8th Grade - Gateway 2
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Building Knowledge
Building Knowledge with Texts, Vocabulary, and TasksGateway 2 - Partially Meets Expectations | 56% |
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Criterion 2.1: Building Knowledge with Texts, Vocabulary, and Tasks | 18 / 32 |
The instructional materials reviewed for Grade 8 partially meet the criteria that texts are organized around themes and build student’s reading comprehension of complex texts. Materials do not meet the criteria that texts are organized around a topic or theme/topic or themes or themes to build students’ knowledge and their ability to read and comprehend and analyze complex texts proficiently. While there are targeted questions and series of questions for students that promote students’ ability to draw conclusions and cite textual evidence, determine theme, and analyze point of view, they do not promote students' building knowledge of the content and texts.Students are presented with text-dependent and text-specific questions; however, the questions do not require students to build knowledge across the text. Culminating tasks do not require students to demonstrate knowledge of a topic, nor do they integrate skills. Materials include vocabulary over the course of a school-year, but there is no cohesive plan for students to interact with and build key academic vocabulary words in and across texts. Materials support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year. Materials provide frequent opportunities for students to engage in research activities that support the understanding of texts and topics within texts. Each selection is followed by at least one opportunity for students to engage in a research task, which includes a variety of individual, partner, and small group projects. Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. A gradual release of responsibility reading model moving students from guided reading to directed reading to independent reading is within each unit.
Criterion 2.1: Building Knowledge with Texts, Vocabulary, and Tasks
Indicator 2a
Texts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.
The instructional materials reviewed for Grade 8 do not meet the criteria that texts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.
The instructional materials are placed in units based on genre. Each unit is also given a theme. Each selection in the unit closely or loosely relates to the theme provided. After each theme is presented on the title page of the unit, a description is offered to connect them theme/topic to the texts included in the unit. Each unit is composed of three levels of reading support: guided reading, directed reading, and independent reading. A quote at the beginning of each unit is intended to give insight into the collection of literature in the unit. Along with the quote are guiding questions and commentary that are meant to expand upon the quote. Many of the Mirrors & Windows questions focus on text-to-student understanding, rather than the text, and they are not building the student's knowledge of a topic or theme. Texts included in each unit are loosely connected by the unit's theme, but do not build students' ability to read and comprehend complex texts independently and proficiently.
The units for Grade 8 include: Unit 1: Finding Ourselves (Fiction), Unit 2: Differing Perspectives (Fiction), Unit 3: Looking Back (Nonfiction), Unit 4: Expanding Horizons (Nonfiction), Unit 5: Living with Words (Poetry) , Unit 6: Reaching Out (Poetry), Unit 7: Meeting Danger (Drama), and Unit 8: Recalling Heroes (Folk Literature).
In Unit 1, Finding Ourselves (Fiction), students begin the unit by creating a list of questions that connect to the topic such as, “How do our dreams and ambitions help shape our process of self- discovery?” They keep the list and revisit upon completion of the unit. Students identify the selections that provided further insight to help answer the questions. While this is an engaging activity, it does not require deep reading of the texts and will not support students in building knowledge without further supplementary reading and questions.
In Unit 3, Looking Back (Nonfiction), students read “Mrs. Flowers” by Maya Angelou and answer questions that focus on the theme of the power of literature which connects to the unit topic; in this case, specific works can affect and shape us as individuals, leaving a lasting impression: “Marguerite is very moved by the language of poetry and novels and by the lives of characters in books. What books or poems have had that effect on you? In general, how can the reading of novels and poems expand and affect the reader’s world?” Also, prior to reading the selection, the teacher can pose the following: “Before reading, ask students to think about the books and poems they have read. Have any struck a chord in them? Why might some books and poems have a more widespread effect on people than others?” There are multitudes of text-to-student connections provided within these questions, but the teacher will have to supplement with other texts and possibly questions to support building knowledge.
In Unit 4, Expanding Horizons (Nonfiction) students read “A Tale of Two Rocks” by Valerie Jablow and answer questions that focus on the theme of “science and beliefs” which connects to the overarching unit topic: “Have you ever discovered something that confirmed a belief that you had previously held? How did this feel? In what ways is the act of discovery important to science?” Also, prior to reading the selection, the teacher can pose the following: “Before reading, ask students if they have ever found evidence that supports a belief they hold, and if so, how did that discovery make them feel? How does discovery further scientific progress?" This activity creates text-to-student connections; however, the teacher will have to supplement with other texts and possibly questions to support building knowledge.
In Unit 8, Recalling Heroes (Folk Literature) student read the Cheyenne Legend “Where the Girl Rescued her Brother” by Joseph Bruchac and Gayle Ross. They learn about summarizing and flashback, but it does not build knowledge about a topic with other texts.
Indicator 2b
Materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.
The instructional materials reviewed for Grade 8 partially meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.
While there are targeted questions and series of questions for students that promote students’ ability to draw conclusions and cite textual evidence, determine theme, and analyze point of view, they do not promote students' building knowledge of the content and texts. There are few questions that support students in analyzing author’s language and word choice. The questions that do focus on language and structure do not support students to analyze its effect on the text.
In Unit 1, students read “The Treasure of Lemon Brown” and are asked to examine sensory details, make inferences, and analyze characterization:
Use sensory details as a method to analyze the selection and increase understanding of the author’s technique to build suspense.
What do these details and his manner of speaking indicate about the character of Lemon Brown?
Create a character chart for Sweet Lemon Brown. Skim the story and note any vivid descriptions of the character or dialogue that help you understand Lemon Brown.
In Unit 3, students read “Good Housekeeping“ and review the features of a personal essay in a chart. They are assigned to make a statement about why the author chose to write about the events in a personal essay rather than a short story or another written form. This reduces the knowledge demands on the student as the onus of creating the writing form has been placed on the text itself.
In Unit 4, students read “Indian Cattle” and use their knowledge to participate in groups who hold a panel discussion between the Plains Indians and the buffalo. They discuss the most important elements of the relationship and the ways the relationship differs from that between present-day consumers and livestock. As the groups of students state their claims, they must cite evidence from the selection for support.
In Unit 6, students read the poem,”Bats,” and respond to set of coherently sequenced text-specific questions including: "Based on details in the poem, how would you characterize the speaker’s attitude toward bats? How is the speaker’s attitude toward bats similar to, and different from, yours?"
In Unit 7, students read the screenplay, “Sorry, Right Number,” and answer the following questions to make meaning:
Why is the poster of Dracula a fitting decoration for Bill Weiderman’s office door?
Why does Bill not get scared when Jeff sneaks up on him?
Visualize Katie as she rummages through the items on her desk. What is her facial expression like?
What else is on her desk? What kinds of catalogues does she have?
Do you think King is trying to show what it’s like to be recognized by strangers, even when the stranger doesn’t see him?
Does this fame make it difficult to get everyday tasks done?
In Unit 8, students read “Pecos Bill” and answer the following questions:
How does the description of the wind contribute to the tall tale setting of Pecos Bill? How do you feel the story might have changed if the characters spoke standard English? Tall Tales often include humor. Do you think this image is funny?
Reread the paragraph and think about what was caused by Bill teaching these things to the cowboys.
While the questions are focused on the text, they do not support building knowledge of the content or a deep analysis of the effect of the language on the text.
Indicator 2c
Materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.
The instructional materials reviewed for Grade 8 partially meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to analyze the the integration of knowledge and ideas across both individual and multiple texts.
The Mirrors & Windows questions are mostly text-to-student questions, where students do not refer to the text to respond. Questions and tasks do not require that students refer to the text, and it is unclear how the questions work to build knowledge across an individual text. In terms of the integration of ideas across multiple texts, each unit includes two texts that are paired with the intention of teaching literary elements across texts. The individual, paired texts have text-dependent questions at the end, but there is only one question that asks the students to compare the texts, and the question does not promote a deep analysis of the texts. There are other text-to-text connections established in the units, but the questions about these connections do not require an analysis of the integration of ideas.
The Exceeding the Standards and Meeting the Standards supplemental resources offer additional, yet limited, activities within the unit to compare a set of texts. Various texts within the units have student writing, speaking, and researching tasks for evidence of students’ need to perform analysis of texts to complete quality, cumulative assignments and tasks.
The During Reading questions require only a surface amount of knowledge to complete. During the reading of each text, questions are presented in the margin and answers are provided in the margins of the Teacher’s Edition. Guidance is offered in teaching the analysis questions in the margins. After each text, students are presented with Text Dependent Questions. There are some questions and tasks designed to increase in complexity from understanding, applying, analyzing, evaluating, and creating; however, these questions comprise a small percentage of the questions and tasks that students are required to address.
In Unit 1, after reading the texts, “The Drummer Boy of Shiloh” by Ray Bradbury and an excerpt from “Echoes of Shiloh” by Shelby Foote, students complete the following writing task in the “Extend Understanding-Informative Writing” section: “Write a brief character analysis in which you speculate on why Bradbury might have made his character older than the historical Johnny Clem and evaluate how Joby’s greater age affects the feeling created by the story. Share your work with the class."
In Unit 2, after reading the texts, “Men on the Moon” by Simon Ortiz and “Working on the Moon” by Edwin Aldrin Jr., in a “Text to Text Connection” task, students complete the following task: “Both Simon Ortiz’s short story and Edwin Aldrin’s account deal with lunar landings. Compare and contrast what each writer presents and their purposes. How does Aldrin’s account of his experience differ from Faustin’s reaction to the lunar mission? Is any of the information in the two texts the same or similar?”
In Unit 3, using Harriet Tubman: Conductor on the Underground Railroad, a biography by Ann Petry and an excerpt from “Our Struggle is Against All Forms of Racism” a speech by Nelson Mandela, students are asked to answer questions such as the following during reading: “Ask students to guess what the author’s purpose is based on the first paragraph and what else was involved in fleeing slavery? “What other sounds might she use to signal the would-be runaway? What do Harriet Tubman’s thoughts presented here, uncover about her character? How can you determine the narrator’s point of view? What caused the fugitives to have such poor sleep when they were outside?” Under “Critical Literacy," students are assigned to imagine they have a chance to interview Harriet Tubman or Nelson Mandela and write a list of questions to ask.
In Unit 4, using the scientific chart, “Scale of Geologic Time," and “On the Relativity of Time," an article by Wolfgang F. Paul, students are assigned to locate other examples of timelines depicting Earth’s history and compare it to the “Scale of Geologic Time” and evaluate the effectiveness of the data of each.
In Unit 5, students read the lyric poem, “Lyric 17,” and respond to a series of questions and tasks that encourage analysis of the poem. Questions and tasks include: “Evaluate each item the poem mentions. How does each item help build a single overall description of a poem?”
In Unit 6, students read the poems, “Birdfoot’s Grandpa” and “The Time We Climbed Snake Mountain,” and are told to think about what the images and actions might represent in each poem.
In Unit 7, using “Sorry, Right Number," a screenplay by Stephen King, students have the opportunity to move beyond a literal interpretation of the text when completing an informative writing task: “In a short essay, analyze how the characters’ interactions foreshadow events in the plot.”
In Unit 8, using “Pecos Bill," a tall tale by Adrien Stoutenberg, the materials provide teacher how to use reading strategies during the guided reading to analyze literature for personification. For example, “Direct students to the passage describing the cyclone. Model a question for students to encourage them to identify examples of personification such as: ‘What descriptive details of the cyclone does the author use to make it possible for Pecos Bill to tame it?’”
Indicator 2d
The questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).
The instructional materials reviewed for Grade 8 do not meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).
Culminating tasks do not require students to demonstrate knowledge of a topic, nor do they integrate skills. Students complete each workshop independently of each other. Some tasks are loosely connected to unit texts, while others are not connected to texts. Students are often demonstrating mastery of the unit skills rather than demonstrating understanding or knowledge. Each unit includes three types of culminating activities: a Speaking and Listening Workshop, Writing Workshop, and Test Practice Workshop. The performance tasks that the students complete in these culminating activities correspond to the questions, discussions, and writing prompts.
In Unit 3, some tasks are loosely connected to unit texts, while others are not connected to texts. Students demonstrate a mastery of the unit skills rather than demonstrating understanding or knowledge. Students are assigned a culminating task where they give and actively listen to informative presentations. Rubrics are provided in Speaking and Listening. These tasks do not build knowledge of a topic.
After reading Ishi in Two Worlds, students use information from the biography to create a hypothesis or theory to explain why Ishi was found near Oroville’s slaughter house. Students provide the reasoning behind their hypothesis and details, facts, examples from the text to support their answers.
After reading “Soul of a Citizen”, students use their summary chart to decide the main idea. Then they create a list of supporting details and decide which are most essential and effective. Students also list which details are fact and opinion and how that impacts their overall effectiveness. Then they discuss with the class.
In Unit 5, some tasks are loosely connected to unit texts, while others are not connected to texts. Students demonstrate a mastery of the unit skills rather than demonstrating understanding or knowledge. Students explore poetry where they will understand different elements and types of poetry. Students are assigned a culminating task where they write several paragraphs for an informative essay in which they compare and contrast the poems studied in the unit. These tasks do not build knowledge of a topic.
Before reading “Legacies” and “I Ask My Mother to Sing”, students are instructed to compare the tone and diction of two poems. Teachers are instructed to point out the direct quotations by both the grandmother and the girl in “Legacies” and how the diction creates an informal tone. After reading both poems, students write a brief compare and contrast essay examining how the tone of each poem is different from the other. Students are assigned to share their essay with a classmate and incorporate their feedback.
After reading “A Lyric Poem," students are to find another work by the same poet and compare it to this poem. Their writing should answer the following question: “How do the typographic elements in both influence each poem’s meaning? Present your findings to the class."
In Unit 7, in the Speaking and Listening Workshop, students are assigned a culminating task where they write persuasive presentations. Students choose a topic and position about practices at school or in their community that they think should be changed. A speaking rubric is provided and evaluates content, delivery, and presentation. The rubric states that the presentation should include strong and well supported arguments. Opposing arguments must also be addressed. The focus of these tasks are building presentation skills, not knowledge of a topic.
Students present oral reports based on their research of contemporary horror writers. Tips given to students for effective presentations include speaking clearly and loudly for all to hear, maintaining a good pace, using appropriate gestures, and visual aids.
After reading “The Diary of Anne Frank”, students are assigned to identify and discuss the major and minor conflicts in the play. They decide if and how each conflict was resolved and share their findings with the class.
Indicator 2e
Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.
The instructional materials reviewed for Grade 8 partially meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.
Materials include vocabulary over the course of a school-year, but there is no cohesive plan for students to interact with and build key academic vocabulary words in and across texts. Vocabulary is repeated in contexts, as seen in the Vocabulary and Spelling lessons which are integrated with two of the literature selections in each unit. These lessons incorporate vocabulary words from the preceding selection to provide context and repetition for students to increase their understanding and vocabulary knowledge. However, academic vocabulary is not repeated sufficiently across units throughout the course of the year.
The Teacher’s Edition has key terms with definitions, but there is little to no representation of academic vocabulary. When the academic vocabulary is mentioned within a unit or along with a reading they are not repeated sufficiently through the unit or throughout the course of the year.
A Language Arts Handbook is provided as a student resource at the back of the text which includes Vocabulary and Spelling, and teachers can direct students to these resources.
The Meeting the Standards Unit Resources do include cumulative vocabulary lists and the Teacher’s Edition provides a Building Vocabulary which includes an overview of all unit vocabulary words, academic vocabulary, and key terms. The Master word lists cover vocabulary from Common Core Tier One, Tier Two, and Tier Three words. Academic words included and addressed in the Vocabulary Practice Lessons that follow do not appear in other Vocabulary Lessons within the grade level and do not appear within the assessment practice or Writing Workshop within the same unit. Additionally, the Exceeding the Standards resource includes a vocabulary and spelling section that contains lessons and practice on word parts and word origins; borrowed words and informal language; testing vocabulary and choosing words; and working with academic vocabulary.
In Unit 1, students complete a Vocabulary and Spelling Practice activity with Prefixes, Roots, and Suffixes, such as the following: “Identify the origin and meaning of the roots, prefixes, and suffixes for each of the following academic terms. Then write the meaning of each term in your own words. 1. dermatology.” The example provided to begin the Vocabulary and Spelling lesson is from one of the selections in Unit 1, “A Mother in Mannville” by Marjorie Kinnan Rawlings, and an explanation is provided: “In the sentence above orphanage is an example of a word formed by the addition of a suffix. The suffix -age, meaning ‘residence of,’ added to the root, or base word orphan, creates orphanage, meaning ‘a residence for orphans.’” If the ten words included in the Vocabulary Practice are from the selections students read during the unit, there are no citations with page numbers for students to return to the source and read the word in context from the previous selection. The Teacher’s Edition does include as a Program Resource the following in the margin: “You will find additional lessons on Prefixes, Roots, and Suffixes in the Exceeding the Standards: Vocabulary and Spelling resource.” There are no Words in Use with academic vocabulary words addressed in either of the Unit 1 Vocabulary and Spelling Activities.
In Unit 3, Words in Use are addressed in the Vocabulary & Spelling Activity relating to Synonyms and Antonyms with the following Academic Vocabulary: perpetual, unceasing, transient, and objectionable. The academic vocabulary words included in the Vocabulary Practice lesson were not used again specifically in the Writing Workshop to follow in Unit 3 when students write a Cause-and-Effect Essay. Though different Words in Use are included and addressed in the Unit 3 Writing Workshop with the following Academic Vocabulary: perceptions, appropriate, withered, relevant, annotations, and legible.
In Unit 5, Words in Use are addressed in the Vocabulary and Spelling Activity relating to Figurative Language: Similes, Metaphors, Analogies, and Idioms, which include the following Academic Words: abstract, docile, opalescent, and dappled. In Level III, there is a Glossary of Vocabulary Words available in the back of the text, and a definition is provided for only two of the four academic words in Unit 5 which includes docile and dappled: “doc·ile (dӓ ́ sǝl) adj., gentle; agreeable; obedient.” Teachers can direct students to the glossary during the reading of the text or during the Vocabulary and Spelling Activity, though only certain words are included and there are no page numbers to return to the specific point in the text or to the vocabulary activity included.
In Unit 6, students read “Paul Revere’s Ride,” a narrative poem by Henry Wadsworth Longfellow, and an excerpt from Paul Revere and the World He Lived In, a biography by Esther Forbes. Before the unit, literary elements in poetry (Tier 3 words) are defined. Instructions are provided for teachers to use the pages at any point in the unit as students explore the elements of poetry. The academic vocabulary targeted for these selections are the terms colonists, prominent, silversmith, foundry, acclaimed, prestigious, pacing and inflection. The word colonists appears in the Build Background section before students read the narrative poem. The vocabulary words prominent, silversmith and foundry are mentioned in the History Connection section that describes Paul Revere. Acclaimed and prestigious appear in the Informational Text Connection section used to provide information about the author Esther Forbes. In the Extend Understanding section after the selections are read, students are to present a poetry reading using pacing and inflection. The instructional materials do not offer any instruction or practice with the academic vocabulary words and do not build academic vocabulary in and across texts.
In Unit 7, students are reminded of two techniques that they can use when figuring out the meanings of unknown words: using letter/sound correspondence and breaking a word into syllables and determining the meaning of each syllable. They are told to practice using the following terms: imagination, half-heartedly, concentration, miserable, anticipates, argument, interrupted, and forbiddingly. Further instructions are not provided.
Indicator 2f
Materials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.
The instructional materials reviewed for Grade 8 meet the criteria that materials support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year.
The materials for Grade 8 support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year. After each reading selection, there is a section called Extend Understanding which provides students with a choice between two writing assignments. Throughout the course of the units, these Extend Understanding writing tasks are providing students opportunities to develop their writing skills. After each Lesson Test, students also practice their writing skills by answering one essay question forcing the student to cite the text to support their answers. Each unit concludes with a Writing Workshop task that addresses the four types of writing over the course of a year: Argumentative, Informative, Descriptive, and Narrative. The workshop offers flexibility to meet the needs of students as well as provide the opportunity to include writing not merely to help students develop communication skills, but to promote learning and thinking. In the Writing Workshops, students are guided through the writing process: prewriting, drafting, revising, editing and proofreading, and publishing and presenting. Students are issued a revision checklist and a student model in which they can refer.
Throughout the year, both teacher and peers provide feedback to ensure that students' writing skills are increasing. Multiple additional writing supports can be found in the support materials of the curriculum.
The Common Core Assessment Practice booklet that contains reading selections with occasional short answer questions that refer to the text and constructed response writing prompts covering argument, informational/explanatory, and narrative writing types.
The Meeting the Standards booklet has short answer questions that relate to texts and the use of literary elements, and it has worksheets that can be used to scaffold some of the Extend the Text writing prompts.
The Exceeding the Standards booklet gives detailed, structured support for the entire writing process for one type of writing per unit.
The Assessment Guide has a summative assessment for each of the reading selections in each unit that includes a writing prompt that requires students to reference the text.
When all of the program resources are used in coordination with each other, teachers can provide a year-long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.
Examples of a cohesive plan of writing instruction and tasks to meet the criteria for this indicator include, but are not limited to, the following:
In Unit 1, the Extend Understanding writing options ask students to write a paragraph which details foreshadow the ending of “Charles.” Students find examples to support their claim. Then students share their paragraphs and thoughts with a partner.
In Unit 2, students write an argumentative piece of writing in the “Extend Understanding” section as a response to “The Tell-Tale Heart.” They write a brief statement of opinion in which they agree or disagree with Whitman’s evaluation of Poe. Students give support for their opinion from the text.
In Unit 3, students write a brief informative essay in which they analyze Nelson Mandela’s choice of words, phrases, and literary devices in the passage from his “Our Struggle…” speech. They explain how these choices help him appeal to his audience. Students use examples from the text to support their ideas.
In Unit 4, using the text, “London Underground Map “ in the extension activity, students create a set of instructions for the creation of a map of their school. The students work in groups and vote on what landmarks should be represented, the basic graphic style, and any special features. Students explain their instructions orally to another group and listen as they explain theirs. Both groups create maps from the other’s instructions and then meet to discuss the results.
In Unit 5, Writing Workshop, students create descriptive essays. Students are guided through the writing process with the following activity: “Have students form groups of three or four. Have each group to generate a list of five questions they have about the process of revising, editing, and proofreading. Model a question such as ‘Should proofreading be done in one step?’ Encourage students to share their writing experiences at each of these steps and to identify questions that arise from their different experiences. When groups have completed their lists, have a representative of each come to the front of the class. Have representatives read one question apiece until there are no more new questions. Finally ask the class when and how they would go about finding answers to the questions.”
In Unit 6, using the text, “Bats,” in the “Extend Understanding” section, students write a brief literary response in which they analyze the tone in “Bats.” First students identify the tone, supporting their point of view with details from the poem. Next, students examine how the tone shifts near the end of the poem. Then students respond to these questions: “In what way or ways does the tone seem surprising? Do you think the tone is appropriate? Explain why or why not.”
In Unit 7, at the conclusion of the unit, in the Writer’s Workshop, students write an argumentative essay on an issue that is important to them. Students create a clear thesis statement, follow an appropriate pattern of organization, and support their thesis with different types of evidence. Guidance is provided in each section of the writing process with examples, rubrics and checklists.
By Unit 8, using the text, “Paul Bunyan of the North Woods,” in Extend Understanding, students write a short tall tale with Paul Bunyan as the main character. Students explain how Paul Bunyan influenced or interacted with a natural event. They include several examples of hyperbole as well. They include additional characters as Benny the Little Blue Ox or the other loggers. Students also illustrate the tall tale.
Indicator 2g
Materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.
The instructional materials reviewed for Grade 8 meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.
The materials provide frequent opportunities for students to engage in research activities that support the understanding of texts and topics within texts. Each selection is followed by at least one opportunity for students to engage in a research task, which includes a variety of individual, partner, and small group projects. Throughout each unit, students are presented with an After Reading section after each text or grouping of texts. Within most After Reading sections, students complete tasks in categories such as: Media Literacy, Lifelong Learning, Critical Literacy, Collaborative Learning, etc. Within these categories, students compose research that is influenced by the topic(s), themes, and genre of the specified reading selection. The textbook offers research opportunities through various writing options also located within the After Reading section. Materials meet the expectations of including a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. Research projects are varied throughout the instructional materials and offer tasks that are connected to most texts within a unit.
In addition to opportunities in the textbook, the Exceeding the Standards resource provides extension activities for several selections that ask the students to engage in a more complex research process with multiple steps.
In Unit 2, after reading the texts, “Men on the Moon” and “Working on the Moon,” in the “Media Literacy” section, with a partner, students conduct an internet research on Apollo 11. Then, they create a multimedia presentation in which they include background information, political reasons for sending humans to the moon, and examples of new technologies that came out of the mission.
In Unit 4, for the “Viewing Workshop”, students will select visuals to enhance a presentation and critically evaluate the effectiveness of their speeches. In the planning process, students will create an outline and then research the topic in books, magazines, and internet. Rubrics are provided on speaking, listening, and viewing.
In Unit 6, after reading the texts, “Birdfoot’s Grampa” and “The Time We Climbed Snake Mountain,” in the “Critical Literacy” section, students hold a group debate about the importance of environmental protection in the community. Students do the research using the library and Internet, to gather facts about current environmental practices or issues.
In Unit 8, after reading the text, “Swing Low Sweet Chariot,” in the Media Literacy section, students research to find an audio recording of “Swing Low Sweet Chariot.” They listen to it carefully analyzing the vocal presentation. In the analysis, students must describe the mood of the song and what elements contribute to that mood. Students must state their main point in the thesis and support it with evidence. Students must also compare and contrast the mood of the song with that of the folktale.
Indicator 2h
Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.
The instructional materials reviewed for Grade 8 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.
The materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. A gradual release of responsibility reading model moving students from guided reading to directed reading to independent reading is within each unit. Independent Readings are implemented to encourage a shift of responsibility from teacher to student. In the Independent Reading section, students read two or more selections based on a similar theme of the unit and have the the opportunity to practice focused reading skills on their own. In the margins of the Teacher’s Edition under Independent Reading, teachers are provided with guidance to foster independence. At the conclusion of each Independent Reading selection, students are provided with text-dependent questions and tasks. At the conclusion of the second Independent Reading selection, students are given a section entitled, “For Your Reading List," offering text suggestions that connect to the genre of the unit. The additional information provides more options for students to select reading materials. This model assists students with navigating the independent selections which offer minimal support before and after reading while expecting students to apply skills independently. An E-Library and Audio Library are included with the program and offer a big selection of literary classics, poems, novels, plays, and nonfiction selections.
In Unit 1, students independently read “Raymond’s Run” by Toni Cade Bambera. At the conclusion of the text, in the “Informative Writing” task, students write a short essay in which they describe the tone of “Raymond’s Run." They also provide evidence in support of their claim by referring to specific details and passages in the text. Then students exchange papers and offer feedback on their classmate’s essay.
In Unit 3, students independently read “Appearances are Destructive” by Mark Mathabane. At the conclusion of the test, in the “Analyze and Extend” section, students answer text-dependent questions. One example is as follows: “According to the author, what are some negative messages that schools without dress codes send to female students? What messages does Mathabane think schools with dress codes send students?”
In Unit 5, in the “For Your Reading List” section, the publisher suggests texts related to the theme, “Living with Words” such as The Complete Collected Poems by Maya Angelou and Here in Harlem: Poems in Many Voices by Walter Dean Myers. Teaching notes that assist with accountability for independent reading are offered in the margin in an “Independent Reading Activity” focusing on Literature Circles.
In Unit 8, students independently read “Rip Van Winkle” by Washington Irving. At the conclusion of the text, in the Creative Writing task, students write a news article describing the incredible events of Rip Van Winkle’s life. Students must include details about the changes in his life from before he went missing and after. Students must create a compelling headline and first paragraph. Students should answer questions of who, what, when, where, and why.