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. “Knowledge Demands” is mid-high because there are somewhat complex civics concepts. The HMH Collections reviewed for Grade 10 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). Short stories “What, of This Goldfish, Would You Wish?” by Etgar Keret, Short stories “The Lottery” by Shirley Jackson, Editorial “American Flag Stands for Tolerance” by Ronald J Allen, Informational Text “With Friends Like These…” by Dorothy Rowe, Science Essay “From Simplexity” by Jeffrey Kluger, Article “Life After People” by Dolores Vasquez, Short Story “The Briefcase” by Rebecca Makkai. In the READ feature students are asked to read lines 1-15 and begin to cite and collect text evidence by doing the following: “Underline three commonly used sayings in lines 1-9” (170c). Examples of texts with appropriate text complexity include, but are not limited to: The HMH Collections reviewed for Grade 10 partially meets the expectations for materials supporting students’ increasing literacy skills over the course of the school year. Collections Grade 10 Teacher's Edition textbooks Houghton Mifflin 0544087135. In addition, teachers will often be unable to tell from students’ work whether they mastered concepts of each component. On the second page of the performance task, the Interactive Lesson, “Giving a Presentation: Types of Media; Audio, Video, and Images,” is referenced for student use in preparation. Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Explain how the connotations of these words convey his tone. The tasks include analyze the impact of word choice and cite evidence for inferences. . These protocols are not located in the Student Edition. The Siyavula project is seeded by the Shuttleworth Foundation, which supports and encourages communities of teachers working together, openly share their teaching resources and benefit from the use of technology. 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. While those are available, there are no further explanations for teachers on how to use those lessons effectively to support students. Look back at the texts you have read, including the anchor text ‘What, of This Goldfish, Would You Wish?’, and make a generalization about how our relationships help define who we are. An example of how this is prepared for teachers is found in Collection 5 on pages 203A-203C, “Why Read Shakespeare” an argument by Michael Mack. Throughout the collections students engage with an appropriate distribution of texts and text types for grade 10. 10.2 Living in a Globalized World Number of books found: 2 Author Name Title Cost Grade ISBN Marsden, John Rabbits, The $22.95 3-12 0-9688768-8-9 Taylor, Drew Hayden Funny, You Don't Look Like One $12.95 10-12 0-919441-64-5 Rabbits, The Marsden, John (Author Not Indicated) Illustrated by: Tan, Shaun 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. All texts contain questions that correlate with the text that teachers can use for whole class discussion while reading that are text-dependent. Below are  links to the PDFs of each chapter. Assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. In a speech, use domain-specific vocabulary to compare ideas in your chosen section of the text with information from your research. At the end of the essay “Revolution 2.0” students are asked to do a speaking activity that consists of the following: "Choose one section of the text, and give a short informative presentation about current developments having to do with the section you chose. 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. Students do not have access to the instruction or questions to initiate thinking when performing the tasks. Additionally, a teacher may choose to skip this activity. Protocols and routines for collaborative discussions and debates can be found in the resource section of the student edition. REREAD asks students to read lines 1-9. 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. The materials contain anchor texts written by established and credible published authors or well-known sources. Have students cite other examples of nonscientific reasons for the desert’s flowering" (HMH, 10th Grade, Collection 2, “Called Out” 52). Click on each book cover to see the available files to download, in English and Afrikaans. Materials for students sometimes include graphic organizers as students make an effort to organize their writing. 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. In Collection 3, the third text in the collection is science writing by Jeffrey Kluger, “from Simplexity,” with a Lexile of 1490, which is above the grade band. Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level. In Collection 1, students will answer questions and complete task that require students to analyze items including, but not limited to point of view, purpose, tone, writer’s choices, and comparing tone in two texts. One example is found in Collection 1 when students compare tone in two different texts, a court opinion and an editorial. In Collection 6, after reading “The Briefcase," students “assume the identity of the chef” and then “write a letter to the professor’s son in which [they] attempt to convince him that [they] could serve as the boy’s father" (HMH, 10th Grade, Collection 6 371). On language: “You can show readers how your ideas are connected by combining clauses. The “Language Conventionality and Clarity” section defines the grammatical term and then states a group of lines from the text in which it is found within the reading. The rubric for this task assesses Ideas and Evidence, Organization, and Language. Revise asks students to have a partner or group of peers review their draft. This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two. Perform the Task - students read two to four texts, complete prewriting activities, and write the essay. websites, discussion groups, webinars, etc. This resource includes introductory materials, worksheets, graphic organizers, and discussion guides. FHSST Authors The Free High School Science Texts: Textbooks for High School Students Studying the Sciences Physics Grades 10 - 12 Version 0 November 9, 2008 While the materials offer prompts and performance tasks, and students practice writing with each lesson, the materials/unit writing tasks do not increase students’ skills throughout the year, nor to they provide comprehensive support and scaffolding to help students reach the depth of writing that is required of these standards. The materials include opportunities for students to write in all modes required by the CCSS-ELA writing standards for Grade 10 (argumentative, narrative, and informative). 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. We thought so! Interactive lessons are also included to help students understand the writing process and the modes in which they are asked to write. Also, the rigor does not increase and it is unclear how a teacher will assess whether or not a student has mastered a concept. There is minimal instruction for students and minimal guidance for teachers as they teach these skills to students. Within this section of the teacher’s edition, teachers are given general instructions on when to have students use these words. There are text-dependent questions and tasks throughout the unit that help prepare students for success on the culminating tasks. The instructional materials reviewed for Grade 10 partially meet expectations for Gateway 1. For science, alignment ratings represent the degree to which materials meet expectations, partially meet 10 FCAT 2.0 Reading Sample Answers SAMPLE10 The correct answer is I (being in a location where a GPS signal is available). On organizing an essay: “Outline your essay, including these elements: Introduction [that includes an] attention-getting opener [and a] thesis statement about accepting those different from us; Body [that includes an] analysis of the two sides presented in each text, supporting quotations . Gandhi is well known around the world for his impact on politics and his activism that has influenced activists across the world in their fight for equality and freedom. However, writing tasks may or may not require the use of the words or be structured in a manner that would require students to use them. ©Via Afrika Publishers » Mathematical Literacy Grade 10 7 Section 2 Equivalent fractions __10 16 has the same value as 5 __ 8. “Ideas and Evidence” level 4 for the argumentative essay found in Collection 3 states: “An eloquent introduction includes the titles and authors of the selections; the claim describes the view of change presented in three selections” (152).

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