A Correlation Of MyPerspectives - Pearson Education

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A Correlation ofmyPerspectives 2017To theInstructional Materials EvaluationToolkit (IMET) ELA/LiteracyGrades 6-12

IntroductionThis document demonstrates how myPerspectives English Language Arts meets the criteria of theInstructional Materials Evaluation Toolkit (IMET) ELA/Literacy. Correlation page references areto the Student Edition and Teacher’s Edition and are cited by selection or feature title.myPerspectives English Language Arts is a learning environment that focuses on a connectedapproach to student learning. Students read texts and engage in activities that inspire thoughtfulconversation, discussion, and debate.Students will encounter authors’ perspectives as they read literature from across time periods andcultures. Students will listen to the perspectives of their peers through conversations andcollaborative activities. And, as students read the literature and engage in activities in myPerspectives,they will formulate—and defend—their opinions as they develop their own perspectives.In each unit of study, students will read classic and contemporary fiction and nonfiction texts, andview/listen to media selections, all related to an Essential Question. Students will use technology tointeract with texts and activities, and they can write directly in their Student Edition to makeinteraction with texts more meaningful.2

Table of ContentsNon-Negotiable 1: Complexity of Texts . 4Non-Negotiable 2: Text-Dependent and Text-Specific Questions . 5Alignment Criterion 1: Range and Quality of Texts . 7Alignment Criterion 2: Questions and Tasks . 8Alignment Criterion 3: Writing to Sources and Research . 10Alignment Criterion 4: Foundational Skills . 12Alignment Criterion 5: Language. 14Alignment Criterion 6: Speaking and Listening . 16Alignment Criterion 7: Access to the Standards for All Students . 183

Instructional Materials Evaluation Toolkit(IMET) CriteriaNon-Negotiable 1: Complexity of TextsTexts are worthy of student time and attention; theyhave the appropriate level of complexity for thegrade, according to both quantitative and qualitativeanalyses of text complexity. NN Metric 1A: 100% of texts must beaccompanied by specific evidence that they havebeen analyzed with at least one research-basedquantitative measure for grade-band placement.NN Metric 1B: 100% of texts must beaccompanied by specific evidence that they havebeen analyzed for their qualitative featuresindicating a specific grade-level placement.myPerspectives ResponsesmyPerspectives contains selections that are at the level oftext complexity required in Standard 10 of Reading:Literature and Standard 10 of Reading: Informational Text.The selections chosen, from both classic and contemporaryliterature, are qualitatively rich, with the vocabulary,syntactical and structural devices, levels of meaning orpurpose, required to lead students to success in readingtexts of increasing complexity.Text Complexity Rubrics in the Teacher’s Edition identifyQuantitative and Qualitative information about eachselection in the program. In addition, the Text ComplexityRubrics provide Reader and Task suggestions that enableteachers to tailor instruction for struggling, on-level, abovelevel, and advanced students so all students are able toaccess the same text. Appendix A of the Common Core State Standardsidentifies three dimensions for evaluating textcomplexity: quantitative, qualitative, and reader-taskrelations. In the Teacher's Edition, for every mainselection, a Text Complexity Rubric provides a Lexile(a quantitative measure of complexity), as available,and ranks the selection in terms of qualitative factorsidentified in Appendix A. In addition, for each main text,the Text Complexity rubrics suggest two reader-taskrelations that teachers can use to inflect the complexityof the text, again per Appendix A.See each unit for the Text Complexity Rubrics in theTeacher’s Edition.Grade 6 Unit 1 Teacher’s Edition p. 42C; Unit 2 Teacher’sEdition pp. 118C, 138CGrade 7 Unit 1 Teacher’s Edition pp. 62C, 108C; Unit 3Teacher’s Edition page 264CGrade 8 Unit 1 Teacher’s Edition pp. 12C, 44C; Unit 2Teacher’s Edition p. 98C4

Instructional Materials Evaluation Toolkit(IMET) CriteriamyPerspectives ResponsesGrade 9 Unit 1 Teacher’s Edition pp. 12C, 22C; Unit 3Teacher’s Edition p. 260CGrade 10 Unit 1 Teacher’s Edition pp. 12C, 36C; Unit 3Teacher’s Edition p. 268CGrade 11 Unit 1 Teacher’s Edition pp. 16C, 30C; Unit 3Teacher’s Edition p. 288CGrade 12 Unit 1 Teacher’s Edition pp. 16C, 74C; Unit 2Teacher’s Edition p. 126CNon-Negotiable 2: Text-Dependent and Text-SpecificQuestionsAt least 80% of all questions in the submission arehigh-quality text-dependent and text-specificquestions. The overwhelming majority of thesequestions are text-specific and draw studentattention to the text. NN Metric 2A: At least 80% of all questions andtasks should be text-dependent to reflect therequirements of Reading Standard 1 (by requiringuse of textual evidence to support validinferences from the text).NN Metric 2B: Questions and tasks accuratelyaddress the analytical thinking required by theStandards at each grade level. NOTE: Whilemultiple standards will be addressed with everytext, not every standard must be addressed withevery text.At all grade levels in myPerspectives, at least 80% ofquestions that follow the selections are high-quality textdependent questions requiring students to rely on the textto find the answers. Every main selection is followed up with postreading questions and a writing activity. Allquestions and the majority of writing activities arehighly text dependent and explicitly elicit studentsto provide text evidence. Writing assignments aresupported with step-by-step guidance and welldefined criteria for success.Following each selection are literary analysisquestions and close reading activities that helpstudents with Making Meaning, LanguageDevelopment, and Effective Expression. Eachquestion requires students to analyze the text,make valid claims, and reply using evidence fromthe text. Language (grammar and vocabulary),writing, speaking and listening, and writingactivities that follow each selection also serve toenable students to make critical connections withthe texts.Students are required to complete Writing toSources writing assignments focused on thethought-provoking theme or topic they haveexplored. These prompts require students to drawextensively on text evidence and to synthesize theevidence from the text. Text-dependent Speakingand Listening activities require students tocomplete an assignment and collaborate.5

Instructional Materials Evaluation Toolkit(IMET) CriteriamyPerspectives Responses Questions in the post reading activities have beencarefully written to build toward a culminatinginsight of each text. We frequently “nest” questionsin sets. For example, questions may require aresponse that demonstrates comprehension;subsequent questions might have students makean inference based on that response and on textevidence; and additional questions might then havestudents form a conclusion based on synthesis.Questions all require textual evidence to respondand questions are scaled in difficulty allowingteachers the ultimate flexibility with differentiatinginstruction.See the following examples for each grade:Grade 6 Unit 1 Teacher’s Edition pp. 19, 20–25; Unit 2Teacher’s Edition pp. 111, 112–117; Unit 3 Teacher’sEdition pp. 199, 200–205Grade 7 Unit 1 Teacher’s Edition pp. 25, 26–31; Unit 2Teacher’s Edition pp. 157, 158–163; Unit 3 Teacher’sEdition pp. 291, 292–297Grade 8 Unit 1 Teacher’s Edition pp. 21, 22–27; Unit 2Teacher’s Edition pp. 217, 218–221; Unit 3 Teacher’sEdition pp. 269, 270–275Grade 9 Unit 1 Teacher’s Edition pp. 45, 46–51; Unit 2Teacher’s Edition pp. 145, 146–151; Unit 4 Teacher’sEdition pp. 446, 447–449Grade 10 Unit 1 Teacher’s Edition pp. 77, 78–81; Unit 2Teacher’s Edition pp. 179, 180–185; Unit 4 Teacher’sEdition pp. 381–387Grade 11 Unit 1 Teacher’s Edition pp. 23, 24–29; Unit 2Teacher’s Edition pp. 163, 164–169; Unit 3 Teacher’sEdition pp. 293, 294–299Grade 12 Unit 1 Teacher’s Edition pp. 43, 44–49; Unit 2Teacher’s Edition pp. 153, 154–159; Unit 4 Teacher’sEdition pp. 431, 432–4376

Instructional Materials Evaluation Toolkit(IMET) CriteriaAlignment Criterion 1: Range and Quality of TextsMaterials reflect the distribution of text types andgenres required by the Standards. AC Metric 1A: Materials pay careful attention toprovidinga sequence or collection of texts that buildknowledge systematically through reading,writing, listening, and speaking about topicsunder study.AC Metric 1B: Within a sequence or collection oftexts, specific anchor texts of grade-levelcomplexity (keystone texts) are selected for theirquality as being worthy of especially carefulreading.AC Metric 1C: In grades 3–5, literacy programsshift the balance of texts and instructional time to50% literature/50% informational high-qualitytext. In grades 6–12, ELA materials includesubstantial attention to high-quality nonfiction.AC Metric 1D: A large majority of texts includedin instructional materials reflect the textcharacteristics and genres that are specificallyrequired by the Standards at each grade level.AC Metric 1E: Additional materials markedlyincrease the opportunity for regular independentreading of texts that appeal to students’ intereststo develop both knowledge and love of reading.myPerspectives ResponsesmyPerspectives provides a range of reading opportunitiesboth literary and literary nonfiction/information andinclude narrative fiction, graphic novel experts, poetry,drama, functional and foundational texts and documents.The Table of Contents identifies the genres of each textincluded in the program.The texts have been carefully selected to enable studentsto encounter a wide and rich range of literary andinformational texts. Texts were chosen based on criteriasuch as literary merit, author’s craft, themes, gender andcultural representations, and experiences, insights,readability, and diversity.Each unit contains selections that build on a topic relatedto the unit’s Essential Question and all texts are meant tobuild knowledge on the unit topic. The selections consistsof a Launch Text, Anchor Texts and Related Readings thatrange in genre. Following each reading, students areprompted to re-read the text exploring its language, its keyideas, its structure, and merit. Students engage inacademic discussions about the text, research an aspect ofthe text, and write about the text, using citations from theselection to support their conclusions. At the end of theselections, students discuss the texts as a whole and,through writing, share their insights and knowledge.myPerspectives offers high quality texts that arethoughtfully selected to build insight and expose studentsto a variety of perspectives on the unit topic. These textsrepresent exemplary writing and showcase authors craftand literary sophistication to prepare students for realworld readings. Through these selections, students aregiven strategies for reading a text closely multiple times.Strategies include how to read a text, how to hold adiscussion, how to perform research, and how to writeabout a text. As seen in the Table of Contents, the textsrange from literary to informational and include textstructures representative of both.7

Instructional Materials Evaluation Toolkit(IMET) Criteria(Continued)Alignment Criterion 1: Range and Quality of TextsMaterials reflect the distribution of text types andgenres required by the Standards.Alignment Criterion 2: Questions and TasksQuestions and tasks support students in buildingreading comprehension, in finding and producing thetextual evidence to support their responses, and indeveloping grade-level academic language. AC Metric 2A: High-quality sequences of textdependent questions are prevalent and canaddress any of the following: sustained attentionto making meaning from the text, rereading togain evidence and clarity, and the acquisition offoundational skills.AC Metric 2B: Questions and tasks supportstudents in unpacking the academic language(vocabulary and syntax) prevalent in complextexts.myPerspectives ResponsesSee the following examples for each grade:Grade 6 Unit 1 Teacher’s Edition pp. 3, 11, 12–25; Unit 2Teacher’s Edition pp. 91, 99, 100–117; Unit 3Teacher’s Edition pp. 185, 193, 194–205Grade 7 Unit 1 Teacher’s Edition pp. 3, 11, 12–31; Unit 2Teacher’s Edition pp. 117, 125, 126–145; Unit 3Teacher’s Edition pp. 225, 233, 234–263Grade 8 Unit 1 Teacher’s Edition pp. 3, 11, 12–27; Unit 2Teacher’s Edition pp. 89, 97, 98–155; Unit 3Teacher’s Edition pp. 255, 263, 264–275Grade 9 Unit 1 Teacher’s Edition pp. 3, 11, 12–21; Unit 2Teacher’s Edition pp. 123, 131, 132–151; Unit 3Teacher’s Edition pp. 251, 259, 260–269Grade 10 Unit 1 Teacher’s Edition pp. 3, 11, 12–35; Unit 2Teacher’s Edition pp. 127, 135, 136–185; Unit 3Teacher’s Edition pp. 259, 267, 268–281Grade 11 Unit 1 Teacher’s Edition pp. 3, 11, 18–29; Unit 2Teacher’s Edition pp. 139, 147, 154–169; Unit 3Teacher’s Edition pp. 275, 283, 288–299Grade 12 Unit 1 Teacher’s Edition pp. 3, 11, 19–48; Unit 2Teacher’s Edition pp. 113, 121, 128–159; Unit 3Teacher’s Edition pp. 237, 245, 260–279At all grade levels in myPerspectives, questions are highquality text-dependent questions requiring students to relyon the text to find the answers. Every main selection is followed up withpostreading activities that require students to readthe text closely, write, and practice speaking andlistening. All questions and the majority of writingactivities are highly text dependent and explicitlyelicit students to provide text evidence. At the culmination of the unit in the PerformanceBased Assessment, students are required tocomplete a substantive writing assignment focusedon the thought-provoking theme or topic they haveexplored throughout the unit. The assignmentrequires students to draw extensively on textevidence and to synthesize the evidence into asignificant conclusion about unit topic.8

Instructional Materials Evaluation Toolkit(IMET) Criteria AC Metric 2C: Questions build to a deepunderstanding of the central ideas of the text.myPerspectives Responses Selections in the Whole-Class and Small-Groupsections are followed by a text-dependent writing,listening and speaking activities which specificallyrequire students to provide text evidence in theirresponses. Writing and discussion of visual media is requiredin every unit. In addition, students are introducedto academic vocabulary across and within variousdisciplines at the beginning of the unit which theyuse and revisit throughout the unit in addition tothe concept vocabulary. Students are specifically reminded to practicelearning vocabulary with Work Network strategieswhich helps students learn similar words inclusters. Language Development activities aftereach selection require students to practice conceptvocabulary introduced before the selection andused throughout the reading as well as provide anopportunity to do a Word Study that explores rootsof words to help develop students ability tounderstand and use critical vocabulary words intheir responses and writings.At the beginning of every unit, Academic Vocabulary isintroduced which helps students with writing in a particularmode. In every unit, the academic vocabulary suggested foruse in speaking and writing about the unit topic andEssential Question is also revisited in the writingassignments throughout the unit including thePerformance Tasks and end-of-unit Performance-BasedAssessment.The Teacher's Edition consistently supports a multidraftreading strategy in which students of all levels can directlyexperience the complexity of the text with a First Read andClose Read.9

Instructional Materials Evaluation Toolkit(IMET) CriteriamyPerspectives Responses(Continued)Alignment Criterion 2: Questions and TasksQuestions and tasks support students in buildingreading comprehension, in finding and producing thetextual evidence to support their responses, and indeveloping grade-level academic language. With every selection, the First Read is for basicunderstanding and meaning. During the CloseRead, students analyze the text for key ideas anddetails and craft and structure. Prompts andactivities after the selection require students tobuild a deep understanding of the text.See the following examples for each grade:Grade 6 Unit 1 Teacher’s Edition pp. 5, 19, 20–25; Unit 2Teacher’s Edition pp. 93, 111, 112–117; Unit 3Teacher’s Edition pp. 199, 200–205Grade 7 Unit 1 Teacher’s Edition pp. 5, 25, 26–31; Unit 2Teacher’s Edition pp. 119, 157, 158–163; Unit 3Teacher’s Edition pp. 291, 292–297Grade 8 Unit 1 Teacher’s Edition pp. 5, 21, 22–27; Unit 2Teacher’s Edition pp. 91, 217, 218–221; Unit 3Teacher’s Edition pp. 269, 270–275Grade 9 Unit 1 Teacher’s Edition pp. 5, 45, 46–51; Unit 2Teacher’s Edition pp. 125, 145, 146–151; Unit 4Teacher’s Edition pp. 446, 447–449Grade 10 Unit 1 Teacher’s Edition pp. 77, 78–81; Unit 2Teacher’s Edition pp. 179, 180–185; Unit 4 Teacher’sEdition pp. 381–387Grade 11 Unit 1 Teacher’s Edition pp. 23, 24–29; Unit 2Teacher’s Edition pp. 163, 164–169; Unit 3 Teacher’sEdition pp. 293, 294–299Grade 12 Unit 1 Teacher’s Edition pp. 43, 44–49; Unit 2Teacher’s Edition pp. 153, 154–159; Unit 4 Teacher’sEdition pp. 431, 432–437Alignment Criterion 3: Writing to Sources and ResearchWritten and oral tasks at all grade levels requirestudents to confront the text directly, to draw ontextual evidence, and to support valid inferencesfrom the text.The selections are accompanied by one or more writingassignments, the majority of which are text-dependent andrequire students to draw evidence from the text. Writingassignments take various forms; most fall within the threekey CCSS modes (narrative, informative/ explanatory, andargument). Students working through the unit willcomplete an average of one Writing to Sources activityeach week.10

Instructional Materials Evaluation Toolkit(IMET) Criteria AC Metric 3A: Writing to sources is a key task.Students are asked in their writing to analyze andsynthesize sources, as well as to present carefulanalysis, well-defended claims, and clearinformation.AC Metric 3B: Materials place an increased focuson argument and informative writing in thefollowing proportions. Alternately, they mayreflect blended forms in similar proportions (e.g.,exposition and opinion):Grades 6–8exposition 35%argument 35%narrative 30%High Schoolexposition 40%argument 40%narrative 20% AC Metric 3C: Writing opportunities for studentsare prominent and varied.AC Metric 3D: Extensive practice with short,focused research projects is provided. Materialsrequire students to engage in many shortresearch projects annually to enable students todevelop the expertise needed to conductresearch independently.myPerspectives ResponsesWriting is prevalent throughout with Summary, QuickWrites, and Writing to Sources practice opportunities.Performance Tasks that require writing are also available atthe end of each Whole-Class and Small-Group sections. Theprogram meets the requirements of the CCSS and eachunit focuses on a particular mode of writing:argumentative, narrative, and informative/ explanatory.Writing models in the Toolkit provide exempla

Grade 12 Unit 1 Teacher’s Edition pp. 16C, 74C; Unit 2 Teacher’s Edition p. 126C Non-Negotiable 2: Text-Dependent and Text-Specific Questions At least 80% of all questions in the submission are high-quality text-dependent and text-specific questions. The overwhelming majority of these

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