8th Grade - Gateway 1

The materials reviewed for Grade 8 meet the criteria of Indicator 1a. 

Anchor texts are of high quality, are engaging, and are worthy of multiple reads. The unit texts tie closely to essential questions over the course of the year. A variety of texts consider a range of student engagement and interest, such as drama, informational texts, poems, and short stories.  

Anchor texts are of high-quality and consider a range of student interests, are well-crafted, content rich, and engage students at their grade level. Examples include, but are not limited to, the following:

• In Unit 1, students read the short story “The Tell-Tale Heart” by Edgar Allan Poe. This classic story of American Literature is about a man who tells the story of a terrible act he committed, which ties to the unit’s essential question, “How do authors create suspense, and why are we drawn to it?” Students will be drawn to this text as the narrator tries to convince his audience that he is sane. Also, the text builds on a previous text, “Lather and Nothing Else” by Hernando Téllez, which helps students understand how the narrator’s point of view impacts the audience. 

• In Unit 2, students read “Still I Rise” by Maya Angelou. This poem explores the theme of courage. The use of rhyme, repetition, and figurative language makes this well-crafted text engaging to readers. Students are able to discuss and analyze the use of repetition and figurative language in the poem. 

• In Unit 3, students read the drama Twelve Angry Men by Reginald Rose, which closely ties to the unit’s essential question, “What are the benefits and challenges of a jury system?” Students read this play and learn about defendants and juries and the benefits and challenges of a jury system. This play, adapted as a famous film, could engage students, especially as they read passages aloud and understand the elements of reading a drama. 

• In Unit 4, students read “The Concussion Gap: Head Injuries in Girls Soccer are an ‘Unpublicized Epidemic’” by Lee van der Voo. The topic is interesting and relates to many students. The text contains engaging subheadings to keep the reader interested, and the topic lends itself to discussions around the unit’s essential question, “Are contact sports worth the risk?”

• In Unit 5, students read the nonfiction text, “What is Othering?” by Kendra Cherry, which closely ties to the essential question, ”How does ‘othering’ affect individuals and humanity in general? What does the way a person treats others reveal about them?”  This text helps students analyze the other texts in this unit as they gain an understanding of “othering,” a concept where “...some individuals or groups are defined and labeled as not fitting in within the norms of a social group.” The information gained from this text encourages students to reread the science fiction short story “The Star Beast” by Nicholas Stuart Gray in order to apply what they learned about the concept of “othering” in this text.

• In Unit 6, students read “Lack of sleep can turn teens into ‘zombies,’” by Stephen Ornes. This text discusses a topic that is interesting to students and relates to an issue many students relate to. The subheadings create clear sections of the text that help engage readers. The text contains many facts that lend themselves to deeper discussion among students. 

The materials reviewed for Grade 8 meet the criteria for Indicator 1b. 

The materials reflect the distribution of text types and genres required for the grade level. Text types include, but are not limited to, short stories, poems, dramas, and informational texts. Over the course of the year, materials include 20 informational texts and 15 literary texts, resulting in a 57/43 balance of Informational and Literary Texts. This should support achieving a 55/45 balance of informational and literary texts as required by grade-level standards. In addition to core texts in each unit, some units include choice texts where students read additional texts based on their interest level. 

Materials reflect the distribution of text types/genres required by the grade-level standards. Examples include, but are not limited to, the following: 

• In Unit 1, students read “The Tell-Tale Heart” by Edgar Allan Poe. In this short story, students see how an author uses point of view and setting to create suspense. This is a classic tale about murder and madness. 

• In Unit 2, students read “General Eisenhower’s Order of the Day” by General Dwight D. Eisenhower. In this historical document, students learn that it is important to do what is right in the face of danger. Students learn about the Invasion of Normandy during World War II and how Eisenhower led his troops in the defeat of the enemy. 

• In Unit 4, students read “The American Academy of Pediatrics on Tackling in Youth Football” by the American Academy of Pediatrics. In this press release, “the American Academy of Pediatrics outlines their recommendations for making tackling safer for young players.” As students read, they analyze how details develop the central idea and how comparisons can develop a central idea. Students gather evidence most relevant to their research question. 

• In Unit 5, students read “A Short Note to My Very Critical and Well-Beloved Friends and Comrades” by June Jordan. In this poem, students explore how “othering” may impact the emotional well-being of those closest to us. The poem uses repetition to help emphasize the point. 

• In Unit 6, students read “Changing School Start Times Has Ripple Effects — And Those Ripples Could Sink Many Families” by Johannah Haney. In this editorial, students learn about later high school start times and the impact this schedule has on students and families. Students “gather evidence and notes for the argumentative task: writing an essay to argue the ideal school start time.”

Materials reflect a 55/45 balance of informational and literary texts. Examples include, but are not limited to, the following: 

• In Unit 1, students read seven core texts. In this unit, 14% of the texts are informational, and 86% of the texts are literary.

• In Unit 2, students read seven core texts. In this unit, 43% of the texts are informational, and 57% of the texts are literary.

• In Unit 3, students read four core texts. In this unit, 75% of the texts are informational, and 25% of the texts are literary. 

• In Unit 4, students read five core texts. In this unit, 100% of the texts are informational.

• In Unit 5, students read six core texts. In this unit, 33% of the texts are informational, and 67% of the texts are literary. 

• In Unit 6, students read six core texts. In this unit, 100% of the texts are informational.

The materials reviewed for Grade 8 meet the criteria for Indicator 1c.

The materials have the appropriate level of complexity according to quantitative and qualitative analysis and the relationship to their associated student task. The materials provide a core unit text list for each unit that provides the title, author, and genre for each core text, as well as the Lexile level and description. A rationale for educational purposes for most of the core unit texts can be found in the Unit Guide for each unit. The description of each text includes how students will use most texts and how the text supports knowledge and understanding of other texts within the same unit. Materials include a text complexity analysis and an explanation of the relationship of texts to the associated student task in an additional spreadsheet. The text analysis spreadsheet contains the text, author, text type, and text description; quantitative measures such as Lexile and length; and qualitative measures such as text structure, language features, purpose/meaning, knowledge demands, and reader and task.  

Anchor/core texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. Examples include, but are not limited to, the following:

• In Unit 1, students read “The Cone” by H. G. Wells. The overall complexity of this short story is complex, with the publisher-provided quantitative measure of 900L and a verified Lexile of 879L. The qualitative measure is very complex. Although the quantitative measure is below level, the life experience, conventionality, and vocabulary measures challenge the reader as they allow students to analyze suspense-building techniques that were introduced in previous lessons independently. There are two associated student tasks and one of those tasks entails using textual evidence to “Write an essay that compares and contrasts how the authors of ‘Ruthless’ and ‘The Cone’ build suspense,” which meets grade-level expectations.

• In Unit 2, students read “Letter from Frederick Douglass to Harriet Tubman” by Frederick Douglas. The publisher-provided quantitative measure of this text is 1220L, with a verified Lexile of 1190L. The summary of the qualitative measure of this nonfiction text is moderately complex, with language features measuring very complex. Students read the text as a whole group and answer questions while reading. They complete a short discussion and use the text to support their thinking. 

• In Unit 4, students read “The Social and Academic Benefits of Team Sports” by Paige Maslen. The publisher-provided quantitative measure of this text is 1240L, with a verified Lexile of 1290L. The summary of qualitative measures of this informational text is moderately complex. Students read this text independently and take notes on a graphic organizer to help them respond to the question, “Is playing contact sports worth the risk?” 

• In Unit 5, students read “The Neighbor’s Wife” by Susan Palwick. The overall qualitative complexity of this poem is very complex, with no quantitative measure for a non-prose text. This text builds on the skills taught in two previous texts, “The Star Beast” and “A Short Note to My Very Critical and Well-Beloved Friends and Comrades,” because students continue to examine how diction contributes to a speaker’s tone. There are two associated student tasks and one of those tasks entails students writing an essay that analyzes “...whether authors from two unit texts agree or disagree” with a quotation from social activist Chuck Collins, which meets grade level expectations for appropriately rigorous and scaffolded.

• In Unit 6, students read “Changing School Start Times Has Ripple Effects – And Those Ripples Could Sink Many Families” by Johannah Haney. The publisher-provided and verified quantitative measure of this opinion text is 1140L. The summary of qualitative measures is moderately complex. Students read the text independently with some guidance on taking notes. The students take notes on a graphic organizer to help them answer the research question, “What is the ideal school start time?”

Anchor/Core texts and series of texts connected to them are accompanied by an accurate text complexity analysis and a rationale for educational purpose and placement in the grade level. Examples include, but are not limited to, the following:

• The beginning of each unit includes a Core Unit Texts list. This list provides the title, author, and genre for each core text, as well as the Lexile level and description. 

• A publisher provided spreadsheet includes quantitative and qualitative analysis data for each text, as well as reader and task consideration information. This spreadsheet includes tabs for each Grade and Unit in the program. Information provided in this spreadsheet is as follows:

  • Text Summary information

    • Grade Level

    • Unit

    • Title

    • Author

    • Text Type 

    • Text Description

  • Quantitative measurement

    • Lexile Level

    • Word Count

  • Qualitative Measurement

    • Text Structure

    • Language Features

    • Purpose/Meaning

    • Knowledge Demands

  • Reader and Task

    • Considerations for Reader and Task

• Each unit includes a Unit Guide that lists the Unit Texts and Supplemental Texts and their titles, genres, Lexile, and descriptions. The description includes information on what the student will do with the text. For example, in Unit 6, students read the news article “Impact of Later School Start Times on Athletics Reviewed by West Hartford Board of Education” by Ronni Newton. The description includes a section that states, “As students read, they determine central and supporting ideas and annotate to gather evidence for their argumentative essay.” 

• The accuracy of the provided quantitative measures was verified using MetaMetrics or determined using the Lexile Text Analyzer on The Lexile Framework for Reading site. The accuracy of the provided qualitative measures was verified using literary and informational text rubrics.

The materials reviewed for Grade 8 meet the criteria for Indicator 1d. 

The materials provide a variety of texts at appropriate complexity levels for the grade band, which supports students’ literacy growth. The complexity is mixed throughout the units. The quantitative measures generally increase throughout the year, and the qualitative measures range from slightly complex to very complex. The overall quantitative complexity measures across the year range from 420L–1490L. Over the course of the year, 20% of texts lack quantitative ratings because they are Non-Prose. All units provide an opportunity for students to grow their literary skills. Reading includes whole group, partner reading, and independent reading. Tasks include During Reading Questions, Turn and Talk Partner Discussions, and Independent Questions. The Teacher’s Copy of the resource provides directions on how to facilitate the lesson, such as recommendations on what reading modalities to use, when to use supportive During Reading Questions, and when to circulate to check for understanding. The recommended lesson facilitation is provided for all texts. 

The complexity of anchor texts students read provides an opportunity for students’ literacy skills to increase across the year, encompassing an entire year’s worth of growth. Examples include, but are not limited to, the following:

• In Unit 1, the Lexile range is 420L-960L. The qualitative range is Moderately Complex to Very Complex. In Unit 2, the Lexile range is 860L-1350L. The qualitative range is Slightly Complex to Very Complex. In Unit 3, the Lexile range is 960L-1040L. The qualitative range is Moderately Complex to Very Complex. In Unit 4, the Lexile range is 1170L–1490L. The qualitative range is Slightly Complex to Very Complex. In Unit 5, the Lexile range is 800L–1310L. The qualitative range is Slightly Complex to Very Complex. In Unit 6, the Lexile range is 1000L–1320L. The qualitative range is Moderately Complex to Very Complex. The overall quantitative complexity measures across the year range from 420L–1490L. The overall qualitative range across the year is Slightly Complex to Very Complex.

• In Unit 1, Reading Lesson: “Button, Button,” students read the short story “Button, Button” by Richard Matheson (420L). The qualitative complexity is moderately complex. After reading the text, students work on Independent Practice questions and respond to “Paragraphs 117-145: What role does Arthur’s character play in building suspense in the story?” which assesses understanding of character development. In Unit 3, students read the drama Twelve Angry Men by Reginald Rose (NP). The qualitative complexity is moderately complex. In Act 1 (pp 24-36), students “...interpret how characters develop differing points of view.” They switch off reading and taking notes with a partner and respond, “How does Juror 9 affect how the other jurors understand the old man’s testimony?” In Unit 5, Reading Lesson: “The Star Beast,” students read the science fiction short story “The Star Beast” by Nicholas Stuart Gray (1030L). The qualitative complexity is slightly complex. Under Independent Practice, students respond to a question assessing character motive, “How is the creature’s view of himself different from the humans’ view of him?”

• In Unit 2, Reading Lesson: “General Eisenhower's Order of the Day,” students read “General Eisenhower’s Order of the Day” by General Dwight D. Eisenhower (860L)and determine the purpose of the text. The qualitative complexity is slightly complex. Students partner read and highlight the text to take notes and summarize a section of the text. Students then determine the purpose of the text by looking at word choice and paragraphs to determine how Eisenhower used this to achieve his purpose. The lesson’s skill focus is that “students analyze the development of the central idea by examining an author’s word choice.” In Unit 4,  Reading Lesson: “The Concussion Gap: Head Injuries in Girls Soccer are an 'Unpublicized Epidemic,’” students read “The Concussion Gap: Head Injuries in Girls Soccer are an ‘Unpublicized Epidemic’” by Lee van der Voo (1280L). The qualitative complexity is moderately complex. In this lesson, students read as a whole group, in partners, and independently. They “analyze how an author uses a comparison to develop the central idea.” Students respond to prompts such as “Underline three details that reveal why the risk of injury in girls’ soccer is increasing” and “Consider paragraph 24. Why are girls’ soccer risks comparable to football?” At the end of the lesson, students add notes to their research graphic organizer to help answer the question, “Is playing contact sports worth the risk?” In Unit 6, Reading Lesson: “Study: Later School Start Time Would Benefit Economy,” students read “Study: Later School Start Time Would Benefit Economy” by Kealey Bultena (1250L). The qualitative complexity is moderately complex. Students read the text independently and take notes on the impacts of a later school start time. Students then use the text to add notes to the graphic organizer to answer the research question, “What is the ideal school start time?” 

As texts become more complex, appropriate scaffolds and/or materials are provided in the Teacher Edition (e.g., spending more time on texts, more questions, repeated readings, skill lessons). Examples include, but are not limited to, the following:

• In Unit 1, Reading Lesson: “Button, Button,” students read the short story “Button, Button” by Richard Matheson (420L). The qualitative complexity is moderately complex. This lesson requires students to reread parts of the text to further analyze text components. For example, students analyze character development and respond to “Paragraphs 117-145: What role does Arthur’s character play in building suspense in the story?” Students have the option of working with a partner or independently. 

• In Unit 3, students read the drama Twelve Angry Men by Reginald Rose (NP). The qualitative complexity is moderately complex. In Act 1 (pages 24-36), students “...interpret how characters develop differing points of view.” They switch off reading and taking notes with a partner and respond, “How does Juror 9 affect how the other jurors understand the old man’s testimony?” Students begin in Whole Class Mode, reading the text aloud to support comprehension based on the play’s format. Students work in pairs for a Close Reading, a scaffold to help students respond to deeper analysis questions. 

• In Unit 5, Reading Lesson: “The Star Beast,” students read the science fiction short story “The Star Beast” by Nicholas Stuart Gray (1030L). The qualitative complexity is slightly complex. The lessons begin with whole class support due to the complexity of analyzing point of view and dramatic irony. Still, other modes, such as partner and independent work are later suggested. For instance, when students work on Independent Practice questions, they respond to “How is the creature’s view of himself different from the humans’ view of him?” which assesses character development and allows literacy skills to increase across the year.

The materials reviewed for Grade 8 meet the criteria for Indicator 1e. 

The materials provide students with opportunities and support to read a wide variety and volume of texts. The materials contain 35 core unit texts throughout the six units. These texts range in text types and genres. Text types include, but are not limited to, novels, informational texts, news articles, short stories, poetry, and speeches. The materials provide independent reading resources for the teacher and student to utilize. The materials explain best practices for independent reading, a suggested independent reading list for each unit, and a reading response notebook template.

Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and genres. Examples include, but are not limited to, the following:

• In Unit 2, the texts include but are not limited to the historical document “General Eisenhower’s Order of the Day” by General Dwight D. Eisenhower, the speech “JFK’s ‘Race to Space’ Speech” (excerpted) by President John F. Kennedy, and the poem “Still I Rise” by Maya Angelou. 

• In Unit 4, the texts include but are not limited to several informational texts, including “What a Lifetime of Playing Football Can Do to the Human Brain” by Brian Resnick, “The Concussion Gap: Head Injuries in Girls Soccer Are An ‘Unpublicized Epidemic’” by Lee van der Voo, “The American Academy of Pediatrics on Tackling in Youth Football” by the American Academy of Pediatrics, “Heads Up Football Program Flourishing” by Associated Press, and “The Social and Academic Benefits of Team Sports” by Paige Maslen. 

• In Unit 5, there are six core texts. These texts include the short story “The Star Beast” by Nicholas Stuart Gray, the poem “The Neighbor’s Wife” by Susan Palwick, and the nonfiction text “McCarthy, Communists, and ‘Enemies from Within’” by Adrienne Favors.

• In Unit 6, the texts include, but are not limited to, a news article, “Fairfax, Montgomery Officials to Share Experience Delaying School Start Times” by Cindy Huang; the opinion text, “Changing School Start Times Has Ripple Effects–And Those Ripples Could Sink Many Families” by Johannah Haney; and the informational text “Lack of Sleep Can Turn Teens into ‘Zombies’” by Stephen Ornes. 

Instructional materials clearly identify opportunities and supports for students to engage in a volume of reading. Examples include, but are not limited to, the following:

• In Unit 1, students read seven core texts over the course of five to seven weeks. Students engage in various groupings as they read and complete comprehension assessments from Whole Class Reading, Partner Reading, and Independent Reading. The second core text, “Lamb to the Slaughter” by Roald Dahl, has students beginning in whole class reading, moving to partner reading, back to whole class reading, then to partner reading again, and finishing independently. During partner reading, students work together to respond to written prompts, turn and talk, and find evidence to support answers to “during reading” questions. 

• In Unit 4, students read five core texts over the course of five to seven weeks. The unit also includes six choice texts. Students engage with at least two of these texts beginning in reading lesson assignment 15. The materials state, “In this activity, students choose at least two texts about the impact of contact sports (from a set of six). Students will add notes from these texts to their Research-Note Taking Graphic Organizer.” 

• In Unit 5, students read six core texts over the course of five to seven weeks. The short story “The Star Beast” by Nicholas Stuart Gray is “designed to be a whole class lesson because it provides students with guidance on analyzing point of view and dramatic irony and how those details contribute to a text’s mood and theme. Use the recommended reading modalities (whole class, partner, independent) and the During Reading Questions.”

• In each unit, supplemental texts are provided. The materials state, “These texts range in both their complexity and thematic links to the unit. Each text is available digitally and prepared with an annotation task, Guided Reading Mode multiple choice questions, and Assessment multiple choice and short-answer questions.” The materials also list suggestions for how teachers could implement the supplemental texts. 

There is sufficient teacher guidance to foster independence for all readers (e.g., independent reading procedures, proposed schedule, tracking system for independent reading). Examples include, but are not limited to, the following:

• In the Independent Reading and Book Club Resources, the materials contain a document titled “Best Practices for Independent Reading.” This document contains suggestions for the teacher, including, but not limited to, “Provide class time for students to self-select their next book” and “monitor and support readers during independent reading time through small-group and 1:1 conferences.” In the Independent Reading and Book Club Resources, the materials contain a suggested independent reading list for each unit, a reading response notebook template, a “Books I’ve Read” template, and a teacher resource on how to run a student book club. 

• Teachers can find resources under the lessons and materials tab that include supplemental texts and lessons. Teachers have a link to a Guide of Supplemental Texts Sets. One direction suggestion for teachers relating to independent reading states, “Independent, In-Class reading: Provide a text to students to read independently in class. This provides students with an opportunity for sustained silent reading. During this time, the teacher can also pull a group of students to read with.”

• The Professional Development section guides teachers in ways they can best  support students to work independently through such guides as “Annotating Effectively,” “Using a Note-Taking Graphic Organizer Effectively,” and “Checking for Understanding During Reading Lessons.”

The materials reviewed for Grade 8 meet the criteria for Indicator 1f. 

The materials provide students with opportunities to respond to text-specific and text-dependent questions and tasks such as During Reading questions, Independent Reading multiple choice questions, note-taking around text content, and completion of graphic organizers that require textual evidence. The majority of the During Reading questions are text-dependent. Text-specific discussion prompts are included. The materials provide support for teachers in planning and implementation of text-based questions and tasks through tools such as the Unit Guide and the teacher copy of the Lesson Overview. Teachers can access notes to plan lesson tasks and example responses to guide students.  

Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the texts being studied. Examples include, but are not limited to, the following: 

• In Unit 1, Reading Lesson: “The Tell-Tale Heart,” students read “The Tell-Tale Heart” by Edgar Allan Poe. One of the tasks directs students to “Find Evidence: Highlight at least three details that describe how the sound of the old man’s heartbeat affects the narrator.” 

• In Unit 2, Reading Lesson: “Letter from Frederick Douglass to Harriet Tubman,” students read “Letter from Frederick Douglass to Harriet Tubman” by Frederick Douglass and respond to text-specific Further Analysis questions. For example, students reread paragraph 2 and respond to the following question, “How does this use of juxtaposition add to your understanding of Tubman and her work?”

• In Unit 3, students read Twelve Angry Men by Reginald Rose. In the lesson Act I, Pages 5-12: Independent Practice, students respond to the following question, “You have just read Twelve Angry Men Act 1, Pages 5–12 by Reginald Rose. What role does the setting of Twelve Angry Men play in establishing conflict? In your response, make sure to introduce your evidence by describing: 

  • What is happening at this moment

  • Who is speaking or being quoted, if anyone.”

• In Unit 5, Reading Lesson: “The Neighbor’s Wife,” students read the poem “The Neighbor’s Wife” by Susan Palwick and find evidence during the reading process. One example states, “Turn & Talk: Reread the clauses that begin with ‘who’ in lines 19–21. What do they emphasize about the speaker’s attitude toward ‘the new Marella’?”

Teacher materials provide support for planning and implementation of text-based questions and tasks. Examples include, but are not limited to, the following: 

• In Unit 1, Reading Lesson: “Lather and Nothing Else,” students read “Lather and Nothing Else” by Hernando Téllez. In the notes to teachers in the Lesson Overview, the materials state, “The Further Analysis Questions section of the lesson supports students by asking them to reread sections of the text and pay particular attention to the way internal conflict develops suspense.”The materials include three Further Analysis Questions with example answers for the teacher to use. 

• In Unit 2, Reading Lesson: “Letter from Frederick Douglass to Harriet Tubman,” students read “Letter from Frederick Douglass to Harriet Tubman” by Frederick Douglass. Students respond to text-specific Further Analysis questions. Teacher materials provide support at the beginning of the Lesson Review and in the Further Analysis Question section. At the beginning of the Lesson Overview, the materials provide notes for teachers about Further Analysis Questions: “The Further Analysis Questions section of the lesson supports students by asking them to reread sections of the text and pay particular attention to the way the author uses juxtaposition to develop the central idea.” In addition, the Teacher copy includes possible student responses for all of the Further Analysis Questions. 

• In Unit 4, Reading Lesson: “What a lifetime of playing football can do to the human brain," students read the informational text “What a Lifetime of Playing Football Can Do to the Human Brain” by Brian Resnick and take notes to support the essential question. The materials provide notes for teachers in the Lesson Overview to explain the purpose of taking notes in the graphic organizer. For example, “The Research Note Taking section supports students by asking them to keep track of key evidence and ideas from the unit’s anchor texts, which students will then use to support the culminating task presentation.”

• In Unit 5, Reading Lesson: “McCarthy, Communists, and 'Enemies from Within,’” students read the nonfiction text, “McCarthy, Communists, and ‘Enemies from Within’” by Adrienne Favors. The materials provide teachers with a  Lesson Overview, which includes resources that support teachers in helping students experience success in responding to text-based questions. For example, the Independent Practice section includes a student checklist for summarizing evidence and writing that guides students with prompts, such as, “Highlight or bold at least two instances where you use verbs to describe the author’s or speaker’s ideas.”

• In the Professional Development section under “How-To Guidance,” the materials provide a PDF called Annotating Effectively. This document describes the research on annotating, how to navigate struggles, and how to get started. For example, under the Getting Started section, guidance states, “Model by verbalizing your thought process for determining what to highlight or what notes to write.”

The materials reviewed for Grade 8 meet the criteria for Indicator 1g. 

The materials provide a variety of protocols to support students in speaking and listening skills. Throughout the course of the year, students participate in turn and talk, whole class discussions, small group discussions, debates, and culminating discussions. The materials provide a variety of PDFs in the Professional Development section titled “How-To Guidance.” These PDFs provide protocols for discussions, debates, and presentations. The materials include the student’s reflection documents and data trackers for the teacher. Speaking and listening opportunities are provided throughout the course of the year. 

Materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. Examples include, but are not limited to, the following:

• The “Facilitating a Productive Debate” PDF provides the stages of a debate. The stages include Before the Debate, Round 1, Round 2, and Reflect.

  • Before the Debate, “students are assigned or select sides and are placed in partners or teams. They establish claims and gather evidence.” 

  • For Round 1, the materials state, “Each side presents their claims and evidence, while the opposing side takes notes.”

  • For Round 2, “Each side presents their claims and evidence, while the opposing side takes notes.”

  • For Reflect, “students complete a post-reflection independently and use their new knowledge to inform the culminating task.”

• The “Facilitating Productive Discussions” PDF explains how a productive discussion should function. 

  • The materials state, “Discussion lessons often start with a teacher-led instruction on a speaking and listening skill. This portion of the lesson prepares students for the student-led discussion that follows.” A handout with sentence starters and a place for students to take notes is also provided. 

• The  “Facilitating Productive Discussions” PDF provides tips for derailment:

  • “Be Realistic and Persistent” suggests that discussion will fall flat and the discussion practice will lead to fluent class discussions. 

  • “Redirect when Needed” suggests using questions to breathe life into stale discussions. For example, “Did anyone else interpret that quote differently? Can you explain?”

  • “Have a Plan B” suggests depending upon the discussion, students may need to regroup and gather more evidence or create new discussion questions. 

  • “Share Ownership…Solicit class reflection regarding the success of the discussions. Privately enlist ‘discussion leaders’ to notice and respectfully engage their quieter classmates.”

• The “Facilitating a Student Presentation” PDF provides presentation models for whole-class presentations, small group presentations, gallery walk presentations, and pre-recorded presentations. The materials include but are not limited to an instructional practice overview, instructions on preparing for presentation days, active listening strategies, and teacher verbal prompts. 

  • Whole Class Presentations: “Students present to a whole class. Teachers circulate to ensure active listening.”

  • Small Group Presentations: “Students present to a small group. Teachers circulate to pace presenters and ensure active listening.”

  • Gallery Walk Presentations: “Students develop visual presentations only. The audience circulates and reviews presentations with an established purpose. Teachers circulate to pace and ensure engagement.”

  • Pre-recorded Presentations: Students create a video, audio, or screencast for an audience to watch and reflect on asynchronously. Teachers circulate to pace and ensure engagement.”

Speaking and listening instruction includes facilitation, monitoring, and instructional supports for teachers. Examples include, but are not limited to, the following:

• Teachers have access to a variety of How-To Guidance PDFs. The “Facilitating Productive Discussions” guide includes a section about getting started, dealing with discussion derailments, and assessment. The PDF provides a few questions to help keep the conversation going. Questions include, but are not limited to, “Did anyone else interpret that differently? Can you explain? What in the text makes you say that? Can anyone else build upon ____’s idea that…?” Other PDFs include, but are not limited to, “Facilitating a Productive Debate” and “Facilitating a Student Presentation.” 

• The teacher materials include a “Student Voice Tracker.” This template provides a spot for the focus discussion skill and a chart where the teacher can record student names and the number of times each student has spoken, as well as a place to mark additional notes. 

• The materials provide a Teacher Guide on “5 Ways to Have a Great Class Discussion.” The materials provide the following five discussion options: Silent Discussion (Distance Learning Option), Concentric Circles, Conversations Stations, Fishbowl, and Socratic Seminar. The document provides the how-to, preparation considerations, and variations for each type of discussion.

• In Unit 5, Discussion Skill Review, students engage in a discussion skill lesson. The Discussion Skill Lesson Teacher Copy includes activities to support students with the skill of understanding “What Makes a Productive Discussion.” The first part of this lesson includes analyzing a sample student discussion and answering questions about it. In the second part, students use sentence stems to participate in a discussion. In this Teacher handout, the exemplar answers are in blue text for the teacher to refer to.

The materials reviewed for Grade 8 meet the criteria for Indicator 1h. 

The materials provide opportunities across a variety of speaking and listening skills for students to demonstrate knowledge of what they are reading. Throughout the course of the year, students have opportunities to come to discussions prepared, follow discussion rules and protocols, and include multimedia components for presentations. Students participate in discussion lessons in almost every unit, as well as culminating tasks. Most discussions and presentations emphasize using and interpreting text evidence.

Students have multiple opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following:

• Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Examples include, but are not limited to, the following:

  • In Unit 2, Discussion Lesson 2,  students prepare for a class discussion on the Class Discussion 2 handout. First, students write down their initial thoughts to the question: “Based on your experiences and the ideas represented in the unit texts, define courage in your own words. In your definition, consider what motivates people to be courageous and what courage requires.” Students are to support their ideas with at least two texts from the unit. Then, they complete a graphic organizer where they have space to include evidence and their own explanations. 

• Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. Examples include, but are not limited to, the following:

• In Unit 2, Discussion Lesson 1, students participate in a discussion. Students complete the document, Statements and Questions that Connect Ideas. The document starts by prompting students to review a sample discussion and consider why it is effective. After, they are given discussion sentence starters and question frameworks for connecting ideas. Lastly, students apply this learning in a class discussion on the prompt, “‘Invictus’ and ‘Sonnet’ were written over a hundred years ago and are both still widely taught today. Do you think these poems are still relevant today? Why or why not?” After this discussion, students complete a reflection where they track their progress on the discussion skills they learned at the beginning of the lesson. Students check off and then reflect on the following statements: 

  • “I supported my ideas with evidence from the text(s).

  • When I spoke, I responded to the discussion question or a comment from my peer.

  • I made connections between other people’s ideas during the discussion.

  • I spoke in a strong, confident voice to my classmates, not just my teacher.

  • I respected others’ ideas by listening carefully and waiting to raise my hand until my classmates finished speaking.”

• Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Examples include, but are not limited to, the following:

  • In Unit 2, Drafting the Culminating Task: Literary Analysis Presentation, students create a slide presentation and include aspects of a strong visual presentation. After discussing elements of a strong visual presentation, students respond to the following prompt, “Based on this analysis, list three to four things you should remember as you draft your own presentation slides.” 

  • In Unit 4, Planning the Culminating Task: Argumentative Presentation,  students analyze an advertisement and then design their own for the culminating argumentative presentation on the prompt, “Are contact sports worth the risk?” Students integrate multimedia and visual displays to strengthen claims. They discuss their advertisements with partners and answer the following questions: “What are the central claims of the advertisements so far? How do the content and design choices in the advertisement so far (ex., slogan, text, evidence, images, layout) help you understand the claims?”

Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following: 

• Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. Examples include, but are not limited to, the following:

  • In Unit 2, Discussion Lesson 1, students participate in a class discussion to the prompt, “‘Invictus’ and ‘Sonnet’ were written over a hundred years ago and are both still widely taught today. Do you think these poems are still relevant today? Why or why not?” The Class Discussion 1 document prompts students to take notes on interesting points made by classmates and to use follow-up questions. Follow-up questions to “keep the discussion going,” such as, “What does each poet want the reader to know about courage?” and “What literary device does each poet use to develop a theme about courage?” are included on the Class Discussion 1 document. 

• Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. Examples include, but are not limited to, the following:

  • In Unit 3, Discussion Lesson, students learn how to “acknowledge new information” in a discussion. Students respond to the prompt, “Consider the three main topics that can influence a jury that we’ve read about: Presumption of innocence, confirmation bias, and false memories affecting witness testimony. How do these topics influence your jurors' decision-making?” During the discussion, students are prompted to: 

    • “Listen for any ideas that might be new or different from your own notes. 

    • Acknowledge your classmates’ ideas by pointing out what they said. 

    • Make a connection to your own ideas to reveal big ideas or identify patterns.”

They receive a handout with sentence starters for how to acknowledge new information. After the discussion, students reflect on how they integrated this skill and others into the discussion. 

• Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. Examples include, but are not limited to, the following:

  • In Unit 2, Related Media Exploration: What Motivates People to Act Courageously?, students analyze four videos and then evaluate historical events and modern events around the idea of courage in order to understand the motivation behind the actions of people in the past and present. The first video students watch is “Children’s Crusade of 1963 | American Freedom Stories | Biography.” Students evaluate what motivated children in this time period to choose courage over fear.

• In Unit 6, Related Media Exploration: Analyzing Graphs to Support Your Argument, students “engage with four graphs and charts, build knowledge about the unit topic, and discuss what they’ve learned.” Students analyze the information presented in the graphs to determine the effects of school start times on student performance and the financial and logistical implications of changing school start times. 

• Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Examples include, but are not limited to, the following:

  • In Unit 3, Discussion Lesson, “students acknowledge new ideas and justify their views when new information is presented.” Students engage in a class discussion and evaluate and contradict the evidence presented. For example, one sentence frame guides students to evaluate the evidence presented by stating, “You mentioned ____. However, I found an opposite example in _____. “

• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Examples include, but are not limited to, the following:

  • In Unit 4, Writing Lesson: Drafting the Culminating Task Pitch, students present a culminating argumentative presentation. Students “...create an advertisement which expresses your position on the following question: ‘Are contact sports worth the risk?’ The purpose of this advertisement is to convey your claims through text and visual media.” This task is completed independently and then students present to a partner and get feedback. Partners give feedback on the following points:

    • “The target audience was clear and engaged

    • The problem was highlighted along with the evidence

    • A solution was presented that was aligned with the advertisement

    • The audience was left with a clear call to action.”

The materials reviewed for Grade 8 meet the criteria for Indicator 1i. 

The materials provide a variety of on-demand and process writing opportunities that cover a year’s worth of instruction. On-demand writing is included throughout the reading lessons. Students pause and write about sections they have read or respond to their reading in the independent practice prompts. Each unit contains a process writing piece that includes time for planning, drafting, and editing/revising. Materials include digital resources when appropriate. Most graphic organizers or planning documents allow students to type their thinking or draft, and digital copies of checklists are included.

Materials include on-demand writing opportunities that cover a year’s worth of instruction. Examples include, but are not limited to, the following:

• In Unit 1, Reading Lesson: “Ruthless,” students read “Ruthless” by William DeMille. While reading, students pause to write. One writing prompt asks, “Which suspense-building techniques(s) does the author use in paragraphs 17-23: point of view and/or conflict? List all that apply.” The next writing prompt says, “Explain how this section builds suspense.” 

• In Unit 2, Writing Lesson: Including Context About the Author or Speaker, students engage in a writing lesson that teaches them to provide evidence about an author or speaker. This writing lesson provides students with a writing opportunity as they respond to the prompt, “Describe Douglass’s opinion of Tubman,” and practice what they have learned. Students reference the text “Letter From Frederick Douglass to Harriet Tubman” by Frederick Douglass while developing this writing skill. 

• In Unit 3, Act I, Pages 24-36: Independent Practice, students read Twelve Angry Men by Reginald Rose. During the Independent Practice, students respond to the following prompt, “You have just read Twelve Angry Men Act I,  Pages 12-24 by Reginald Rose. Is the jury meeting the expectations of a fair trial? Why or why not? In your response, make sure to introduce your evidence by describing what is happening at this moment [and] who is speaking or being quoted, if anyone.” 

• In Unit 4, Reading Lesson: “The Social and Academic Benefits of Team Sports,” students read “The Social and Academic Benefits of Team Sports” by Paige Maslen and respond to the prompt, “Which two pieces of evidence are most effective in supporting the author’s thesis? Explain why.” Students are prompted to include relevant evidence and reasoning that supports the claim. 

• In Unit 5, Narrative Writing Prompt, students respond to a narrative writing prompt. The prompt states, “Rewrite ‘The Neighbor’s Wife’ as a narrative from the perspective of ‘the new Marella.’” The materials include a narrative writing checklist. The checklist includes, but is not limited to: “Establish a problem, situation, or setting; Use transitions to create a smooth progression of events and to signal shifts from one-time frame or setting to another; Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved.”

Materials include process writing opportunities that cover a year’s worth of instruction. Opportunities for students to revise and edit are provided. Examples include, but are not limited to, the following:

• In Unit 1, Planning the Culminating Task, Drafting the Culminating Task, and Peer Reviewing the Culminating Task: Literary Analysis Essay, students write an essay responding to the prompt that compares and contrasts how the authors of “Ruthless” and “The Cone” build suspense. They are required to use relevant evidence from both texts to support their response. The writing process includes planning, drafting, and peer reviewing. 

• In Unit 2, Planning the Culminating Task, Drafting the Culminating Task, Peer Reviewing, and Reflecting on the Culminating Task, students complete a literary analysis presentation. The prompt states, “In this unit, you have read five poems in which individuals convey messages about courage. With a partner, prepare a presentation comparing and contrasting how two poets convey their messages.” The writing process entails a lesson on including the context of authors and speakers, a lesson on adding strong reasoning, planning and drafting the task, and a peer review that requires students to use a checklist to revise and assess the presentation. 

• In Unit 3, Planning the Culminating Task, Drafting the Culminating Task, and Peer Reviewing the Culminating Task: Literary Analysis Essay, students write a literary analysis essay. They respond to the following prompt, “You have read the play Twelve Angry Men by Reginal Rose and non-fiction articles discussing the role of a jury in the justice system. Select one character whose development throughout the play has been significant. Using your chosen character and the nonfiction articles, answer the following question: How does the play highlight the benefits and challenges of our jury system?” Students work on their writing for three lessons. One lesson focuses on peer reviewing. In this lesson, students discuss the following questions, “Which example of introducing evidence with context was the strongest? Why? Which example of the use of academic language was the strongest? Why?”

• In Unit 4, Planning the Culminating Task, Drafting the Culminating Task: Argumentative Presentation, and Writing Lesson: Drafting the Culminating Task Pitch, students complete and present an argument for the culminating task. There are five writing steps to this argumentative presentation: discussing and outlining claims, establishing a target audience, conveying claims in an advertisement, planning, and drafting. Revision and Editing expectations are integrated into the rubric and include but are not limited to using sentence structure appropriate to grade level and demonstrating a strong command of the English conventions. 

• In Unit 6, Planning the Culminating Task, Drafting the Culminating Task: Research-Based Argumentative Essay, Revision, and Review, students write a research-based argumentative essay. The prompt states, “In this culminating task, a Research-Based Argument Essay, incorporate survey data and research into an essay to convince a specific audience of your stance on the ideal start time for your school. Support your thesis with evidence from your research.” Students complete five writing lessons for this essay, including conducting research, giving a survey, analyzing data and drawing conclusions, reviewing an exemplar essay, planning, and drafting the essay. Two revision lessons focus on addressing your audience and hooking your reader.

Materials include digital resources where appropriate. Examples include, but are not limited to, the following:

• In Unit 2, Drafting the Culminating Task: Literary Analysis Presentation, students use a digital shared document to draft a literary analysis presentation. This digital document includes a planner to indicate which partner is presenting which slides and a space to draft the presentation. 

• In Unit 4, students use a digital shared document, Research Note Taking Graphic Organizer, to record evidence for each text  relating to the culminating writing prompt, “Is playing contact sports worth the risk?” The chart includes the title of each anchor text and a place to record evidence for and against the prompt.

• In Unit 5, students plan their literary analysis essay to separate two paragraphs into one. The materials include a section where students can select the texts that most strongly support or contradict the quotation. The digital materials allow students to click on the text and cross them out.  

• In Unit 6, Discussion Lesson, students use a digital class discussion document to record evidence to prepare for the discussion. They also have a place to record interesting points classmates say, questions they have, and new ideas. 

The materials reviewed for Grade 8 meet the criteria for Indicator 1k. 

Materials include frequent opportunities across the school year for students to learn, practice and apply writing using evidence and include explicit instruction to guide teachers step by step. Many evidence-based writing opportunities are found in writing lessons that support the culminating task as well as the culminating final task of each unit. These writing tasks require students to access a unit text for evidence or to utilize a graphic note-taking organizer that contains evidence from texts within units. Teacher materials include how to facilitate each part of the writing lesson and notes to guide students in their writing. Evidence-based writing lessons are found across the school year and include multiple opportunities to support analysis and claims linked to unit texts. Writing prompts include requirements such as “support your thesis with evidence from the text” and include “reasoning to explain how your evidence connects to your claim.”

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Examples include, but are not limited to, the following:

• In Unit 1, Writing Lesson: Planning a Complete Paragraph, teachers guide students in reviewing the parts of a paragraph and eventually drafting their own. First, students review an exemplar paragraph for its parts. Then, students discuss the exemplar paragraph and how they will use what they learned from it to improve their writing that day. Next, teachers prompt students to plan their paragraphs to the prompt “In William Demille’s ‘Ruthless,’ who or what is most responsible for Judson’s death? Support your opinion with evidence from the text.” The Teacher Copy includes the following notes for this part of the lesson: “Students brainstorm their claims, evidence, and reasoning in response to a prompt.” Next, students use their plan to independently draft a complete paragraph to the prompt using bullet-pointed criteria to guide their writing. Lastly, students check their work using a checklist. 

• In Unit 2, Writing Lesson: Including Context About the Author or Speaker, teachers guide students in learning about how context improves writing. First, students analyze two writing samples. From this analysis, they conclude that “Using context provides important information about the author and makes the quotation clearer. It also makes the paragraph flow better.” The Teacher Copy provides this exemplar response so teachers can support students in drawing the correct conclusion about context. Next, students work in pairs as they review an example and notes to learn about when to add different types of context. Students use this knowledge in the next part of the lesson, where they “read two examples of introducing evidence with context and determine which type of context is included.” Lastly, students work independently to answer the prompt “Describe Douglass’s opinion of Tubman” based on the text they’ve previously read, “Letter from Frederick Douglass to Harriet Tubman” by Frederick Douglass. The Teacher Copy includes the following notes for teachers on this part of the lesson: “Have students apply their new skill of introducing evidence with context in their independent writing prompt.” 

• In Unit 3, Writing Lesson: Introducing Evidence with Context, teachers guide students in learning about why context matters and when to use which type. First, students compare two writing samples to learn that lack of context can be confusing. They conclude that context improves the quality of writing because “It tells the reader important information about events and characters in the play so that they can understand the full meaning of the quotation.” The Teacher Copy provides this exemplar response so teachers can support students in drawing the correct conclusion about context. Next, students work in pairs to “learn when to add different types of context.” Then, students re-read passages from Twelve Angry Men by Reginald Rose and practice adding context to evidence samples. Lastly, students work independently to answer the prompt,  “Identify what you believe is the strongest argument by the jury so far. Explain your answer using evidence from the text to support [it.]” The Teacher Copy includes the following notes for teachers on this part of the lesson: “Have students apply their new skill of introducing evidence with context in their independent writing prompt.”

• In Unit 5, Writing Lesson: Introducing Evidence with Reasoning, teachers lead students in learning about and practicing introducing evidence with reasoning. First, students analyze an exemplar paragraph “in which reasoning precedes evidence and then analyze the effect this structure has on readers.” Students draw the conclusion that reasoning preceding evidence “Immediately draws the reader’s attention to the writer’s idea about the text.” The Teacher Copy provides this exemplar response so teachers can support students in drawing the correct conclusion about reasoning before evidence. Afterward, students practice this skill as they respond to the prompt, “You have just read the poem ‘The Neighbor’s Wife’ by Susan Palwick. Do you think the neighbors are right to accept the alien? Why or why not? Make sure to practice introducing your evidence with reasoning and to incorporate relevant unit vocabulary in your writing.” The Teacher Copy includes the following notes for teachers on this part of the lesson: “Students practice using reasoning to introduce evidence.” Lastly, students review their own responses using a checklist. 

Writing opportunities are focused around students’ careful analysis and claims developed from reading closely and working with evidence from texts and sources. Examples include, but are not limited to, the following:

• In Unit 1, Reading Lesson, “The Tell-Tale Heart,” students read “The Tell-Tale Heart” by Edgar Allan Poe. While reading, students respond to the following prompt: “Find Evidence: Highlight at least three details that describe how the sound of the old man’s heartbeat affects the narrator. Write: How does the sound of the old man’s heartbeat affect the reader?”

• In Unit 1, Planning the Culminating Task: Literary Analysis Essay, students begin planning their culminating task. Students respond to the prompt: “Write an essay that compares and contrasts how the authors of ‘Ruthless’ and ‘The Cone’ build suspense. Use relevant evidence from both texts to support your response.” During this lesson, students find evidence from the text that proves which literary techniques are used to build suspense. 

• In Unit 2, Planning the Culminating Task: Literary Analysis Presentation, students plan for their culminating task, which entails comparing and contrasting how two poets convey messages. As students prepare to write, they complete a graphic organizer that requires them to analyze word choice and theme and then record evidence that supports their choices. Students conclude the compare-contrast response by indicating why their presentation and ideas matter. 

• In Unit 3, Reading Lesson: “False Memories and How They Form,” students read “False Memories and How They Form” by Kendra Cherry. Students respond to the following writing prompt: “You have just read ‘False Memories and How They Form’ by Kendra Cherry. How does the idea of false memories affect events in Twelve Angry Men? Cite evidence from the article to support your answer. In your response, make sure to include:

  • A claim that responds to all parts of the prompt

  • Evidence to support your ideas

  • Sentences that explain how your evidence supports your claim.” 

• In Unit 5, Reading Lesson: “What is Othering?,” students read “What is Othering?” by Kendra Cherry. Students respond to the following prompt while reading: “Write: How is othering used by people in power? Find Evidence: Highlight two examples of how othering ‘can cause the greatest inequality and harm to minority individuals and communities’ (36).”

• In Unit 6, Writing Lesson: Analyzing Data and Drawing Conclusions, students analyze their research survey data and draw conclusions about the results. The materials state this lesson “... reinforces a critical skill: how to aggregate data, analyze data, and draw conclusions about the data. Students apply the skill in their argumentative essay by including findings to support their claim for or against a later school start time.” Part 4 of this lesson requires students to draw conclusions about survey results. Part 6 of this writing task requires students to connect their conclusions to both sides of the issue. Students use calculated responses to the copies of their survey in order to draw conclusions.

The materials reviewed for Grade 8 meet the criteria for Indicator 1m. 

The materials include a year-long plan for students to interact and build vocabulary. The materials include a vocabulary routine for the teacher, which discusses the use of the vocabulary activities, vocabulary quizzes, and word wall. Every unit includes the Grade 8 Key Terms Glossary, which focuses on academic and literary key terms. Each unit also includes unit vocabulary words and introduces them using the vocabulary activity set, the activity slide deck, word wall, and word wall teacher guidance. The slide deck is used to introduce all the new vocabulary words to the whole class at the beginning of the unit. Unit vocabulary words are listed at the beginning of every text in which they appear. Every unit includes at least one multiple-choice vocabulary quiz. The materials also include other key terms lists, such as poetry terms, when relevant to the text. Other potentially unfamiliar words or terms are listed with their definition in the footnotes of the texts. Some during reading questions use the unit vocabulary words and students are asked to incorporate vocabulary words in various writing assignments. Literary and Content terms are repeated across the school year, and Academic Vocabulary words are repeated across unit texts. 

Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:

• In the Program Guide, the materials communicate the importance of vocabulary development. In this section, the materials discuss the vocabulary routines and materials, which include a Vocabulary Introductory Activity and a Word Wall. For the Vocabulary Introductory Activity, the materials state, “A slide deck guides students through the first unit vocabulary activity, supporting students in inferring the meaning of vocabulary words through the use of context clues in an example sentence.” Under Word Wall, the materials state, “The Word Wall Teacher Guidance also suggests ways for teachers to extend student practice and application of unit vocabulary throughout protocols beyond the word wall.” 

• Each unit provides a link to the “Unit Key Terms Word Wall Cards,” which focus on the key terms in that specific unit. The Teacher Copy directions state, “Use these Word Wall Cards to build a classroom visual of key terms for this unit and throughout the year,” indicating attention to high-value academic words across the school year.

• Each unit contains at least one Vocabulary Activity Set. This includes the Student Vocabulary Activity set, Activity Slide Deck, Word Wall, and Word Wall Teacher Guidance. The materials state, “Use the Slide Deck to facilitate the Vocabulary Activity whole-class. Flexibly assign the remaining activities as warm-ups, homework, or practice to prepare students for the Vocabulary Quiz.”

Vocabulary is repeated in contexts (before texts, in texts) and across multiple texts. Examples include, but are not limited to, the following:

• In Unit 1, the materials provide a Vocabulary Activity Set. The activity set asks students to predict the definition of the vocabulary words, including the vocabulary words intrigue and offensive. Students also need to fill in the blanks using the vocabulary word and determine synonyms for each vocabulary word. Students read “Button, Button” by Richard Matheson. Both intrigue and offensive are listed as vocabulary words for this text. Students respond to prompts like “Norma says she thinks the button is ‘intriguing.’ Highlight three details that further develop this idea.” 

• In Unit 4, students experience two vocabulary activity sets. Vocabulary Activity Set 1 contains the academic vocabulary words collide and trend, which are both found in two of the same texts in this unit. One text is “What a Lifetime of Playing Football Can Do to the Human Brain” by Brian Resnick, and the other is “The Concussion Gap: Head Injuries in Girls Soccer are an ‘Unpublicized Epidemic’” by Lee van der Voo. Students take Vocabulary  Quiz 1, found in this unit, to assess their knowledge of the academic vocabulary words. 

• In Unit 6, students begin with a vocabulary activity set list of ten academic vocabulary words that will be accessed in the unit texts. One of the ten academic vocabulary words is deprive. The word deprive is highlighted under vocabulary in the Teacher Copy of three different Reading Lessons in this unit, such as “Among Teens, Sleep Deprivation an Epidemic,” by Ruthann Richter, “Lack of Sleep Can Turn Teens into ‘Zombies’” by Stephen Ornes and “Study: Later School Start Would Benefit Economy,” by Kealey Bultena. Later in the unit, students take a vocabulary quiz that assesses knowledge of academic vocabulary, and directions state, “Select the vocabulary word that best fits the scenario.”

Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Examples include, but are not limited to, the following:

• Each unit includes a Key Terms Glossary for the grade level focusing on literary-based vocabulary and a unit vocabulary list for high-frequency words used within the unit. Students complete activities with these vocabulary words and are expected to use them when responding to writing prompts. Definitions for text-specific vocabulary are included in the footnotes of every text. 

• Each Unit includes one or two Vocabulary quizzes depending on the number of Vocabulary Activity Sets. Quizzes assess understanding of high-value academic words as they select vocabulary that best fits the scenario for each question. The words assessed are then included in the texts in the following lessons.

• In each Unit Introduction, students are introduced to the Grade 8 Key Terms Glossary reference sheet. These key terms are almost exclusively literary or academic terms. Directions state, “These terms will appear throughout the year. Some terms may appear in more than one unit. Use this reference sheet as needed.” Eighth-grade terms include characterization, dramatic irony, foreshadowing, mood, and poetic structure.

• In Unit 3, students read Twelve Angry Men by Reginald Rose. For each During Reading lesson, the materials provide a list of vocabulary words on the first page of the Student Copy. The lists include a section for Allusions and Cultural References, a section for Legal Terms, and a Section for Unit Vocabulary. Examples of Allusions and Cultural References include, but are not limited to, going to pot, flips his wig, and chap. Examples of legal terms include, but are not limited to, cross-examine and hang the jury/hung jury. The materials include definitions and the page where each word appears. In the Writing Lesson: Writing with Academic Vocabulary, students review a revised sample response that includes terms such as, presuming the defendant is innocent and reasonable doubt. Students then respond to a prompt including relevant legal terms and vocabulary words.