The Grade 8 materials are connected by and organized into modules with grade-level appropriate topics. At the beginning of each module, guiding questions and big ideas are presented to thematically tie anchor and up to eleven supporting texts together. The texts build knowledge and vocabulary; they provide opportunities to comprehend complex texts across a school year. Academic and domain-specific vocabulary are introduced at the beginning of some lessons. Related narrative and expository texts are placed together to encourage students to make meaning of the texts; a variety of text types related to the topic are presented to build knowledge. Several nonfiction and fiction texts are used in reading, writing, speaking, and listening learning experiences. Differentiated supplemental texts, supports, and extensions provide learners at multiple levels with independent reading opportunities.

Examples of how modules are organized around a topic include:

• In Module 1, students read texts about Latin American folklore. The anchor text, Summer of the Mariposas by Guadalupe Garcia McCall, and supplemental texts support students to apply knowledge in various ways including answering Guiding Questions such as: “Why do we see evidence of myths and traditional stories in modern narratives? How and why can we modernize myths and traditional stories to be meaningful to today’s audiences?” Students also examine figurative language in the text. In Unit 1, Lesson 2, academic vocabulary terms gist and determine are introduced.

• In Module 2, students read texts about food choices and its impact on personal health and the environment. The anchor text, The Omnivore's Dilemma by Michael Pollan, and supporting texts build knowledge about the topic. Guiding Questions include the following: “Where does our food come from? How do we analyze arguments about how food should be grown and processed?” In Unit 2, Lesson 2, students are introduced to the academic term, credibility, and the domain-specific vocabulary term, search terms.

• In Module 3, students read texts about the history and impact of the Holocaust. The anchor text is a graphic novel, Maus by Art Spiegelman, and supplemental texts allow students to reflect on their learning and demonstrate their knowledge in a small group discussion and presentation. In Unit 1, Lesson 2, domain-specific terms about graphic novels are introduced: graphic novel, panel, and speech bubble.

• In Module 4, students read texts about the history and effects of Japanese American internment. The anchor text, Farewell to Manzanar by James D. and Jeanne Wakatsuki Houston, and a supplemental text help students answer the following Guiding Questions: “What were the causes and impacts of Japanese American internment camps? How can people effectively apply the lessons of internment to their own communities?” In Unit 3, Lesson 1, students are introduced to the academic vocabulary term, annotate.

Throughout the year, students analyze the structure, language, point of view, and characters of anchor texts in order to determine theme and central idea. The skills are practiced in various activities that include reading, writing, speaking, and listening and are embedded in students’ work through discussions, activities such as Language Dives, and collaborative anchor charts in the student workbook. Tasks are logically organized and increase in complexity over the course of a module and year. The materials place emphasis on comparison and synthesis of ideas, particularly providing opportunities to compare and contrast the ideas and concepts in the supplemental materials to the anchor texts.

Examples of questions and tasks include, but are not limited to:

• In Module 1, Unit 1, Lesson 5, students read an excerpt from Latin American Story Finder and complete a chart with a series of questions that address the following key ideas and details: “What is the central idea of this text? How does the author develop this idea?” The chart offers scaffolding by providing three main ideas and requiring students to provide the supporting details. A fourth main idea box is left blank, and students determine their own main idea and add the supporting details. After completing the chart, students orally summarize the article with a partner.

• In Module 2, Unit 1, Lesson 2, as students read The Omnivore’s Dilemma, they complete a chart on the author's purpose and point of view. For each section of the text, students determine the author’s attitude toward the topic and collect evidence such as words or ideas that helped them determine the author’s purpose. They determine the point of view,  support with text evidence, and explain how the author’s point of view adds to their understanding of the topic. Students do the same exercise for three conflicting viewpoints in the text.

• In Module 3, Unit 1, Lesson 4, students read a passage from Maus I and answer the following questions: “How would you describe the tone the author’s words create on page 23, panels 5 and 6 when Vladek says: ‘But this isn’t so proper, so respectful...I can tell you other stories but such private things, I don’t want you should mention.’ What does this reveal about Vladek’s character?  What evidence makes you think so? In your response be sure to include a description of the tone that Vladek’s statement creates, evidence from the text that supports your description of Vladek’s tone, and an explanation of what the statement reveals about Vladek’s character.”

• In Module 4, Unit 1, Lesson 2, students read Farewell to Manzanar and complete a chart to track the connections among and distinction between ideas, individuals, and events. Then students determine the author’s methods from a list of techniques including allusion, categories, description, metaphor, simile, anecdote, dialogue, and reflection. Then they explain one of the connections or distinctions from each chapter. The first few chapters include sentence starters and examples, but later chapters do not include these scaffolds.

The instructional materials reviewed for Grade 8 meet the criteria for Indicator 2c.

Texts and instructional activities are included to develop student knowledge about topics in science, social studies, arts, and technology. They read, discuss, and write about a topic across a module to integrate knowledge across multiple texts. The materials encourage students to provide evidence from text, show thorough understanding of concepts, and think creatively about applying the concepts. Reading tasks, question series, and culminating tasks provide coherent opportunities for analysis. The materials also provide guidance for teachers in supporting students’ integration of knowledge and ideas through Teacher Supporting Materials, ELL supports, and Additional Resources guides.

Examples of ways students integrate knowledge include, but are not limited to: 

• In Module 1, students read supplemental texts to help them understand Latin folklore that is presented in the anchor text, Summer of the Mariposas. Students complete graphic organizers while reading to build vocabulary and answer questions to build knowledge and better understand the anchor text. For example in Unit 1, Lesson 5, after reading “The Latin American Story Finder,” students complete a graphic organizer with vocabulary tasks, main idea and supporting details tasks, and a culminating activity with the question:  “According to the author, how do magical Latin American folktales help people who have concerns in their own lives?”

• In Module 2, students read texts and complete activities to increase their knowledge of “Food Choices.” Guiding Questions include the following: “Where does our food come from? How do we analyze arguments about how food should be grown and processed?”  Students read the anchor text, The Omnivore’s Dilemma, and supplemental texts, including “Sticking Up for Coke, Sort of” and “Food Desert.”  For the End-of-Unit Assessment, students write an argument essay to defend a claim about how communities can make healthy food choices. The module ends with displays of learning, such as students write an argumentative essay about the food choices they think would most benefit their community, and present their claim to an audience.

• In Module 3, students read texts and complete activities to increase their knowledge of the Holocaust. Guiding Questions include the following: “What was the Holocaust, and how did it occur? Why do we remember it? How did victims and survivors respond, and how can we honor their voices?” Students read the anchor text, Maus I, and supplemental texts, including “The Holocaust: An Introductory History” and “1994, Miep Gies”.  For the End-of-Unit Assessment, students write a narrative depicting a fictional interview with an imaginary upstander during the Holocaust. The module ends with displays of learning, such as students “create a graphic panel based on a narrative, and present it to an audience.”

The Grade 8 materials include culminating tasks that require students to demonstrate their knowledge of a topic through integrated literacy skills. The culminating tasks, identified in the program as Performance Tasks, occur at the end of each of the four modules and allow students to apply their learning in experiential ways. Performance Tasks have authentic audiences, including classmates, school peers, and the wider community. They require students to demonstrate comprehension and application of the module’s topic through mastery of several different standards including reading, writing, speaking and listening, and language skills. The topics and anchor texts of each module together support the integration of Habits of Character, a key component of the curriculum which focuses on habits such as perseverance, responsibility and compassion.Throughout the course of each module, students complete coherently sequenced text-dependent questions to build knowledge and prepare them for the complexity of the Performance Task. 

Examples of how culminating tasks build knowledge and integrate skills include:

• In Module 1, the Performance Task is a Class Website: Folklore of Latin America. In Unit 2, students research a “monster” from Latin American folklore and write an additional chapter for Summer of the Mariposas. In Unit 3, students write an essay comparing the original depiction of another “monster” from Latin American folklore with a modernized depiction from their Unit 2 narrative essays.  For the Performance Task, each student creates a webpage for the new scene and essay which are organized on a class website showcasing all of the work. The focus of web pages is on content rather than style; students follow a model website and criteria list.

• In Module 2, the Performance Task is a Roundtable Presentation of Food Choices. In Unit 2, students research to answer the question, “How might climate change contribute to food shortage?” Then they participate in a desktop Teaching Protocol to share research about how the topic of choice impacts access to healthy food. In Unit 3, they write an argument essay to defend a claim about how communities can make healthy food choices. For the Performance Task, students create an infographic and a three-minute oral presentation of the argument essay from Unit 3. Students share their infographics in a roundtable presentation with an authentic audience of classmates, teachers, families, and community members.

• In Module 3, the Performance Task is a Create and Present a Graphic Panel Depiction of a Fictional Holoocaust Upstander. In Unit 3, students write a narrative depicting a fictional interview with an imaginary upstander during the Holocaust. For the Performance Task, students create graphic panels to represent a key moment of the narrative and write a reflection. Students present their panels to an audience and answer questions about their work.

• In Module 4, the Performance Task is an Activists Assembly: Focus Group on Applying Lesson from Japanese Internment. In Unit 2, students write a literary argument essay to evaluate the effectiveness of the choices made in the film, Farewell to Manzanar, in conveying the text using points, evidence, and reasoning to support a claim and to address a counterclaim. In Unit 3, they participate in a collaborative discussion about the overarching lessons that can be learned from Japanese American Internment and how the lessons are embodied in the redress movement. They deliver a presentation in triads about the research on how community organization embodies lessons from Japanese Internment today. For the Performance Task, students host and participate in the Activist Assembly. In discussion groups made up of two triads of students and visitors, students revisit and refine their research and then collaboratively discuss the question, “What are the most effective and meaningful ways to apply lessons from internment in our own community?” First, they discuss and record key ways in which organizations are applying lessons from internment. Then, they discuss and record ideas for how community members can apply lessons from Japanese American internment in their own community using an activist anchor chart. As an extension activity, the anchor charts and information about the organizations students researched are part of a display at the school so that others can learn where and how to contribute to their communities.

The Grade 8 materials align to the standards for the grade level and support writing growth over the course of the school year. Across the grade levels, the program uses the read-think-talk-write cycle. First, students analyze a model to help them understand how to effectively communicate their thinking about the content. Next, students write a practice piece that is similar to the model with direct instruction and support. Finally, using what they’ve learned, students write an independent piece. During this three-step process, students meet with their peers and teacher for further guided instruction and support. Process pieces are heavily scaffolded with well-designed lesson plans, models, exemplars, and protocols to support student writing. After each process piece, students complete an on-demand parallel writing piece with fewer scaffolds to assess understanding. Student materials include scaffolds such as Note-Catchers, checklists, and Reflection Guides to help them monitor their progress toward grade-level standards. Materials include suggestions for keeping “Track Progress” folders for students and teachers to monitor writing progress. Despite the extensive scaffolds, students make few choices about the organizational tools that work for them, and the writing tasks at the end of the year are similarly scaffolded as those at the beginning. 

Examples of a year-long plan for writing to meet standards include:

• In Module 1, Unit 3, students write a compare and contrast essay comparing the original depiction of another “monster” from Latin American folklore with a modernized depiction from Unit 2 narrative essays. Throughout the units, students complete lessons that support them to write the essay. In Lesson 4, students use a Note-Catcher to compare depictions of La Llorona in “La Llorona” and in Summer of the Mariposas. In Lesson 5, students “choose strong evidence to support their contrast of the original myth of La Llorona and McCall’s reimagined telling.” In Lesson 7, students complete a Language Dive to determine how an author introduces a topic in order to prepare to write their own focus statements.

• In Module 2, Unit 3, Lessons 4-12, students write both a practice argument and an assessment argument essay that defends a healthy food choice that they want their community to make. Students use The Painted Essay® template to examine a model argument essay. The template requires students to color-code parts of the essay depending on purpose. Materials include an argument writing checklist, an anchor chart, and graphic organizers to support students. Lessons include instruction on writing an introduction that captures a reader’s attention, provides context, and states a clear claim.  It also includes composing proof paragraphs that include reasons, evidence, and reasoning; writing an effective counterclaim paragraph; using transitions to show the relationship between ideas; and writing a conclusion that restates the claim and reflects on its importance.  Materials include Note-Catchers and graphic organizers to support students’ writing development. Students track their progress in argument writing by frequently referring to the Argument Writing checklist in the Student Materials. After students write the practice essay with a partner and scaffolding, they write an independent argumentative essay in an on-demand task using the same graphic organizers as they used while writing the process essay in the unit.

• In Module 3, Unit 2, Lessons 1-7, students write a pair of literary analysis informative essays, comparing and contrasting the structure and meaning of poems to Maus I.  Students use The Painted Essay® template to examine a model informative essay. The template requires students to color-code parts of the essay depending on purpose.  Materials include an informative writing checklist, an anchor chart, and graphic organizers to support students. Lessons include instruction on writing an introduction that captures a reader’s attention, provides context, and previews the focus and points of the essay; composing proof paragraphs that include robust evidence and effective elaboration; using transitions to sequence ideas; and writing a conclusion that restates the focus and reflects on its importance. Materials include Note-Catchers and graphic organizers to support students’ writing development. Students track their progress in informative writing by frequently referring to the Informative Writing Checklist in the Student Materials. After students write the practice essay with scaffolding, they write an independent informative essay in an on-demand task using the same graphic organizers as they used while writing the process essay in the unit.

• In Module 4, Unit 2, students write a literary argument essay analyzing the effectiveness of the choices made in the film, “Farewell to Manzanar.” Students determine a claim, gather evidence, provide reasoning that supports the claim, and address a counterclaim. Throughout the unit, students complete lessons that support them to write the essay. In Lesson 10, students examine the parts of a model argument essay and explain the purpose of each. The lesson also includes students using an Argument Writing Checklist and attending to the organization and development of an essay.  In Lesson 11, students use their knowledge of the element of an argument essay to create a plan for their practice essay. Additionally, students use a Think-Pair-Share protocol to discuss the topics of their essays. In Lesson 12, students draft an introduction that includes a hook to engage readers. They are provided with feedback to strengthen the introductions of their essays.  Students track their own progress in Argument Writing by frequently referring to the Argument Writing Checklist in the Student Materials. After students write the practice essay with a partner and heavy teacher scaffolding, they write an independent argumentative essay in an on-demand task using the self- selected supports they need.

The Grade 8 materials provide multiple opportunities across the school year to develop research skills based on grade-level standards. Students engage in activities requiring them to research both primary and secondary sources for the purpose of further understanding the anchor text or topic of the module. Materials support teachers in employing projects that develop students’ knowledge on a topic via provided resources such as anchor texts within the unit and book lists for independent student research. Shorter and longer research projects are included as well as assessments to check development of research skills. Many useful supports for the student and teachers are included as guides through the research process, research mini lessons for teachers, and peer support for students.

Examples of short and long research projects and activities include, but are not limited to: 

• In Module 1, Unit 2, Lesson 7, students prepare to research a “monster” from Latin American Folklore. They review using effective search terms, determine the relevance and credibility of sources, gather information, paraphrase and quote, and cite sources during lesson activities led by the teacher.

• In Module 2, Unit 2, Lessons 2-6, students research GMOs for a case study assignment. They learn about search terms, credible sources, and conduct research. In Lesson 6, they complete a research assessment in which they get a new research question and use their skills to answer questions and take notes. 

• In Module 2, Unit 2, Lessons 1-12, students participate in an Extended Research Project that culminates in an informative essay. They conduct research protocols around the question, “How do GMOs Influence Our Access to Healthy Food?” They are provided informational texts, model essays, Note-Catchers, and other graphic organizers and rubrics as guidance and feedback during the research process. 

• In Module 3, Unit 3, students read provided resources to learn about Voices of Upstanders. They use the information to write an interview narrative from the perspective of an upstander to the Holocaust. In Unit 1, Lesson 10, students use class time to synthesize ideas about the theme of Maus I with questions such as: “What are the one or two most important or prominent themes you saw developed in Maus I? What makes you think that? How can we paraphrase these two themes? How would you state these themes in your own words? How are these themes developed throughout Maus I?” 

• In Module 4, Unit 2, Lesson 18-19, students write a literary argument in which they evaluate the effectiveness of the film, Farewell to Manzanar, in conveying a significant idea from the text. They use reasons, evidence, and reasoning to defend their stance and address a counterclaim.

• In Module 4, Unit 3, students conduct research to learn more about activist organizations relating to Japanese American internment in their communities. In Lessons 6–12, students call a local organization and interview a representative of that organization. The materials include guidance for teachers to support students as they engage in these interviews.  The research contributes to the culminating task which is a presentation about “how a community organization embodies lessons from Japanese American internment today.”

• In Module 4, the Performance Task requires students to research local activist organizations that connect to the lessons learned from Japanese American internment.  During an Activist Assembly, students share their information and synthesize their learning throughout the unit with classmates and community members. 

The materials reviewed for Grade 8 meet the criteria for Indicator 3a. 

The Grade 6 materials include useful annotations in the Teacher Edition, Guide for English Language Learners, and supporting materials. The introduction in the Teacher Edition explains the design and principles of the curriculum. Each daily lesson is divided into Opening, Work Time, Closing and Assessment, and Homework. Lesson annotations include clear directions, scripting in red and italics when appropriate, time stamps, and bolded references to any student materials. Suggestions are included for varying levels of scaffolds for each lesson. Answer keys are provided for all activities, including homework. Text guides address sensitive issues in the anchor texts with suggestions of how to handle them.

Examples of lesson annotations and suggestions include:

• Each teacher facing lesson begins by highlighting CCSS, daily learning targets, and on-going assessment. 

• An agenda for the day is presented with time stamps for Opening, Work Time, Closing and Assessment, and Homework. 

• Teaching Notes provide helpful information on ways to adapt the lessons. 

• Teachers are provided with ways technology and multimedia may be used in the lesson.

• Academic or domain-specific vocabulary is listed.

• A list of materials needed to complete each lesson is listed.

The materials reviewed for Grade 8 meet the criteria for Indicator 3b.

The Grade 8 materials include explanations and examples so that teachers can improve their knowledge. Teaching Notes are included in each lesson and provide adult-level explanations on numerous topics: purpose of the lesson, information on alignment to the standards for assessments, ways to monitor instruction, support to make informed decisions on adapting the curriculum, suggestions for accommodations and differentiation, links to professional articles explaining the purpose of a protocol, opportunities and guidance to extend student learning and assessments, and a preview of upcoming lessons.

Examples of explanations include, but are not limited to:

• In Module 1, Unit 1, Lesson 6, the Teacher Edition includes an explanation of the purpose of independent reading to build knowledge of a topic:  “Students will choose independent research reading texts, which are texts on the topic. See Independent Reading Sample Plans (see the Tools page at http://eled.org/tools) for ideas on how to launch independent reading. If using already established routines for launching independent reading, in this lesson students will choose a research reading text. The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to Summer of the Mariposas, specifically of Latin American folklore. By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of this topic.”

• In Module 2, Unit 2, Lesson 2, the Teacher Edition includes an explanation of an opportunity to extend learning: “To honor diverse cultural practices and to cultivate global awareness of food access and choices, build in time for students to research the prevalence of genetically modified foods worldwide. Invite students to focus on a country of their choice. Be sensitive to different preferences; some students may be enthusiastic about researching GMOs in a country of ancestry, while others will prefer to focus on an unfamiliar location.”

• In Module 4, Unit 3, Lesson 1, the Teacher Edition includes teacher instruction for purpose and best practices of annotating text: “Annotating Text goes beyond underlining, highlighting, or making symbolic notations or codes on a given text. Annotation includes adding purposeful notes, key words and phrases, definitions, and connections tied to specific sections of text. Annotating text promotes student interest in reading and gives learners a focused purpose for writing. It supports readers’ ability to clarify and synthesize ideas, pose relevant questions, and capture analytical thinking about text. Annotation also gives students a clear purpose for actively engaging with text and is driven by the goals or learning targets of the lesson.”

The materials reviewed for Grade 8 meet the criteria for Indicator 3c.

The Grade 8 materials include a Teacher Edition that provides an overview of the standards that are addressed in each module. In each lesson, an agenda describes the lesson sections, including the Opening, Work Time, and Closing and Assessment, and identifies the standards that are addressed.  Supporting standards are also identified in each lesson. For supporting standards, the Teacher Edition states, “These are the standards that are incidental-no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.” In the Your Curriculum Companion, the key shifts of the CCSS are explained in the context of the curriculum. It explains previous practice, the instructional shift, and how the curriculum supports the shift. This section also includes a table that correlates the College and Career Ready ELA/Literacy Standards to the curriculum. A case study in this section illustrates in-depth how the Topic, Tasks, Targets, and Texts are used to achieve daily, unit, and module-length goals. The section gives teachers advice on making instructional decisions that keep the integrity of the standards intact.

The materials reviewed for Grade 8 meet the criteria for Indicator 3e.

The Grade 8 materials include a section in the Your Curriculum Companion that explains how research impacts the design of the curriculum and how the curriculum addresses College and Career Ready standards. Chapter 1 describes how research impacts the vocabulary, knowledge-building, syntax, and fluency components of the curriculum to close the opportunity gap. It also includes chapters that explain the instructional approaches of the curriculum, including preparing to teach, supporting students to read complex texts, writing with evidence, supporting students to meet grade-level expectations, and helping students grow as learners and people. 

Examples of instructional approaches include:

• In the Your Curriculum Companion, the section, “How Did Research Impact the Design of the Curriculum, and What Difference Will It Make to My Students?” addresses student gaps due to varying levels of readiness. Research citing systemic inequities and the Matthew Effect, “The rich get richer and the poor get poorer,” are included along with a mission from the publisher. This mission is to “give all students access to a challenging, engaging, and empowering curriculum built on best practices in literacy instruction in order to accelerate their achievement.” Included in this section is research for the following four elements of literacy instruction: vocabulary, knowledge-building, syntax and fluency.

• In the Your Curriculum Companion, chapters explain the instructional approaches, including preparing to teach, supporting students to read complex texts, writing with evidence, supporting students to meet grade-level expectations, and helping students grow as learners and people. The chapters include QR codes for videos showcasing the pedagogy within the curriculum, including the routines such as Language Dives, Peer Critique, Jigsaw, Unpacking a Learning Target, and Close Reading.  

• In the You Curriculum Companion, the section, “How Will the Curriculum Help Me Address College-and Career-Ready Standards?” explains the three main shifts in the creation of the Common Core State Standards in English Language Arts/Literacy. Details concerning how the shifts are more aligned with research on best practice is included along with an explanation of how the new shifts are more beneficial to student learning and closing the gap among all learners. In addition, a table is provided that describes how the curriculum materials address the specific aspects of the standards in the areas of Reading, Writing, and Speaking and Listening.

The materials reviewed for Grade 8 meet the criteria for Indicator 3f.

The Grade 8 materials include a 6-8 Required Trade Books and Resources Procurement List, including titles, authors, publishers, quantities, ISBN or UPC codes, Text Types, Lexiles, and Publication Dates. These details are provided for all texts and videos used in the program. Each lesson includes a list of required materials, including “Materials from Previous Lessons” and “New Materials.”  Material lists are also categorized by items used by students and teachers. In each Module Overview,  the Texts and Resources section includes a list of required textbooks and resources and the number of each resource needed. The Preparations and Materials sections explain the materials the teacher needs to prepare in advance and the location of those materials. In addition, any new materials needed for both teacher and student are listed.

The materials reviewed for Grade 8 meet the criteria for Indicator 3m.

The Grade 8 materials include a Teacher Edition with a section called Support All Students that provides strategies and supports for students in special populations. Lessons provide opportunities and suggestions for differentiation and modifications as needed. In the Teacher Guide for English Language Learners, a black triangle signifies a differentiated version of student-facing materials to support all learners as needed. Lessons are designed to support small groups and individual students. Students also have many opportunities for collaboration through various protocols and debriefs that encourage literacy development, skill improvement, and knowledge enhancement.

Examples of strategies and supports include, but are not limited to:

• In Module 1, Unit 1, Lesson 6, in the Support All Students section instructions state: “In Work Time A, provide choice in how to carry out the reading portion of the lesson: some students may prefer to read independently and silently, while others (especially ELLs) may wish to read aloud in groups with peers and/or with support. Still others may wish to read silently for a few pages and then process with a group.” Further instruction states, “Build in different options for expressing comprehension of the text (written reflection, voice recording, discussion with partners/groups).”

• In Module 2, Unit 2, Lesson 3, in the Support All Students section, instruction states: ”For students needing extra support with research, identify several sources (websites, articles, videos) at varying levels (e.g., from Newsela or Gale databases) that will answer as many of the research questions as possible, and make this list of sources available to them. Or, make the Researchers Do These Things anchor chart a checklist or roadmap that students can use to guide them in the process.”

• In Module 4, Unit 1, Lesson 4, in the Support All Students section, instruction states: “Taking notes while watching the film segment may be challenging for some students, as taking meaningful notes in class requires both a high level of listening comprehension and the ability to write quickly. Consider ways to scaffold this exercise for students who need heavier support. This may include giving time for students to skim and review chapters 1 and 2 of the text before beginning the film.” A Note-Catcher is provided for students to use with a graphic organizer as they compare text to film.

The materials reviewed for Grade 8 meet the criteria for Indicator 3n.

The Grade 8 materials include extension activities that are authentic applications of higher learning, not just additional work given to students who finish early and accurately. The Teacher Notes include an Opportunities to Extend Learning section that provides extensions for every lesson. Extensions are included in daily lessons, Performance Tasks, and other activities that can be applied across an entire module. Extensions can be applied to daily lessons by assigning different or additional research on the module topic, practicing or deepening skills tied directly to a lesson’s standards, removing scaffolds so students complete tasks independently, and encouraging creative expression and leadership skills. Extensions can be applied to the Performance Tasks by increasing the complexity of the work through higher-order thinking skills; expanding the craftsmanship through increased demands of accuracy, detail, and aesthetic quality of the task; and requiring a higher demand of original thinking or authentic personal voice and ideas to the task. Extensions can be applied across the entire module by providing students with opportunities to listen to experts, conduct fieldwork, and engage in service learning projects. Your Curriculum Companion also provides guidance for which extensions should be considered for the whole class and which should be considered for small groups or individuals. Some extensions are geared to students who show more interest in the topic rather than above grade-level skill. While extensions occasionally amount to more work, on the whole, they provide opportunities for deeper learning.

Examples of extensions for students above grade level include, but are not limited to:

• In Module 1, Unit 1, Lesson 2, the Opportunities to Extend Learning section suggests students research myths or traditional stories that may be a part of their own or another culture they choose to research. Students reflect on how these stories reflect and impact culture and identity.

• In Module 1, Unit 1, Lesson 15, students create a goal for their performance in the End-of-Unit Assessment.

• In Module 2, the Performance Task extensions have students provide an audio recording of their argument in the form of a podcast, work collaboratively on a group presentation and infographic, and create artwork to accompany their speech. They also have the choice to create a video of their presentation, which shows the visual component while recording the audio component. They could also compile their digital copies of their presentations and create a class website to house their arguments.

• In Module 3, students research additional topics like Hitler Youth and other historical and current-day genocides. It also recommends that students write about how they can be an upstander. 

• In Module 4, Unit 2, Lesson 2, students conduct extra research on Japanese American internment camps and show quick proficiency in determining the gist of articles to create text-dependent questions about the chapter to share with their group.

• In Module 4, students work with the school librarian to develop book displays or reading lists of texts about Japanese American internment. 

The materials reviewed for Grade 8 meet the criteria for Indicator 3q.

The Grade 8 materials provide strategies and supports for ELL students as they work with grade-level content. All students engage in the same anchor and supplemental texts. English Language Learner instruction and strategies are integrated into each lesson of the curriculum. The Teacher Guide for English Language Learners provides support for each lesson to ensure that ELL students of differing abilities receive appropriate scaffolding for language proficiency standards. This includes unit and lesson highlights and Differing Levels of Language Support for the various items in each lesson to support learners in accessing content at the differing levels of language proficiency. 

In the standard Teacher Guide, a black triangle indicates instruction that is particularly supportive of intermediate ELL students. The curriculum includes specific approaches and strategies at the unit and lesson level, highlighting Language Dives as a high-yield strategy. Language Dives are provided throughout the modules and across all grade levels and provide the opportunity to “notice and wonder” about the ways in which language is used to convey meaning. Each Language Dive consists of a “Deconstruct, Reconstruct and Practice” routine which promotes building language, literacy and habits of mind. Conversation Cues are utilized at all grade levels and are designed to build the capacity for all students to engage in rich, collaborative discussions targeted at the ELA standards. Writing Scaffolds are provided throughout the modules and across grade levels. These scaffolds include teacher modeling and sentence and paragraph frames to assist students who need additional language support.

Examples of ELL supports include, but are not limited to:

• In Module 1, Unit 1, Lesson 4, materials suggest the lighter support of sharing graphic representations of aliens, monsters, and ghosts to help students understand the meaning of “supernatural.”  Heavier support suggests having triads of students work together on one text-dependent question and sharing out to the class, rather than completing all of the questions independently.

• In Module 2, Unit 2, Lesson 4, materials state that in order for ELL students to successfully complete the independent research required, teachers may help ELLs choose texts and subtopics that they feel confident about and lead a small group discussion coupled with written explanations before “introducing them to case-study texts in Work Time B.”

• In Module 3, Unit 2, Lesson 11, materials suggest lighter support of helping students chunk the text, circling unfamiliar words, conducting repeated readings and summarizing or paraphrasing parts of the text. For heavier support, materials suggest providing a translation of the text or a summary of the text in the student’s home language.

• In Module 4, Unit 2, Lesson 11, materials provide a scaffolded, partially-completed graphic organizer to help students complete the Argument Essay Writing Plan graphic organizer.