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Neutral components or questions can be white

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Neutral components or questions can be white

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Even when you hide all the headers- the student textbook page interface is really small and shoved to the side and you have to scroll a lot.

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Interactive whiteboard activities are cool- it allows the student to highlight using a provided key to discern the information

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The student edition pages are narrow and it has a lot of space that cannot be utilized

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The online platform Realize isn't very intuitive and a bit cluttered. A lot of clicks to get to certain materials.

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Selection and unit tests are graded by the software and seem to look similar to CAASP tasks- students' can't easily look at the text while taking the test however.

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It seems like it could be a confusing interface, especially in the student edition...there are several windows that could be challenging to navigate for students, (scrolling within scrolling within scrolling...figuring out how to hide the heading photos to access text, etc.)

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Not very culturally responsive; mainly "white" perspective. ELs would have a hard time connecting to the texts/topics.

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Allows you to import Google Classrooms to Realize. If you post an assignment on SAVVAS Realize, it will show up on your Google Classroom as well. Scores on assignments are accessbile to students both on GC and Realize.

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The thematic units pose thought provoking essential questions. Text selections come from a variety of genres- a mix of classic and modern. Printed student book is aesthetically pleasing.

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Some of the assessments and interactives are weirdly aligned to what they are supposed to be measuring or have strange question choices that would be confusing to ELLs in particular.  I did a 10th grade career readiness assessment in which the whole text was about a teacher talking to a dog about situational irony and it was corny and confusing simultaneously.  

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Some of the assessments and interactives are weirdly aligned to what they are supposed to be measuring or have strange question choices that would be confusing to ELLs in particular.  I did a 10th grade career readiness assessment in which the whole text was about a teacher talking to a dog about situational irony and it was corny and confusing simultaneously.  

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Curriculum centered around Essential Questions that lead up to a Performance Task

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10th grade lacks a world lit focus.

Susana

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No SEL (or a misguided sense of SEL)

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Lack of diversity in texts, and I question if students will be engaged with the EQs, the texts, and the writing tasks.

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Has audo for text selections, but does not have the feature that allows you to click on words to control the audio.

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The mid-year test is user friendly- students are able to see the text and the questions on the same page. They also get a summary of which skills they need more help with once the score is given.

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Did anyone find something SAVVAS provides (digitally or on student/teacher textbook) that no other publisher offers?

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Digital platform isn't intuitive. Playlists are cool, but they assume more student autonomy than may be realistic

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Online annotations are not next to the text. Texts can be downloaded as a PDF, but then you need to use Kami (which kind of defeats the purpose of adopting the program!)

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Book versions seem to offer helpful writing and student interaction supports (graphic organizers, etc.) with embedded grammar lessons related to texts being studied.

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The digital program cheapens the rigor of the printed materials.
Bland discussion board, entire digital bank of materials are dependent on self-start and ownership on both Ts and Ss.
Assessments "from scratch" are actually from a bank.

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Student digital interface is not as user-friendly as it could be. Teachers would probably not use it and opt to keep materials in their LMS.

Susana

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The units are based on essential questions that lead up to performance tasks.

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The writing instruction is really wordy and you have to pull down individual drop downs for Intro, evidence, Etc.  Can't see the whole at once look and I don't see kids pulling down and reading all these.  

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The writing instruction is really wordy and you have to pull down individual drop downs for Intro, evidence, Etc.  Can't see the whole at once look and I don't see kids pulling down and reading all these.  

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Are students able to annotate texts when we assign novels?

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The student interactive workbook is high-quality and would be very helpful.

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The researchers involved on this book are credible and well known in the CATE/NCTE world.
Visually explicit pacing guide.
Literacy Routine Organization is consistent with opportunities for differentiation.
Allows access to the cannon [think scaffolding and language], but also others diverse voices in favor of the cannon.
Teacher guides are heavy on pedagogy and could check boxes for WASC/LCAP goals.

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No clear systematic critical reading strategies (maybe I missed them?)

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Ellen and Leigh (pro)
Good graphic organizers for summaries and quick writes.
Academic/concept vocabulary checks help to build students' word banks.
Some great articles, however. . . (check the con)

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The interactive reader is nice. Given the choice I would use that instead of the online platform. The critical reading skills students need I think are better served through the student edition.

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Ellen and Leigh:
Con: Great artices. . . but you may only gain access to independent articles online.

The annotation is blobby and doesn't connect to the correct area because it is a column.

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The close reader does not have guided reading skills-just space for notes.

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The text selections automatically open in Kami- but the annotations are self guided

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Writable

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You are able to adjust the (student) page view in the text selections depending on your need

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Textbook and ebook are the same!

Page view option on teacher and student ebook.

Clickable links from ebook to writing tasks.

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Allows you to write highlight, make notes, or bookmark pages on the teacher ebook, I assume on the student version as well.

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student text is pretty easy to navigate and the annotations pop up right with the text

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It is outdated (2017)

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There is nothing I found in this text/digital platform that is different/ stands out from their, "Into Literature" text.

Did anyone find something in this text/platform that is not in the "Into Lit." one?

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The writer's workshop pieces (grammar practice) are all just pdfs you need to use Kami on instead of being interactive or self-grading.

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My laptop won't load the site.
From what I've observed, the site is easier to navigate than the previous one; however, it is too basic. I don't think it will appeal to students and does not feel interactive.

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Text interface seems to have fairly straightforward usability. Texts can be easily read onscreen and the online version is directly linked to standards in teacher's edition, which can be easily found.

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It seems like it is user-friendly.

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Annotations aren't directly on the text, BUT, you have the option of viewing them next to the text

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No SEL

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Regarding the digital resources, many of them seem to pdf docs that would need to be uploaded through another program like Kami or printed out, rather than being interactive online.

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Digital and print versions feel dated, unappealing.

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Ed Reports gives "Does Not Meet Expectations" scores for tenth and twelfth grade texts, and a "Partially Meets Expectations" score for ninth and eleventh

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The instructional materials for HMH Collections 2017 includes varying degrees of alignment across the grade levels. Grades 9 and 11 meet the expectations of high quality texts, appropriately rigorous tasks in reading, writing, speaking and listening, and language support for students.

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Holt flashbacks

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Fairly easy to look up grade level assignments from a drop down menu.

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Leigh and Ellen:
We like the tools embedded: My Note, Writesmart, Turn it in and the high interest videosL A & E And The History channel.

The guided annotating is nice.

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Curriculum is heavily RL/RI based and less opportunity for research, s/l, college&career readiness.
"Quality" vs. "Quantity" is limited and does not have enough options to appeal to more stakeholders.
Literacy Routines are not embedded, they appear after the text.

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Tests are in Exam View

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Ellen and Leigh:
Not familiar with many of the entries. In the attempt to become more culturally diverse the articles are new to us.

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The notice and note "signposts" are excellent. Researched based routines for students to critically read and access texts.

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SUPER easy sync with Google Classroom. It took me straight to the assignment, not to a dashboard!

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The ease of use and syncing with Google Classroom, assigning work is far SUPERIOR to the other platforms.

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Moves through the unit like a slides presentation

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Student version is very interactive. Students click through pages and activities are embedded and can provide text boxes to record responses.

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Provides real lessons students can use to create habits. There are SEL opportunities throughout each unit.

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The integration of SEL is  ACTUAL SEL with self-awareness, management, social awareness, relationship skills, and responsible decision making. The topics and literature are used to develop social/emotional skills. The reflect and extend at the end of each unit incorporates SEL competencies.

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Color-coded; interesting to look at. Higher chance for this textbook to spark student interest.

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Offers students with guidance for what/how to annotate and what to look for in the text.

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Lesson plans include:
1. Color-Coded
2. Hyperlinked resources
3. Editable version
4. Standards
5. DI/Scaffolds

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Peer Coach videos are engaging and a great way to connect with the students

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The DOK is displayed w each "Analyze the Text" question for students.

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Provided in peer-coaching and conversation type version.

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Writable. AI feedback, peer feedback.

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Very similar to data reports from Illuminate platform.

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Multiple tabs open at once

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"Share and Calibrate" PLC grading feature in Writable e.g. you can grade ALL ninth grade PT essays as a PLC

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Includes:
1. Grammar aid
2. Feedback (on & off option)
3. Revision aid
4. In-Context feedback
5. Originality check (peer to peer & web)

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It appears students must complete work in their system since very little is downloadable.  What is grading like?

Susana

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Straightforward functionality for online use...activities are chunked into manageable tasks in student edition and offer interactive scaffolds. Offers helpful ideas for SEL and scaffolding support in program guide (book).

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Ellen and Leigh
We like the high interst video clips and the extra tools for writing and checking plagerism.
We also find the computer applications easy to navigate.

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EQs seem more accessible and engaging

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California (CCSS) are not represented nor easy to find/utilize in the lesson planning document

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such a clean and easy interface- no weird scrolling panes, easy to see what you are assigning, texts are engaging and have scaffolds built in.  

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such a clean and easy interface- no weird scrolling panes, easy to see what you are assigning, texts are engaging and have scaffolds built in.  

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Adjustable interface  for the digital student edition
"Cultural Notes" in teacher guides
Writable is PLC friendly and encourages collaboration.
Adjustable for autonomous teachers to pick/choose and implement.
Explicit ELPAC practice, as well as CAASPP practice direct from Smarter Balance - skips the Interim Assessment obstacles.
Rubric Builder is teacher friendly and intuitive.
Many opportunities to view assignments/tasks as a student to anticipate needs

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Limited nonfiction (text or other) options

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This is absolutely the best of the physical texts- it is all in one place and easy to use for those who don't have time or energy to go online for planning.

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The "Getting Ready to Read" and "Annotation in Action" set a purpose for reading and guide students through a critical reading process.

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Audio selections - No opportunity to scrub, just click the entire text chunk?
Can read assessment aloud- ticky/tacky issue? Or test security issue? Or just a modification for those who need it.

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One can assign a worksheet or graphic organizer directly from the digital platform, BUT it is posted as a LINK to the HMH Platform...
Students would need to log in (maybe using Clever just like they do with Achieve3000) and not complete it directly from GC.

QUESTIONS:
Do students just mark it as "Done" on Google Classroom when complete?

Does the teacher grade it on the platform and then it automatically syncs to GC?

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Engagement - Preview the Texts to gauge student interest

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Pro- novels in the digital library are a bit hard to find, but once assigned, they can be annotated by students

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Pro- novels in the digital library are a bit hard to find, but once assigned, they can be annotated by students

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No costly textbook for kids (and librarians) to worry about...just a reader with online text.

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"Mimic student" feature allows you to see exactly what students see.

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The tools for reading the texts are really robust, nice to use, you can number the paragraphs, read aloud, annotate, 

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The tools for reading the texts are really robust, nice to use, you can number the paragraphs, read aloud, annotate, 

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It is a lot of decontextualized excerpts of texts instead of full texts.  If you are trying to show exemplars of writing and charting how an author builds arguments or designs a text this is not ideal.   

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It is a lot of decontextualized excerpts of texts instead of full texts.  If you are trying to show exemplars of writing and charting how an author builds arguments or designs a text this is not ideal.   

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There's a spelling workbook, which is something I haven't seen in HS curriculum. There's also a placement/diagnostic assessment

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The paper text is boring and lacks a lot in comparison to the online modules.  

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The paper text is boring and lacks a lot in comparison to the online modules.  

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It feels really prescribed and almost "Holt Red-Line" or like Common Lit which is already free.  

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It feels really prescribed and almost "Holt Red-Line" or like Common Lit which is already free.  

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Ellen not enough variety of pacing or scaffolding, just read this write a response

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Ellen not enough variety of pacing or scaffolding, just read this write a response