8th Grade - Gateway 2

The instructional materials for Grade 8 partially meet the expectations of indicator 2b. Materials contain sets of questions and tasks, but they inconsistently require students to analyze the language, key ideas, details, craft, and structure of individual texts in a coherent sequence related to the standards. Over the course of the year, instructional materials and identified elements stay consistent and do not grow in rigor from early in the year (considering smaller components) to being more embedded in student work at the end of the year. There are limited rubrics and scoring guides for students to work with the specifics of text components as they grow their understanding of topic and theme. Focus on academic vocabulary is inconsistent, with more attention and time placed on literary terms and the functions of those words rather than building students' knowledge.

At the beginning of each text, there is a “Why this Text?” box which includes a lesson focus for that text. Underneath this box, is the “Key Learning Objective.” Each text has guided discussions in the margins of the teacher edition. These discussions focus around two or three key skills. Each text also has a set of analysis questions at the end where students typically answer five to eight questions, each with a specific target. Each set of analysis questions that accompany individual texts start with the global phrase "Cite Text Evidence – Support your responses with evidence from the text."

There is an outline provided that indicates at what point students will practice analyzing different components of the texts. For example, according to these overviews, the following skills will be covered (examples include some but not all indicated components of study):

Collection 1: The student will be able to:

• Recognize and analyze the elements of a story’s plot and the author’s methods of characterization.
• Analyze elements of a personal essay, including its purpose, structure, central idea,, and supporting details.
• Use text features and graphic aids to analyze and understand a nonfiction text.
• Analyze imagery and figurative language to better understand a memoir.
• Recognize elements used in a documentary and understand and evaluate the purpose of each one.
• Use imagery and allusion to make inferences about the deeper meaning of a poem.

Collection 3: The student will be able to:

• Analyze methods of characterization in biography and analyze the author’s craft.
• Identify and analyze the key elements of historical fiction and examine how authors create mood in a story.
• Identify and analyze a compare and contrast organizational pattern in a text and understand the impact of a word’s connotation on meaning.
• Recognize elegy as a poetic form and understand how extended metaphors can be used to express feelings and ideas.

Collection 5: The student will be able to:

• Analyze the key elements of a drama, including its structure, characters, dialogue and events.
• Analyze the elements of a diary entry, and make and support inferences about the text.
• Determine an author’s point of view in a work of literary criticism and analyze how the author’s word choices impact the tone of the text.
• Identify persuasive techniques and rhetorical devices in a speech.
• Analyze the use of sound devices in a poem to understand how they impact meaning.

There are questions and tasks that support students’ understanding of these components, but they are infrequently employed over the course of the school year. Guidance for teachers to support students who exhibit misunderstandings or struggle are minimal. The following examples are representative of questions and tasks that do support students’ development in this area, but are missing instructional supports to assure learning:

• From Collection 2: “Reread lines 110-119 and identify the allusion, or reference to a well-known work that Mrs. White makes. What does the allusion suggest bout Mrs. White’s view of the paw?” (page 118).
• From Collection 3: "Reread lines 28-32. What is the effect of the author’s use of the phrase ‘in pursuit of four-footed game’?” (page 164).

Below is specific evidence from the materials that are representative of how the materials partially meet the expectations of this indicator:

“Bonne Annee” lesson focus: the message and structure of an essay that describes the impact of real-world events on the author’s life. Key Learning Objective: “Students will be able to analyze elements of a personal essay, including its purpose, structure, central idea and supporting details.” When the book says “purpose” at the beginning, it’s not clear if it is the purpose of the essay or the author’s purpose for including different sections, e.g., author’s craft. Apparently, when the objective says “its purpose,” it means author’s purpose as well.

Questions in Teacher Edition While Reading: Most of the questions deal with the central idea of the piece and the structure of the essay. Students are asked to cite evidence and infer. There is one question that asks the students to look at the author’s language, specifically the use of repetition. Example Questions while reading:

• “Have students reread lines 24-38 and identify supporting details the author provides to explain his reference to January first . . . What do these details suggest about the central idea of the paragraph?”
• •“What is the impact of the repetition of the phrase on the tone of the essay?”
• “What is the author’s purpose for including the story about Haiti’s appearance in the soccer tournament?”

Analyzing the Text Questions After Reading: Most of the analyzing the text questions deal with purpose, structure and central idea, which lines up with the key focus of the piece. However, some questions ask the students to infer the author’s feelings, and one brings up situational irony, which was not discussed during the reading. Example Questions:

• “Draw Conclusions In your own words, describe the author’s account of the World Cup soccer match between Italy and Haiti, and explain his reaction to this event.”
• "Analyze Situational irony is a contrast between what a reader, character, or person expects and what actually happens. What is ironic about the situation the author describes in lines 129-137?”

Another example is found with study of the text "Marigolds":

“Marigolds” lesson focus: thoughts and emotions of characters. Key learning objective: “The student will be able to identify the motivations of characters in a story and determine the factors that help him or her understand the theme of the story."

Questions in Teacher Edition While Reading: Most questions deal with theme and motivation. Students are asked to cite evidence and infer. There are a few questions that ask students to look at the author’s language, specifically the use of metaphor. Example Questions while reading:

• “Have students reread lines 15-26 to identify details that may relate to the author’s lesson or message. What do the details suggest about the theme?”
• “How does this comparison affect the tone or feeling of the story?” Note: this question is asking about “tone,” but it seems to be asking about “mood”.
• “Have students reread lines 78-88 to identify how Joey and his friends feel at this point. How might their feelings move the story forward?”

Analyzing the Text Questions After Reading: Most of the analyzing the text questions deal with character motivation and theme, which lines up with the key focus of the piece. One question brings up symbolism, which was not discussed during the reading.

The instructional materials for Grade 8 partially meet the expectations of indicator 2d. The questions and tasks partially support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills of reading, writing, speaking and listening. Students complete two Performance Tasks at the end of the collection. The Performance Tasks require students to further analyze the selections in the collection and to synthesize ideas about what they have discovered and learned. Students present their new knowledge in a variety of tasks; most often as a written piece. However, there is little to no support within the student or teacher materials for the writing process, and direct connections from the text-dependent questions to the culminating tasks are not always clear.

In some culminating tasks, students have an opportunity to demonstrate new knowledge through integrated skills and are well supported in completing this work. For example:

• in Collection 3, Performance Task B has students write a literary analysis essay.: “In this activity, you will conduct research (or review your earlier research) to learn how the historical details of the Battle of Shiloh are relevant to the story. Following a small-group discussion about your fresh insights into the story, you will write a literary analysis essay in which you offer an interpretation of the story’s symbolism.”

This task is tied to one of the anchor texts of this collection. The key learning objective listed in the textbook for “The Drummer Boy of Shiloh” is “Students will identify and analyze the key elements of historical fiction and examine how authors create mood in a story.” Symbolism is covered in the Teacher Edition: “Determine Meanings of Words and Phrases (Lines 125-129) Explain that authors sometimes use a symbol . . . to create mood in a story. Ask students to discuss what the pile of leaves and twigs described in lines 125-129 might symbolize.” AND “Determine Meanings of Words and Phrases (Lines 170-176) Explain to students that the emotions that a symbol evokes in the reader affect the reader’s senses of the story’s mood. Ask students to reread lines 170-176 . . . What will Joby and his drum symbolize during battle?” The students are also asked a symbolism question under the Analyze the Text questions: “6. What do the peach blossoms symbolize in the story? Explain how this symbol contributes to the overall mood.”

In the directions for this task, students are directed back to the story to reread it and gain a "sharper understanding of symbols." They are also instructed to have a group discussion about the symbols. This is an explicit and clear instruction to the students to reflect back on their previous learning and work.

However, this explicit and clear connection is not consistent throughout the program. Other tasks have connections that are weak and/or missing instructional supports for the teacher to attend to misunderstandings. Examples include (but are not limited to) the following:

• In Collection 1, Performance Task B is directly tied to the anchor texts and two of the Close Reader texts. This performance task asks students to write a personal narrative, and the prompt specifically mentions the anchor texts from the collection: “Like the characters in "My Favorite Chaperone" and The Latehomecomer, many people struggle to adjust to new situations or go fit in which different groups. Think about a time when you faced that type of challenge. Using the excerpt from The Latehomecomer as a model, write a personal narrative about your own experience.” However, this is the only explicit instruction students receive to remind them of what was studied while reading The Latehomecomer. The teacher will have to connect the learning the students did about memoirs and figurative language during the class reading and activities to the performance task.
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• In Collection 3, Performance Task A is to create a visual presentation: “In this activity, you will highlight the work of four or more abolitionists by creating an American Abolitionists Hall of Fame. Combining text with a poster or multimedia, you will create a visual presentation that gives viewers access to the words and deeds that made these heroes worth celebrating.” The students will choose two individuals from the selections in the textbook and then use additional sources to identify two more abolitionists. This performance task does not model any style of the anchor texts or other works in this collection, yet it requires students to use the pieces in the textbook as sources for their visual presentation. This performance task will require extra instruction from the teacher.

Although a rubric is included and students are given four criteria at the beginning for what makes a successful visual presentation, students will need guidance in researching and what the biographical sketch should look like. The instructions in the book are very brief: e.g., “Evaluate your materials: Is the source relevant? Does it focus on your topic? Is the source accurate? Is the information supported by what you read in the collection? Does the author of the source have the necessary background and experience to write about this topic.” These questions are listed in three bullets. The teacher will have to look at the skills being covered and decide to which ones he/she will give more time. If the main skill of this performance task is ultimately evaluating materials, then more practice and guidance will be needed.

• In Collection 5, after reading the drama, "The Diary of Anne Frank", students are asked to do a Character Sketch for the performance task in this collection. This is connected indirectly through the topic and related skill to closely reading additional texts for evidence and analyzing character. Students do not independently practice the skill of a character sketch. The Collection Performance Task is an expository essay. This is a related activity through topic, but students have not practiced writing to this genre with teacher guidance throughout the collection.

The instructional materials for Grade 8 partially meet the expectations of indicator 2e. There are academic vocabulary assignments and lessons present, but the materials do not include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.

Each collection has a box for “Academic Vocabulary” at the beginning stating, “Study the words and their definitions in the chart below. You will use these words as you discuss and write about the texts in this collection.” There are generally five words in this box. As a blanket statement, students are encouraged to practice using these vocabulary words in the following areas within the collection: Collaborative Discussion at the end of each selection, Analyzing the Text questions for each selection, brief performance tasks, and the End-of-Collection Performance Tasks. Once into those sections, there is no explicit instructions for teacher guidance. The teacher and students must remember to include the use of the words in these areas. There is little support for a year-long scope and sequence of skills or a plan to grow and account for growing vocabulary for students. There is little explicit vertical articulation of vocabulary skills or use of academic vocabulary across collections within a grade level throughout the year.

There are suggested lists to draw attention to useful academic vocabulary:

• Students' texts include several reference pages on vocabulary and spelling (R55-R63), as well as a glossary of the academic vocabulary (page R79) and a glossary of the critical vocabulary (page R80-R82).
• Page 88, in the Plan section of the Teacher Edition lists academic vocabulary: convention, predict, psychology, summary and technique. Each word is listed with its definition and related forms.

In some instances, students are invited to discuss vocabulary as it relates to the text and/or topic and theme being studied. Support for these conversations and tasks is minimal:

• The first story "The Tell-Tale-Heart" students are asked to explain how critical vocabulary incorporates with the context of the story. Critical vocabulary discussion points include: conceive, vex, stifle, crevice, audacity, vehemently, derision, and hypocritical.
• In "Monkey's Paw" students are asked to explain how critical vocabulary incorporates with the context of the story. Critical vocabulary discussion points include: peril, condole, grimace, fate credulity prosaic compensation, and resignation.

Teachers are directed to encourage students to practice vocabulary, and there are some provided prompts to incorporate words, but these are minimal, and there is minimal modeling and support for any misunderstandings:

• "As you discuss the story, incorporate the following...academic vocabulary words: predict and psychology." (page 91, Teacher Edition).
• "As you discuss the story, incorporate the following...academic vocabulary words: predict, conventions, technique" (page 106, Teacher Edition).
• "Performance Task A for Collection 2 has a sidebar in the Plan section stating: "As you share what you learned about creating suspense, be sure to use the academic vocabulary words." It repeats this for Performance Task B.

The instructional materials for Grade 8 partially meet the expectations of indicator 2f. The materials do give students ample opportunity to write in different genres throughout the school year that match the CCSS Writing Standards, but materials in writing include prompts but do not always include year-long plans, models, nor protocols to support students writing. In many lessons, the teacher will have to create rubrics for the smaller writing pieces as well as supplemental material to help students through the writing process. Support for student writing in the Grade 8 materials include using both the anthology and a separate Performance Assessment book. Although both booklets offer multiple writing opportunities materials do not support students’ increasing skills over the course of the school year.

The Performance Assessment booklet offers anchor samples through Analyzing the Model, process drafting and brainstorming through Practicing the Task, and engaging in the full-write process through Performing the Task. This book is where the teacher will find "protocol" and the step-by-step approach for each type of writing. Scope and Sequence for when this will be integrated with the anthology does not exist. The only opportunity for on-demand writing is once in Unit 4 of the Performance Assessment Booklet.

Students are asked for process writing for several Unit Performance Tasks within the anthology but the use of graphic organizers for brainstorming and organizing are rarely provided for the writing within the anthology. Materials provide opportunities for students/teachers to monitor progress in writing skills. Writing opportunities may support students’ developing claims, but are mostly de-contextualized and/or disconnected from texts and sources.

Within the Grade 8 materials, students write: analyses, a character sketch, a compare and contrast essay, comparisons, an editorial, expository essays, informative text, explanations, essays, literary analyses, narratives, opinions, outlines, personal narratives, persuasive speeches, a poster, a profile, reports, short stories and summaries.

The instructional materials for Grade 8 partially meet the expectations of indicator 2g. While students consistently confront and analyze different aspects of a topic using multiple texts and source materials, the materials do not include a progression of focused research projects. No evidence of a year-long plan regarding research skills could be found. Sometimes students are working on one research skill , then they are working on another research skill during a seemingly random Performance Task. There is no evidence of a progression of research done over the course of the year. The one research study example noted on pages 41-49 does not mention research in the TE notes for teachers.

For Grade 8, the standards require that students “gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standards format for citation.” The instruction given in the Collections Grade 8 edition does not explicitly teach students these skills. There are general instructions and assignments that will support the growth of these skills; however, teachers will have to create lesson plans and a lot of supplemental material to teach students how to effectively complete research.

When looking at the Student Resources Index of Skills, page R90, there are four different categories listed under research: “research, conducting, 80, 134, 196, 204, 207, 273, 390, R8; focus of R8; formulating questions 198a, R8; research study, example, 41-49.”

Conducting Research

In Collections 1, 2, 3, 4, and 5 there is at least one performance task that requires the students to do research. The directions for how to conduct the research uses a variation of this sentence: “Use both print and digital resources to gather information about . . . .” Then there is a list of three to five bullets that give guidelines for the research: e.g., “use relevant sources. Find books by using keyword or subject searches in the library. Use a search engine or Internet directories to find credible online sources. There are no organizers or supplemental materials to support teaching students HOW to research. In Collection 3, the rubric includes this bullet under Advanced for Ideas and Evidence – “Relevant, reliable research sources are cited appropriately.” There are no organizers or other support materials for how to teach students how to research. So, if teachers are going to use this rubric, they will have to be more explicit with their instruction than what is in the textbook.

In Collection 3, page 196, students are given a small group assignment in which they will “conduct research and write a short report about how Lincoln’s views on slavery and emancipation changed over time.” This whole assignment is described in a small paragraph. There are no organizers or supplemental materials to support teaching students how to research, and no rubric for how this assignment will be graded.