9th Grade - Gateway 3

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

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

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

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

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

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

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

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

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

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

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

The purpose/use of each assessment is clear:

Assessments clearly denote which standards are being emphasized.

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

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

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

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.

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

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

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

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

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.

Materials can be easily customized for individual learners.

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

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

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