coverage.

(See, e.g., Grade 10 Literature SE/TE, Speaking and Listening, pp. 219, 231, 239; Speaking and Listening workshop, 266–267; From Text to Topic, 290, 303, 311, 319, 327, 333; Group Discussion, p. 336.)

• Vocabulary instruction appears with each main selection.



The Anchor Text in a Part 3 Text Set receives extended treatment. It adds a second Focus Passage for close reading. It extends Language Study to include work on Diction and Style and Conventions.


AC Metric 5B: Materials expect students to confront their own error patterns in usage and conventions and correct them in a grade‐by‐grade pathway that results in college and career readiness by 12th grade.

Pearson Literature offers instruction and practice in grammar and conventions throughout the program. Grammar concepts are taught following each text in the Part 2: Guided Exploration section of each unit. This feature provides instruction, modeling, practice, and Speaking, Reading, and Writing application of each targeted grammar concept. These features springboard directly from the texts that are being studied. Writing to Sources activities that follow the texts in the Part 2: Guided Exploration section provide an immediately opportunity to apply the grammar concept that has just been taught. Each Writing Process Workshop revisits grammar instruction previously taught within each unit. In addition, additional grammar and style lessons are embedded within each workshop, enabling students to immediately apply those concepts in their own writing. (continued on next page)



(continued)Language Study features that appear in the Part 3: Text Set‐Developing Insights section of each unit provide additional opportunity for students to study and apply grammar and style concepts. They explore the Diction and Style within each text in the set, and they examine texts closely for author’s command of grammar. Each Assessment in the program requires students to examine and apply grammar concepts in their written and oral responses.

(See, e.g., Grade 10 Literature SE/TE, pp. 176, 177, 179.)

Conventions lessons appear, following a logical scope‐and‐sequence, with each main selection in Part 2, on select Writer's Toolbox pages in the Writing Process workshops, and with the Part 3 Anchor Text.


• Writing to Sources assignments with instruction in specific writing strategies appear with all main selections in Part 2 and Part 3. The assignments are fully integrated with the lesson, bearing on the selection the students have read. Culminating Writing activities for each part appear in the Assessment: Skills and Assessment: Synthesis workshops.

(See, e.g., Grade 10 Literature SE/TE, Writing to Sources, pp. 219, 231, 239, 249, 290, 303, 311, 319, 327, 333; Assessment: Skills, p. 280; Assessment: Synthesis, pp. 338–339.)

The Writing Process workshop in each unit explores writing process and writing strategies in full depth.


The Anchor Text in a Part 3 Text Set receives extended treatment. It adds a second Focus Passage for close reading. It extends Language Study to include work on Diction and Style and Conventions.


AC Metric 5C: Materials provide a mirror of real‐world activities for student practice with natural language (e.g. mock interviews, presentations).

The Speaking and Listening assignments that appear with one to three selections in Part 2, along with the From Text to Topic activities with each selection in Part 3 and the end‐of‐part Group Discussion activity, instruct students in a variety of speaking and listening strategies. A Speaking and Listening Workshop appears within each unit. These workshops are standards based, and include speaking and presentation guidelines and/or rubrics for listening and for evaluating the performance of others in the class.

(See, e.g., Grade 10 Literature SE/TE, Speaking and Listening, pp. 219, 231, 239; Speaking and Listening workshop, 266–267; From Text to Topic, 290, 303, 311, 319, 327, 333; Group Discussion, p. 336.)



Alignment Criterion 6: To be CCSS‐aligned, speaking and listening are integrated into lessons, questions and tasks. These reflect a progression of communication skills required for college and career readiness as outlined in the Standards. Metric Evidence

AC Metric 6A: Texts used in speaking and listening questions and tasks meet the criteria for complexity, range, and quality of texts (Non‐ Negotiable and Alignment Criterion 1).

In each unit, the lesson for each selection is fully integrated, with text‐dependent activities that lead students to engage with and extend the text in a variety of ways. Part 1 • The postreading page for the Independent Reading

selection in Part 1 concludes with a Discuss activity, a Research activity, and a Write activity, along with questions for comprehension, interpretation, and close reading of the text.

(See, e.g., Grade 10 Literature SE/TE, p. 15.) Part 2 • The prereading Building Knowledge pages for each main

Part 2 selection include skills instruction in reading and literary analysis concepts to support close reading of the text.

(See, e.g., Grade 10 Literature SE/TE, pp. 22–23.) • The postreading pages for each main Part 2 selection

include instruction in a Word Study (word analysis) skill, instruction in a Conventions skill, a Speaking and Listening or a Research and Technology activity, and a Writing to Sources activity, along with questions for comprehension, for application of reading and literary analysis skills, and for close reading of the text.

(See, e.g., Grade 10 Literature SE/TE, pp. 34–37.) • Part 2 of each unit concludes with a set of Performance





(continued)Part 3 • Each longer selection in a Part 3 Text Set concludes with



treatment. It adds a second Focus Passage for close reading. It extends Language Study to include work on Diction and Style and Conventions. In addition, the instruction of the Writing to Sources and Research activities is expanded to provide a deeper engagement with this key text.




AC Metric 6B: Materials demand that students engage effectively in a range of conversations and collaborations by expressing well‐supported ideas clearly and building on others’ ideas.

Pearson Literature provides ample opportunity for students to engage in meaningful academic discussions:

Introducing the Big Question: In this section of each unit, students engage in discussion about the Big Question.


Close Reading Workshops: Modeling of Academic Discussions appears within each workshop. During the Independent section of the workshop, students engage in an academic discussion that springboards from the text.

(See, e.g., Grade 10 Literature SE/TE, pp. 186‐189.)

Speaking and Listening activities are provided throughout the Part 2: Guided Exploration section of each unit. Students are provided with guidelines for taking part in collegial discussions and directed to cite textual evidence as they discuss each work.

(See, e.g., Grade 10 Literature SE/TE, pp. 216‐217)

Discussion activities appear in conjunction with each text in the Part 3: Text Set‐ Developing Insights portion of each unit. The discussion prompts are designed to ensure that all students participate fully in exploration




(continued)of the texts under study.

(See, e.g., Grade 10 Literature SE/TE, pp. 290, 301.)

A Speaking and Listening Workshop appears within each unit. These workshops are standards based, and include speaking and presentation guidelines and/or rubrics for listening and for evaluating the performance of others in the class.

(See, e.g., Grade 10 Literature SE/TE, Speaking and Listening workshop, p. 266‐267.)

Throughout the text, students are prompted to utilize academic vocabulary in their oral responses.


AC Metric 6C: Materials develop active listening skills, such as taking notes on main ideas, asking relevant questions, and elaborating on remarks of others in a grade‐appropriate way.

Pearson Literature provides students opportunities to deliver and/or evaluate a speech, collaborate with peers on presentations, and build important communication and collaboration skills. Many opportunities are provided for students to engage in discussions developing active listening skills:







Discussion activities appear in conjunction with each text in the Part 3: Text Set‐ Developing Insights portion of each unit. The discussion prompts are designed to ensure that all students participate fully in exploration of the texts under study. (See, e.g., Grade 10 Literature SE/TE, pp. 290, 301.)

A Speaking and Listening Workshop appears within each unit. These workshops are standards based, and include speaking and presentation guidelines and/or rubrics for




(continued)listening and for evaluating the performance of others in the class.




AC Metric 6D: Materials require students to marshal evidence to orally present findings from research.

Pearson Literature provides Speaking and Listening activities that are standards based, fostering students’ ability to effectively engage in collaboration and presentation tasks. In addition, students engage in various discussions, perform research to clarify text and to explore ideas, and share their insights through formal and informal presentations. The postreading pages for each main Part 2 selection include

instruction in a Word Study (word analysis) skill, instruction in a Conventions skill, a Speaking and Listening or a Research and Technology activity, and a Writing to Sources activity, along with questions for comprehension, for application of reading and literary analysis skills, and for close reading of the text.

(See, e.g., Grade 10 Literature SE/TE, pp. 34–37.) • Part 2 of each unit concludes with a set of Performance


(See, e.g., Grade 10 Literature SE/TE, pp. 106–107.) Part 3 • Each longer selection in a Part 3 Text Set concludes with



treatment. It adds a second Focus Passage for close reading. It extends Language Study to include work on Diction and Style and Conventions. In addition, the instruction of the Writing to Sources and Research activities is expanded to provide a deeper engagement




(continued)with this key text.




AC Metric 6E: Materials build in frequent opportunities for discussion and, through directions and modeling, encourage students to use academic language in their speech.

Pearson Literature provides many opportunities in each unit for students to engage in conversations and discussions incorporating academic language into their speech:







Discussion activities appear in conjunction with each text in the Part 3: Text Set‐ Developing Insights portion of each unit. The discussion prompts are designed to ensure that all students participate fully in exploration of the texts under study. (See, e.g., Grade 10 Literature SE/TE, pp. 290, 301.)

A Speaking and Listening Workshop appears within each unit. These workshops are standards based, and include speaking and presentation guidelines and/or rubrics for listening and for evaluating the performance of others in the class.






Alignment Criterion 7: Materials must provide thoughtful supports/scaffolds to support all students in accessing the CCSS. Metric Evidence

AC Metric 7A: Do the materials regularly provide all students, including those who read, write, speak, or listen below grade level, with extensive opportunities to work with and meet grade level Standards?

A full complement of teacher lesson support appears in the Teacher's Edition, including step‐by‐step teaching suggestions with discussion questions, Think Aloud notes, Differentiated Instruction notes, Vocabulary Development notes, and Fluency notes. Selection support worksheets, including skills and vocabulary worksheets, appear online.

(See supporting side‐column and bottom channel notes on, e.g., Grade 10 Literature TE, pp. 22–34, 38–48; www.pearsonrealize.com: Literature Grade 10: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments.)

Program support specifically targeting ELL, special‐needs students, and less proficient readers includes the following. • Differentiated Instruction notes in the Teacher's Edition

guide teachers in adapting lessons for diverse students. Differentiated Instruction notes for Less Proficient students provide suggestions for mediating text and lessons for readers reading below grade level. Special‐Needs notes provide suggestions for special‐needs students, and English Learner notes address the specific needs of ELL students.

(For Special‐Needs and Less Proficient bottom channel notes, see, e.g., Grade 10 Literature TE, pp. 25, 27, 57, 91, 101. For English Learners notes, see, e.g., pp. 27, 71, 93, 99.)

• Fluency notes in the Teacher's Edition provide strategies for practicing and improving students' fluency in reading selections.

(See, e.g., Grade 10 Literature TE, pp. 43, 135, 225.) • Additional support for diverse learners appears in ancillary

consumables, including the Adapted Reader's Notebook, the English Learner's Reader's Notebook, and the Spanish Reader's Notebook. The Adapted and English Learner's versions include passages of authentic text from selections, linked with bridge text. Both include adapted instruction and suitable side‐column support for reading. The Adapted Reader's Notebook focuses on skills support and fluency. The English Learner's Reader's Notebook emphasizes vocabulary acquisition and fluency. The Spanish Reader's Notebook offers Spanish translations of the adapted text




(continued)and instruction and features additional notes on cultural context.

(See, e.g., www.pearsonrealize.com: Literature Grade 10: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: "The Monkey’s Paw": Worksheets: Reader's Notebook Adapted, Reader's Notebook ELL, Reader's Notebook Spanish.)

AC Metric 7B: Do materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level?

• In the Teacher's Edition, Differentiated Instruction notes for Advanced Readers guide teachers in adapting lessons for students who read above grade level.

(See, e.g., Grade 10 Literature TE, bottom channel, pp. 31, 41, 57, 115.)

• Enrichment worksheets for each Part 2 selection, available

online at www.pearsonrealize.com, provide additional challenges for advanced readers.

(See, e.g., www.pearsonrealize.com: Literature Grade 10: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: "The Monkey’s Paw": Worksheets: Enrichment.)

• The works for Independent Reading suggested in Part 4 of

each unit cover a range of difficulty levels, including at least one text suggested for advanced readers. The Text Complexity note in the Teacher's Edition guides teachers in matching reader and task to text.

(See, e.g., Grade 10 Literature SE/TE, p. 180, including Text Complexity notes, bottom channel, TE, pp. 180–181.)

AC Metric 7C: Are there suggestions and materials for adapting instruction for varying student needs (e.g., alternative teaching approaches, pacing, instructional delivery options, suggestions for addressing common student difficulties, remediation strategies)?

• The Teacher's Edition consistently supports a multidraft reading strategy, in which students of all levels can directly experience the complexity of the text. First readings are for basic meaning. During the second reading, students analyze key ideas and details and craft and structure. (In Part 2, students answer the point‐of‐use side‐column prompts during the second reading.) After the third reading, students answer the postreading questions.


• Student reading of Part 2 selections is scaffolded through

instruction in and modeling of skills, through point‐of‐use prompts accompanied by scaffolded, step‐by‐step support in the Teacher's Edition, and through carefully scaffolded postreading questions leading from basic understanding and reasoning (Key Ideas and Details questions) to deeper insight and higher‐level cognition (the Integration of




(continued)Knowledge and Ideas questions, which require synthesis, generalization, and so on).


• Part 3 selections are meant to be read with greater

independence. However, Close Reading notes in the Teacher's Edition allow teachers to lead class discussion and offer further support as warranted, using scaffolded questioning strategies.


• Differentiated Instruction and Fluency notes in the

Teacher's Edition offer teachers suggestions for tailoring the reading for diverse students, including Advanced, Gifted/Talented, Less Proficient, Special‐Needs, and ELL students.


• Additional support for diverse learners appears in ancillary

consumables, including the Adapted Reader's Notebook and English Learner's Reader's Notebook. The Reader's Notebooks include passages of authentic text from the selections, linked with bridge text.

(See, e.g., www.pearsonrealize.com: Literature Grade 10: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: "The Monkey’s Paw": Worksheets: Reader's Notebook Adapted, Reader's Notebook ELL.)

AC Metric 7D: Do materials regularly and systematically build in the time and resources required to allow teachers to guide all students to meet grade level Standards?

A full complement of teacher lesson support appears in the Teacher's Edition, including step‐by‐step teaching suggestions with discussion questions, Think Aloud notes, Differentiated Instruction notes, Vocabulary Development notes, and Fluency notes. Selection support worksheets, including skills and vocabulary worksheets, appear online.

(See supporting side‐column and bottom channel notes on, e.g., Grade 10 Literature TE, pp. 22–34, 38–48; www.pearsonrealize.com: Literature Grade 10: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments.)

Program support specifically targeting ELL, special‐needs students, and less proficient readers includes the following. (continued on next page)



(continued)• Differentiated Instruction notes in the Teacher's Edition

guide teachers in adapting lessons for diverse students. Differentiated Instruction notes for Less Proficient students provide suggestions for mediating text and lessons for readers reading below grade level. Special‐Needs notes provide suggestions for special‐needs students, and English Learner notes address the specific needs of ELL students.

(For Special‐Needs and Less Proficient bottom channel notes, see, e.g., Grade 10 Literature TE, pp. 25, 27, 57, 91, 101. For English Learners notes, see, e.g., pp. 27, 71, 93, 99.)

• Fluency notes in the Teacher's Edition provide strategies for practicing and improving students' fluency in reading selections.

(See, e.g., Grade 10 Literature TE, pp. 43, 135, 225.) • Additional support for diverse learners appears in ancillary

consumables, including the Adapted Reader's Notebook, the English Learner's Reader's Notebook, and the Spanish Reader's Notebook. The Adapted and English Learner's versions include passages of authentic text from selections, linked with bridge text. Both include adapted instruction and suitable side‐column support for reading. The Adapted Reader's Notebook focuses on skills support and fluency. The English Learner's Reader's Notebook emphasizes vocabulary acquisition and fluency. The Spanish Reader's Notebook offers Spanish translations of the adapted text and instruction and features additional notes on cultural context.

(See, e.g., www.pearsonrealize.com: Literature Grade 10: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: "The Monkey’s Paw": Worksheets: Reader's Notebook Adapted, Reader's Notebook ELL, Reader's Notebook Spanish.)

AC Metric 7E: Do the materials regularly and systematically offer assessment opportunities that genuinely measure progress? Does this progress include gradual release of supporting scaffolds for students to measure their independent abilities?

Each unit of the Pearson Literature Student Edition is structured to lead students from guided reading with scaffolded skills support to successful independent engagement with the texts. Part 1 In Part 1 of each unit, students follow a model close reading of a text and then practice what they have learned independently with another text. (continued on next page)



(continued)(See, e.g., Grade 10 Literature SE/TE, Reading Model, pp. 5–6; Discuss/Research/Write, pp. 7–8; Independent Practice, pp. 9–15.)

Part 2 In Part 2, the teacher guides students' reading, first by introducing appropriate skills and concepts, then by guiding students in applying the skills and concepts using the point‐of‐use prompts, then through the use of postreading questions and activities.

(See, e.g., Grade 10 Literature SE/TE, Close Reading Focus: Make Inferences, p. 38; Close Reading Model, p. 39; Make Inferences (side column), p. 41; Literary Analysis, questions 1, 3, 4, p. 49).

Part 3 In Part 3 of each unit, students are expected to read the texts with minimal prereading support. Postreading activities engage the full spectrum of close reading competencies, from comprehension and vocabulary acquisition to extended, focused interpretation of key passages to extending reading through research.

(See, e.g., Grade 10 Literature SE/TE, pp. 880–897, including Multidraft Reading, TE, p. 880; Comprehension and Language Study, SE/TE, p. 894; Literary Analysis, SE/TE, p. 895; From Text to Topic and Writing to Sources, SE/TE, p. 896; Research, SE/TE, p. 897.)

Part 4 In Part 4 of each unit, students are invited to choose a longer work for independent reading. The Text Complexity notes in the Teacher's Edition guide teachers in helping students with their choices. As needed, support for independent reading is available. Reading questions to guide students' reading are offered in the Student Edition, and teachers are encouraged to form literature circles for students reading the same work, with guidance available in the Professional Development Guidebook. Teachers may find additional support for selected independent readings online. (continued on next page)



(continued)(See, e.g., Grade 10 Literature SE/TE, pp. 180–181, including Text Complexity notes, TE pp. 180–181 and Preparing to Read Complex Texts, SE/TE p. 181; www.pearsonrealize.com: Literature Grade 10: Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, pp. 47–49, 173–189; www.pearsonrealize.com: Literature Grade 10: Teacher Resources: Novel Resources.)

Frequent opportunities for formative and summative assessment are available in the program. Students can take tests online or in print, or ExamView© Assessment Suite can be used to create customized tests

(See, e.g., Grade 10 Literature SE/TE, pp. 102‐107, 176‐179.)

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