Advanced Language & Literature - Strong Roots for AP®, College, and Beyond 2E
Core Code Alignment
Language Arts
Language Arts Required Core
06020000050: Language Arts 10
Language Arts Required Core
06020000050: Language Arts 10
Recommendation
Recommended Primary
Evaluation
Challenging and cohesive text that integrates literary and rhetorical study. Highly aligned to standards with consistent organization and diverse, global texts. Assessment rubrics are less detailed but instruction and engagement are excellent.
Educators Using These Materials
No educators found.
Material Categories
Comprehensive
Rubric : English Language Arts
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No violations | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does not violate law | N/A | N/A | May violate law | ||
| No violations | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does not violate law | N/A | N/A | May violate law | ||
| No violations | ||||||
| Free from advertising, e-commerce, or political interest | Does not contain these items | N/A | N/A | May contain these items | ||
| No violations | ||||||
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this material is evidence-based and aligns with grade-level Utah core standards. It is current, well-researched, and referenced from reliable sources. | The content of this material is evidence-based or research-based. The material aligns with most grade-level Utah core standards but will need supplementary materials to ensure coverage of all the Utah core standards. | The content of this resource aligns with a few grade-level Utah core standards but is not evidence-based or research-based. | The content of this resource does not align with any of Utah's core standards. | ||
| Aligns strongly with Utah’s secondary ELA standards, integrating reading, writing, speaking, and listening skills through genre-based study (fiction, drama, poetry, nonfiction) Units such as Making Meaning, Understanding Literature, and Understanding Inquiry and Evidence-Based Argument emphasize analytical and evidence-based reading and writing Scaffolds rhetorical and literary analysis, culminating in synthesis and argument tasks aligned with college and AP readiness standards Each Speaking and Listening Focus (e.g., Discussing Interpretations of Literature) explicitly supports oral discourse and collaborative analysis outcomes | ||||||
| Navigation | Educators and students can navigate the material independently. Instructions are clear and understandable. The material is well organized. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate the material. | The material is only usable with direct educator support due to a lack of clear instructions. Students will need educator support to navigate the material. | The instructions in the material are unclear, and navigation is difficult. The material is unorganized. | ||
| Organized by thematic units with color-coded sections (Making Meaning, Understanding Literature, Understanding Rhetoric and Argument, etc.) that clearly outline learning progression Predictable unit format: Model Activity - Close Reading - Application - Speaking/Listening Focus - Culminating Activity Skill strands (e.g., Theme in Literature, Elements of Fiction, Elements of Drama, Elements of Poetry) consistently reappear across units to strengthen vertical alignment Navigation aids such as Activity titles, Model analyses, and Listening Focus callouts allow for clear pacing and student guidance | ||||||
| Instructional Support | This material goes beyond the content outlined in "Adequate" by providing problem or project-based content with integrated skills and concepts from various disciplines to help students make sense of the material. It also supports the learning needs of all students, including those with disabilities, multilingual learners, etc., by offering flexibility and maintaining high standards. | The material provides supplemental resources and some examples to educators of ways to deliver instruction. It contains a few of the following: scaffolding lesson plans, personalized/differentiated instruction, experiential learning, concept mapping, questioning techniques, and family involvement. | The material contains a limited amount of instructional support. | The material does not provide instructional support or examples for the educator. | ||
| Provides guided practice through annotation, discussion, and model analyses (e.g., Vimce Nehkulakatathil’s “On Listening to Your Teacher Take Attendance” and George Saunders’ “Sticks”) Step-by-step instruction for interpreting literary devices, analyzing point of view, and understanding rhetorical appeals Skill-building activities (e.g., Identifying Theme, Analyzing Style and Tone, Connecting Elements of Poetry to Theme) support differentiation Incorporates multimodal and performance-based learning via Speaking and Listening Focus and discussion prompts | ||||||
| Assessments | The material contains a variety of formative and summative assessments aligned with Utah Core Standards. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. | The material contains summative assessments aligned with Utah Core Standards with few interventions. | The material contains a limited number of assessments without intervention strategies. | The material does not provide assessment materials. | ||
| Each unit concludes with a Culminating Activity or Speaking & Listening Focus, functioning as performance-based assessments of interpretive and analytical skills Activities such as Annotating a Text and Making Meaning through Context serve as formative checkpoints. Units 3 and 4 include rhetorical analysis and argument writing preparation through applied writing tasks Embedded self-reflection through Listening Actively and Discussing Interpretations of Literature builds metacognitive awareness | ||||||
| Ethnic Studies Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages. | This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. | The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1). | ||
| Represents authors from diverse cultural and linguistic backgrounds: Nikki Giovanni, Naomi Shihab Nye, Chimamanda Ngozi Adichie, Langston Hughes, Sandra Cisneros, and Nelson Mandela Encourages cross-cultural understanding through units like Cultures and Connections and Changing the World Includes literary voices spanning global and U.S. perspectives, emphasizing shared human experiences Introduces contemporary voices alongside traditional texts to highlight evolving perspectives on justice, identity, and society | ||||||
| Shared Values and Character Traits | The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. | The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204) | ||
| Texts and activities promote reflection on integrity, empathy, and personal growth through selections like “A Model Analysis: Connecting Elements of Poetry to Theme" and "Speaking and Listening: Differences of Opinion" Readings such as Langston Hughes’s “Dreams” and William Shakespeare’s “Sonnet 116” explore perseverance and love of truth Changing the World and Understanding Argument units connect character education to civic literacy, encouraging dialogue on moral and ethical action Overall, reinforces universal values such as respect, honesty, courage, and the pursuit of knowledge through literature | ||||||
Material Characteristics
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | This material goes beyond the content outlined in "Adequate" by incorporating modern, up-to-date, and relatable visuals. | In physical terms, the material is interactive and provides high-quality audio-visual and tactile experiences for all users. | The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable. | The content either has low audio-visual quality or is not intended for reuse. | ||
| Excellent design quality with accessible visuals and high-resolution text features Layout promotes close reading and annotation clarity | ||||||
| Technical Standards | This material surpasses the content outlined in "Adequate" by ensuring the safeguarding of student data privacy and easy installation or access without technical assistance. Furthermore, any licensing information is clearly stated in the description. | The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components. | The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period. | Student data privacy is at risk. | ||
| Achieve platform access ensures data privacy and accessibility Clear licensing and technical documentation; browser- and device-friendly | ||||||
| Adaptability | The material is currently relevant and adaptable for educators and students. The material can be customized for the needs of diverse learners. | Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners. | The material has limited options to address adaptability for the needs of diverse learners. | The material is not suitable for different educational settings with diverse learners. | ||
| Adaptable across AP and general ELA courses, but less flexible for lower-level readers without teacher scaffolding Text rigor may limit broad accessibility without modification | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807