The instructional materials reviewed for Grade 7 meet the expectations for texts being organized around a topic or topics to build students’ ability to read and comprehend complex texts independently and proficiently.

Each module has texts that connect by a central topic or theme.

• In Module 1, students consider the challenges of fictional and real refugees.
• In Module 2A, students conduct an in-depth character study about characters who take a stand.
• In Module 2B, students read and analyze Shakespeare’s A Midsummer Night’s Dream, focusing primarily on the theme of control.
• In Module 3A, students explore Japanese-American relations during World War II.
• In Module 3B, students study the U.S. Civil Rights Movement, focusing on the Little Rock Nine.
• In Module 4, students research the relationship between human populations and the physical world.

The sequence of texts and sufficient lesson scaffolds ensure students are able to read and comprehend complex texts independently and proficiently.

• Modules include text with quantitative measures at multiple levels within the grade band.
• In all modules, students are provided with graphic organizers and recording forms to engage students actively and provide scaffolding for students in need.
• Students read text independently, in small groups, and as whole group read-alouds to scaffold reading instruction. Students are asked to actively monitor their reading comprehension.
  • In Module 1, Unit 1, lesson 5, students are asked to reread chapters read in class that day for homework and add quotes to the graphic organizer, as well as read independently Chapters 14-15 to complete Reader's Notes to express understanding.
  • In Module 3B, Unit 1, lesson 1, teachers are directed to set clear expectations that students read silently in their heads as they listen to the text read aloud slowly, fluently, and without interruption or explanation to promote fluency and to aid in comprehension of the text.
  • In Module 4, Unit 1, lesson 4, students are assigned to read a chapter of a text for homework and are directed to record new words on a word catcher.

The instructional materials reviewed for Grade 8 meet the expectations for materials containing sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. Throughout the materials, students independently and as a whole group complete questions and tasks that require analysis of individual texts.

• In Module 2A, students complete tasks that include determining theme, analysis of structure of text, and determining the author's point of view. Students also analyze the structure of a specific paragraph leading to a deeper analysis in future lessons.
• In Module 1, Unit 1, lesson 1, students close read the poem "Inside Out" to infer about a character. Students discuss the gist of the text to begin the lesson. Students discuss using context clues to figure out word meanings, using details from the text to make inferences, and the importance of text discussion. Students pair up and use "Inside Out" text dependent questions to discuss the poem. Students participate in whole group discussion of text dependant questions. Students complete a quick write to describe the main character.
• In Module 2A, Unit 1, lesson 2 students read "Equal Rights for Women" by Shirley Chisholm and answer text-dependent questions that encourage analyzing the author's view and how the author crafts the text to prove a claim.
• In Module 2A, Unit 1, lesson 6, students analyze Sojourner Truth's "Ain't I a Woman?" Students discuss the central idea and supporting details, paragraph structure, and author's perspective on the speech. Students use a note catcher to discuss with groups the central idea and supporting details to determine "What the fix that white men are in." Students then write a summary of "Ain't I a Woman?"
• In Module 3A, Unit 2, lesson 6, students examine primary sources from WWII and cite evidence to determine authors' viewpoints.
• In Module 3B, Unit 1, lesson 2, students analyze Carlotta Walls using the text A Mighty Long Way. Students begin with a visual representation of Carlotta's family tree. Students set up discussion appointments to meet with five peers to be used for conversation throughout the module. Students watch a video that talks about her aftermath of the Civil War and the events during the Reconstruction period. Students complete a focus question and vocabulary note catcher and discuss. Students work with partners to complete structured notes for Chapter 1 and then participate in a whole class discussion about Carlotta Walls and segregation.
• In Module 4, Unit 1, lesson 2, students read The Omnivore's Dilemma by Michael Pollan closely and answer text dependent questions that guide them to identify the gist of the section.

The instructional materials reviewed for Grade 8 meet the expectations for materials containing 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. Each unit and module contains text-dependent questions and tasks that require students to integrate knowledge and ideas both in individual texts and across multiple texts.

• In Module 1, Unit 2, lesson 13, students read closely a section of the article, "Refugee Children in Canada: Searching for Identity" and answer text-dependent questions and cite evidence to build knowledge to get a deeper understanding of the text, Inside Out and Back Again.
• In Unit 2A, Unit 1, lesson 15, students will answer text-dependent questions and complete a graphic organizer that prompts comparing the text structures of chapter 6 To Kill A Mockingbird by Harper Lee and "Those Winter Sundays" by Robert Hayden.
• In Module 2A, Unit 3, lesson 3, students note the similarities and differences between the Reader's Theater Script and To Kill a Mockingbird on a Venn diagram.
• In Module 2B, students answer text-dependent questions throughout the unit that are coherently sequenced and require integration of more than one text. One example of this is students have text-dependent questions that are asked to help complete a paragraph by paragraph close read of the text. Students then record answers in another graphic organizer of the text-dependent questions that require students to re-read and review thinking about the text. Students are then asked to continue to examine the other texts by analyzing the central claim and supporting claims.
• In Module 2B, Unit 2, lesson 3, students use evidence from Brown v. Board of Education Supreme Court case to support their understanding of the text “A Mighty Long Way” and the desegregation of schools in the south. Students analyze the connection between Brown v. Board of Education and Carlotta's experiences. Students work in teams to match events from Carlotta's life to the Supreme Court case. Students use a note catcher to record details that support their findings.
• In Module 4, Unit 1, lesson 4, students find the gist of the text The Omnivore's Dilemma. Students read closely to answer text-dependent questions about the text. Students describe the purpose of Michael Pollan in the excerpt. Students identify the conflicting evidence and view points in the text.
• In Module 4, Unit 1, lesson 7, students analyze author's purpose in speech and text by identifying the main claims, motives and purpose of the speaker in the speech, "What's Wrong with Our Food System" by Birke Baehr, and identifying the author's purpose in an excerpt of the text, The Omnivore's Dilemma by Michael Pollan.

TThe instructional materials reviewed for Grade 8 meet the expectations that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g., combination of reading, writing, speaking, listening).

• In Module 1, Unit 1, students write a research paper that demonstrates their understanding of a refugee experience as part of the unit's final performance task.
• In Module 1, Unit 3, students write two research-based poems that reflect the "inside out" and “back again" aspect of a refugee’s experience. Students collaborate in research teams to research experiences of refuges and then draw upon the research, informational texts, and a novel study to write. Students work with peers to write a best draft and then present the poems to their peers.
• In Module 2A, Unit 3, students demonstrate their understanding of the overarching themes of the novel To Kill A Mockingbird through the creation and performance of a Readers Theater script.
• In Module 2B, students complete a Character Confessional Narrative. Lessons in the module provide opportunities to answer the overarching guided questions.
• In Module 3A, Unit 2, students write an informational essay that displays their knowledge of the captives during WWII as part of the End-of-Unit Assessment.
• In Module 3A, Unit 3, students read Unbroken and study the transition of the imprisoned from "invisible" to visible after release. Students research Mine Okubo's life and write a narrative. Students will share their narrative with a small group of students and reflect upon their research-based narrative writing piece.
• In Module 4, Unit 3 students research food chains and write a position paper that includes a claim, two reasons for making the claim, and evidence to support each of the reasons. They must include a counterclaim. Students work with groups to work through the writing process and create a visual representation of their position paper to present.

The instructional materials meet expectations for Grade 8 including a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Opportunities to build vocabulary are found throughout the instructional materials.

• Throughout the modules and units, students discuss and clarify language of learning targets to build academic vocabulary.
• In Module 1, Unit 2, lesson 4, students complete a prefixes note catcher as words are discussed in context of an article. Students use structure and context clues to determine meaning.
• In Module 2A, Unit 1, lessons 11 and 12, students learn and use vocabulary square note catcher to identify synonyms, antonyms, structure, and entomology of words from literary novel.
• In Module 2A, Unit 2, lesson 9, students choose one important word from a list during opening of lesson. Teacher calls on students to share chosen word then use student suggestions to generate definitions.
• In Module 2B, Unit 2, lesson 1, students use a World Café protocol to analyze poetic language and verse. Students also use “I Have/Who Has” protocol to practice vocabulary words from a play.
• In Module 3A, Unit 1, lesson 2, students use a vocabulary Square Note-Catcher to focus on key vocabulary form the text.
• In Module 3A, Unit 3, lesson 9, students continue to revise their science journal articles, focusing on scientifically accurate vocabulary.
• In Module 3B, Unit 1, lesson 6, students use the Quiz-Quiz Trade protocol to practice unit vocabulary.
• In Module 4, Unit 1, lesson 4, students use Word Catchers to record unfamiliar words. Students generate and refine definitions independently, in pairs, and by teacher guided whole group.

The instructional materials reviewed for Grade 8 meet the expectation for materials supporting 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. Students are supported through the writing process with mentor text. Feedback is provided by peers, the teacher, and self-evaluations to ensure that students' writing skills are increasing throughout the year

• In Module 1, Unit 3, students use information from their study of the refugee experience using multiple texts to write two research-based poems.
• In Module 2A, Unit 3, students write a commentary using information from the novel, To Kill A Mockingbird and their own scripts and explain the connections.
• In Module 3A, students analyze various mediums that convey information about WWII.
• In Module 1, Unit 1, lesson 14, students address standard use evidence from informational text to support analysis when writing.
• In Module 2A, Unit 2, lesson 11 students use an argument rubric to give and receive peer critiques on use of evidence in writing.
• In Module 2A, Unit 2, lesson 12, students write to explain how details develop in a literary text and provide reasons from text to support their claims.
• In Module 2A, Unit 2, lesson 15 students they write first drafts of their reader’s theatre script.
• In Module 2B, Unit 2, lesson 12 Students draft argument essays after analyzing their claims and finding their strongest claims.
• In Module 2B, Unit 2, lesson 15 students use reasons, details and quotes from Shakespearean play to craft an argument essay, explain how details develop with supporting reasoning and acknowledge and respond to a counter-claim.
• In Module 3A, Unit 3, lesson 3 students use a narrative writing note catcher to focus on a key thematic event in literary text.
• In Module 3A, Unit 3, lesson 4 students use “Stairs and Steps” protocol to give and receive peer feedback on their narrative story map while incorporating strategies from a "Things Good Writers Do" reference chart.
• In Module 3B, Unit 3, lesson 5, students write descriptions of photos and songs using evidence from literary texts.
• In Module 3B, Unit 3, lesson 8, students demonstrate command of conventions of Standard English and maintain formal style as they write and use presentation notes in a persuasive presentation.
• In Module 4, Unit 3, lesson 1 students analyze structure of a model essay and make gist annotations.
• In Module 4, Unit 3, lesson 3 students draft introduction and conclusion paragraphs of a position paper.

The instructional materials reviewed for Grade 8 meet the expectations for 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.

• In Module 1, Unit 2, lesson 19, students read three related informational texts to develop knowledge about the refugee experiences of people from a specific country. Students complete a research guide to collect this new knowledge.
• In Module 3A, Unit 1, students study conflicting information and varying perspective by researching the Pearl Harbor attack.
• In Module 3A, Unit 2 students classify and evaluate different media types and write an informational essay.
• In Module 4, Unit 2, lesson 3 students develop knowledge about food supply and human behavior as they conduct research on additional consequences of food chains. Students read research articles about the topic.
• In Module 4, Unit 2, lesson 6 students develop further knowledge about quality of food supply and human health as they use a new strategy to create key word search terms after listening to teacher read an informational text. Partners use research task cards to brainstorm search terms and evaluate the accuracy and credibility of a source.
• In Module 4, Unit 2, lesson 11 students are assessed in a Mid-Unit Assessment Research Simulation. Students code, paraphrase, create search terms for, and cite a short article as micro-version of larger research project.

In Grade 8, modules and units the majority of lessons require some independent readings of text followed by text specific questions and tasks that reflect student accountability. Additionally, most homework assignments include independent readings and tasks that require students to produce evidence of reading.

• In Module 2B, students complete homework assignments that include the reading or rereading of text along with a task that captures evidence of comprehension that is reviewed during the opening of the following lessons.
• In Module 3B, Unit 2, lesson 9 students read an article independently and engage in a think/pair/share activity. Students respond to questions that include text-dependent questions and take notes based on the article. The lesson culminates with a homework assignment that includes reading a chapter of a text and taking notes.
• In Module 3B, Unit 3, students read and discuss a model book review and write a book review for their independent reading book.
• In Module 3A, students are provided with an overview of the reading calendar for Unbroken. In the guide, students are provided with unit and lesson, reading requirements, and focus questions. Next, recommended texts are provided to support the overarching theme in the unit. The overview also provides optional extension activities to use as students continue to research different perspectives.

The instructional materials reviewed for Grade 8 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing.

• The Grade 8 curriculum is comprised of four eight-week modules.
• Four modules make up one year of instruction. Each grade level has six modules. Teachers can choose between an A and a B option for two of the modules.
• Within each module there are three units. Each module has the same sequence of units. Unit 1 is Building Background Knowledge, Unit 2 is Extended Reading and Research, and Unit 3 is Extended Writing. Modules are anchored by one or more books as a central text.
  • For example, in Module 4, Unit 1 focuses on analyzing author’s purpose and evaluating claims in The Omnivore’s Dilemma. Unit 2 continues that focus, extending the research. Unit 3 focuses on writing a position paper: Which of Michael Pollan’s food chains would you choose to feed the U.S.?
• Materials include a curriculum plan located online at eleducation.org that lists the topic, focus, central texts, and major writing tasks in each module.
• Materials include a curriculum map located online at eleducation.org that includes a module description, assessments, and standards assessed for each module
• A module overview is found at the beginning of each module. The module overview explains the story of the module, lists standards assessed, and provides a week-at-a-glance planning chart. For example, the Module 2A, Unit 2 Overview is found on pages 2-7.
• There are unit overviews and a Unit-at-a-Glance located online at eleducation.org for each of the three units in each module.

Materials also include detailed daily lessons plans and supporting materials. Lessons are 45 minutes long for Grade 8. Teachers can download the MS Word version of the lesson plan files to modify them.

• All lessons have three sections: Opening, Work Time, and Closing and Assessment. For example, Module 2A, Unit 3, lesson 1 has the following parts: Opening (eight minutes) which is broken down into Collecting End of Unit 2 Assessments (five minutes) and Unpacking Learning Target (three minutes); Work Time (30 minutes) which is broken down into Unit 3 Mid-Unit Assessment (15 minutes) and Peer Critique of Draft Scripts (seven minutes); Closing and Assessment (seven minutes) and Homework.
• Each lesson includes the title which names the literacy skills students will work on as well as the content, long-term learning targets which name the standards addressed in the lesson, supporting learning targets that specifically name what learning will take place in the lesson, ongoing assessment to be used as formative assessments, an agenda to map out the day’s outline, and teaching notes that guide teachers on how to prepare for the lesson. Also included are both academic and content vocabulary list addressed in the lesson, lesson materials, a meeting student’s needs column to suggest differentiation and scaffolding, and all supporting materials that include student-facing materials to be distributed to students.

The instructional materials reviewed for Grade 8 meet the expectations that the teacher and student can reasonably complete the content within a regular school year and the pacing allows for maximum student understanding.

• Each Module provides eight weeks of instruction. Four modules make up a year of instruction which provides 32 weeks of instruction. Teachers and students can reasonably complete the content within a 36-week school year.
• The total number of lessons of available for Grade 8 is 239. However, teachers are given a choice which two modules they want to exclude. For example, the teacher can select to complete Module 2A or Module 2B and Module 3A or 3B. Therefore, lessons range between 158 to 159 which is a reasonable amount of lessons to complete during a school year.
• This pacing allows for maximum student understanding. Additionally, time is built in for teachers to modify lessons to tailor to their student’s needs. The program allows flexibility for teachers to rely on professional judgment to modify pacing.

The instructional materials reviewed for Grade 8 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).

Materials include but are not limited to graphic organizers, note catchers, text dependent questions, word-catchers, reference charts, anchor charts, unit assessments, supporting excerpts or texts, close read guides, jigsaw question strips, essay rubrics, reference aids, model writings, entrance and exit tickets, vocabulary words list and definitions, feedback forms, and writing prompts.

• In Module 3B, Unit 1, lesson 6, the student homework includes clear directions. The directions say "Reread Plessy v. Ferguson: Key Excerpts from the Court's Decision and answer the following questions to prepare for Fishbowl discussion."
• In Module 4, Unit 1, lesson 12, there is Criteria for Success included on the top of the student page and clear directions are included in steps 1-4 on the student worksheet.
• In Module 4, Unit 1, lesson 9, the directions are included in the charts to be completed by students. Such as "Explain how this piece of evidence is relevant to the claim."
• In Module 2A, Unit 1, lesson 17, students are provided with oral directions and modeling while they complete a graphic organizer with guided instruction from the teacher. Teacher notes provide specific directions.

Student resources include clear directions. Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed.

Reference aids such as glossaries, photographs, anchor charts, and handouts are clearly labeled as such at the top and in the teacher’s materials. Reference aids are labeled correctly.

• In Module 2B, Unit 2, lesson 14, a student-facing reference aid can be found on page 258.

The instructional materials reviewed for Grade 8 meet the expectations for materials including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.

Alignment to the CCSS-ELA is documented in multiple places in the curriculum. CCSS standards are documented on the 6-8 Grade Curriculum Map, at the module level, at the unit level, and in the teacher's notes for each lesson in the form of long-term learning targets. Alignment for all assessments are also provided in the curriculum Overview.

The grade-level curriculum map lists all assessments and which standards are being assessed. This map also includes a chart that illustrates which standards are being assessed in each module. These maps can be found for each grade level at eleducation.org.

At the beginning of each module there is a Week-at-a-Glance chart as well as a Unit-at-a-Glance chart that provides teachers with an overview of standards taught and assessed in each lesson. At the beginning of each module there is a module overview which includes a description of assessments which include the performance task, Mid-Unit Assessments, and End-of-Unit Assessments. This overview includes standards being assessed in each assessment. The performance task, mid-unit assessment, and end of unit assessment for each module includes alignment documentation of the standards addressed.

• In Module 2A, Unit 1, the Week-at-a-Glance chart is found on pages 12-18. The Unit-at-a-Glance is found on pages 37-44 and the Assessments Overview is found on pages 21-22.
• In Module 2B, Unit 2, the Performance Task provides long-term learning targets in the lesson (page 269).
• In Module 2B, Unit 2 Long term learning targets assessed are both in the lesson and on the student-facing material for the Mid-Unit assessment (pages 154, 159) and the End-of Unit assessment (pages 260).

Materials reviewed for Grade 8 meet the expectation for materials containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

Materials include a teacher’s edition that provides teaching notes for each lesson. These notes provide an overview of the lesson, directives for the teacher, and explanations of what learning will occur. The notes also give suggestions of specific actions teachers can take to promote learning or plan for future learning. Materials also include student “listen for” statements in lessons. These "listen for" statements provide teachers with model student answers to ensure students are on target

• In Module 1, Unit 1, lesson 2, the teaching notes on page 59 suggest that teachers group students in heterogeneous groups during this first unit to intentionally support struggling readers and ELLs and to determine the groups ahead of time.
• In Module 2A, Unit 1, lesson 16 explains the purpose of the lesson on page 335. The notes explain the purpose of the lesson, what will happen in the lesson, and for the teacher to keep in mind that students will come back to the text that is used in this lesson.
• In Module 2B, Unit 1, lesson 2, the teacher is provided with a Close Reading Guide for teacher reference to be used during classroom discussion to ensure that students gain understanding of the text.
• In Module 3A, Unit 1, lesson 9, the teaching notes on page 226 clearly explain the purpose of the lesson, what will happen in the lesson, and suggests that teachers prepare for the lesson by deciding how to assign students a focus for discussion. The teacher is prompted to post three pieces of chart paper around the room with headings and to cut out quotes for work time.
• In Module 3A, Unit 2, lesson 5, the lesson includes a note to teacher to listen for student’s responses that demonstrate student’s ability to explain vocabulary and connect it to the events being discussed.

• In Module 3A, Unit 1, the Performance Task Overview on page 33 lists a link to the Library of Congress and Teaching with Primary Sources as a resource for World War II and Japanese Internment. Http://ww.loc.gov/teachers/tps/
• In Module 2B, Unit 1, the Meeting Students’ Needs notes suggest teachers consider showing the clip of video that is being used for comparison students for a third time if they continue to struggle with recording similarities and differences while watching. It is also suggests that the teacher display graphic organizers on a document camera for students who struggle with auditory processing.

Materials reviewed for Grade 8 meet the expectation of materials containing a teacher’s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.

Materials include teachers notes and other documents that explain and give rationales for teacher actions, accommodations, pacing, instructional materials, and resources.

• The "Preparing to Teach a Module: Guidance for Coaches and Teacher Leaders" document found at eleducation.org explains how to prepare to teach a module and give a guidance timeline with detailed direction.
• The "Assessment Design in Expeditionary Learning Grades 3-8 Curriculum" document outlines the step-by-step process for designing effective assessments aligned to the CCSS-ELA.
• The "Help Students Read Closely" document explains the close reading process and explicitly demonstrates how a teacher plans for a close read lesson.
• The "Writing Instruction in Expeditionary Learning Grades 3-8 ELA Curriculum" document explains the how and why of Expeditionary Learning’s approach to writing instruction.

Explanations and examples can also be found in the lesson narratives, the Meeting Student's Needs section, and in Preparation and Materials for each lesson.

• In Module 2B, Unit 1, lesson 16, teachers are provided with an explanation of what a character confessional writing piece is. The topic of the writing is explained in the Teaching Notes to ensure that teachers have a clear understanding of what is expected of students.
• In Module 3B, Unit 1, lesson 3 the teaching notes provides the teacher with notes about the three stages of Carlotta’s journey. The notes explain why each stage is introduced by song and how the songs help move the story along.

The materials reviewed for Grade 8 meet expectations for materials containing a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.

Materials include a document, “Preface to the Modules” found on eleducation.org. The preface includes an introduction to how the materials address the Common Core shifts as well as a detailed account of how the CCSS standards have a role in the curriculum.

• The introduction to the preface states, “Expeditionary Learning’s Grades 3–8 ELA Curriculum has been designed by teachers for teachers to meet the needs and demands of the Common Core State Standards: to address and bring to life the shifts in teaching and learning required by the CCSS. To prepare students for college and the workplace, where they will be expected to read a high volume of complex informational text and write informational text, the shifts highlight the need for students to learn and practice these skills early on. This curriculum has been designed to make this learning process engaging with compelling topics, texts, and tasks.”

Each module contains a Module Overview which provides a summary to show how different ELA standards are applied to develop knowledge and expertise in content areas.

• In Module 4, the overview states, “In this module, students analyze arguments and the evidence used to support arguments to determine whether sufficient evidence has been used and whether the evidence is relevant in support of the claim an author or speaker is making. They then research to gather evidence to make their own spoken and written arguments. Students will read Michael Pollan’s The Omnivore’s Dilemma (930L), a literary non-fiction text about where food comes from and about making decisions about what food to buy and eat. They build background knowledge about what happens to food before it gets to the consumer, and the different choices the consumer can make when buying food while analyzing Michael Pollan’s arguments and the evidence he uses to support his claims. In Unit 2, students engage in a robust research project in which they further investigate the consequences of each of the food chains and the stakeholders affected in those food chains. To help students grapple with this issue, they use a decision-making process called “Stakeholder Consequences Decision-Making” (see the end of this document for details). This process will help students understand the implications of various choices, and will scaffold their ability to determine, based on evidence and their own values, to take a position on which food chain they would choose if they were trying to feed everyone in the U.S. Students finish the module by writing a position paper explaining which of Michael Pollan’s food chain they would choose to feed the U.S. and why, and creating a poster stating their position. This task addresses NYSP12 ELA Standards RI.8.1, W.8.1, W.8.1a, W.8.1b, W.8.1c, W.8.1d, W.8.1e and W.8.9.

Materials reviewed for Grade 8 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.

Materials include online resources found on eleducation.org that provide explanations of the instructional approaches and identify research-based strategies. The preface to the modules includes how materials address the Common Core shifts, provides research, explains the story and structure of the modules, and explains how the materials integrate reading, writing, speaking and listening, and language strands through lessons, assessments, engagement strategies, and differentiation.

• The “Introduction to Preface to the Modules: Introduction to Grades 3–8 ELA Curriculum” document states, “Some structures, approaches, and strategies may be new to teachers. The materials have been designed to guide teachers carefully through the process of building students’ skills and knowledge in alignment with the standards. The modules also have been designed to build teacher capacity, so that as teachers become more familiar with the structures and strategies, they can adapt the materials to the needs of their specific students.”
• The “Preface to the Modules: Introduction to Grades 3–8 ELA Curriculum” document states, "Expeditionary Learning’s instructional practices emphasize student inquiry, critical thinking, and craftsmanship. In these ELA modules, students engage in original research and deep interdisciplinary investigations of rich academic topics, using their learning to create authentic, high-quality, academic products to share with outside audiences."
• Materials provide links to other resources websites that include a research document, “The Importance of Increasing the Volume of Reading.” This document explains research that supports increasing the volume of reading as well as rigor and relevance.

Materials reviewed for Grade 8 meet the expectations for materials regularly and systematically offering assessment opportunities that genuinely measure student progress. Each module incorporates seven formal assessments, in addition to daily opportunities to check for understanding via homework, entry and exit tickets, and in class assignments.

The formal assessments are broken into three categories which include Mid-Unit Assessments, End-of-Unit Assessments, and a Culminating Performance Task.

• Mid-Unit Assessments are on-demand, tied to standards addressed in the first half of the unit, are a checkpoint before teacher’s progress to the second half of the unit, and usually emphasize reading.
• End-of-Unit Assessments are on-demand, tied to standards addressed throughout the unit, assess understanding of both content and skills, and usually emphasize writing.
• Culminating Performance Tasks take place over the course of Unit 3, are tied to standards addressed across Units 1 and 2, are aligned to a mode of writing, always involve writing from sources and citing evidence, and always requires research to build and present knowledge.

Daily formative assessment opportunities are included in lessons as well as the unit overviews.

• In Module 2B, Unit 1, lesson 10, students are asked to reflect on their understanding using a thumbs-up if they understand how to answer a questions and a thumbs-down if they do not understand. Students are also given the option to present a thumbs-sideways if they are in the middle. The teacher then clarifies as needed.
• In Module 2B, Unit 1, the unit overview on pages 45-49 includes an “Ongoing Assessments” chart that list assessment opportunities in lessons. For example, Lesson 8 on page 47 lists the Mid-Unit Assessment and two examples of homework completed in former lessons.
• In Module 2A, Unit 2, lesson 15, the teacher is directed to consider collecting the Comparing and Contrasting Text Structures Note-Catcher to review so that misconceptions can be addressed in the next lesson.

Materials reviewed for Grade 8 meet the requirement for assessments clearly denoting which standards are being emphasized.

Each formal assessment emphasizes the same standards as the accompanying lessons. Standards are also provided in the unit overview and other planning materials. Formative assessment occurs throughout unit lessons and are connected to the standards addressed in the lesson.

• In Module 1, Unit 2, the Final Performance Task: Introducing Final Performance Task and Analyzing Statistics centers on RL.8.1, RI.8.3, and SL.8.1. Standards are denoted on the assessment overview and in lesson 15 as long-term targets on page 294.
• In Module 3A, Unit 3, lesson 8, the Final Performance Task is located on page 139. In the section of Long-Term Goals, you will find the standards listed next to the kid-friendly written Learning Targets. Standards assessed are W.8.3, L8.1, and L8.5.
• In Module 4, Unit 1, lesson 7, the Mid- Unit Assessment "Analyzing Author's Purpose in Speech and Text" addresses the following standards that can be found in the lesson and multiple places including the overview and unit at a glance: RI.8.6, RI.8.6, SL.8.2, SL.8.2, and L.8.4.

Materials reviewed for Grade 8 meet the expectations of assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

Materials provide sufficient guidance to teachers for interpreting student performance.

• In Module 1, Unit 1, lesson 6, the teacher’s notes suggest that a teacher “Circulate to listen in and support students as they work. Listen for patterns of confusion in order to determine which specific questions to address whole group.”
• In Module 2A, Unit 2, lesson 13, the supporting materials include sample student essays for teacher reference which are aligned to the rubric given to both teacher and student in Lesson 11 for the “To Kill A Mockingbird Argument Essay.”
• In Module 3B, Unit 1, lesson 8 the teaching notes provide a link to the NYS Grade 8 two-point short response rubric and an example response in the supporting materials for teachers to refer to as they are assessing student performance.
• In Module 4, Unit 2, lesson 17, the supporting materials include a teacher’s reference position speech rubric to provide guidance for interpreting student performance.

Materials provide suggestions for follow-up.

• In Module 2A, Unit 1, lesson 4, the Meeting Students’ Needs column suggest that teachers should pair students who need more support together and give them a claim that has primary evidence found in the first four paragraphs instead of the entire speech.
• In Module 2B, Unit 2, lesson 12, the Meeting Students’ Needs column instructs teachers to use the QuickWrite activity from lesson 11 to decide if any student who did not understand how to write and argument essay should be pulled into a small group setting to reteach.
• In Module 3A, Unit 3, lesson 8, the teaching notes advise teachers to use the student’s self-assessment of the narrative writing rubric to decide which students should be pulled for a scheduled one-one-talk to help the student understand how to improve.

Materials reviewed for Grade 8 meet the expectation for including routines and guidance that point out opportunities to monitor student progress.

Materials include an "Appendix: Protocols and Strategies" that includes multiple procedures to monitor student progress. Protocols and Strategies that focus on Checking for Understanding and Ongoing Assessment include Admit and Exit Tickets, Catch and Release, Cold Call, Equity Sticks, Fist-to-Five, Four Corners, Go-Around, Guided Practice, Human Bar Graph, No Opt Out, Presentation Quizzes, Red Light, Green Light, Tracking Progress, Turn and Talk, and White Boards. These protocols and strategies are used in the majority of lessons to monitor student progress.

Materials include routine checks embedded in lessons to help teachers monitor student understanding.

• In Module 1, Unit 3, lesson 4, students complete a self-assessment of their poems. The teacher collects these along with other student material to check for understanding.
• In Module 3A, Unit 1, lesson 3 students reflect on their learning by rating their mastery of the learning target using the Fist to Five protocol.
• In Module 3B, Unit 3, lesson 1, students complete exit tickets to quickly assess student knowledge from the day’s lesson.
• In Module 4, Unit 2, lesson 3 teachers are advised to collect researcher notebooks to monitor student understanding of the articles they read.

Materials reviewed for Grade 8 meet the expectations for providing teachers with strategies for meeting the needs of range of learners so that the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.

Materials provide supports noted within the lesson and also in the Meeting Students’ Needs column to provide teachers with multiple strategies for supporting all learners. Resources are provided on eleducation.org to meet the needs of students.

• In Module 1, Unit 3, lesson 2, the Meeting Students’ Needs column explains that modeling for students provides a clear vision of the lesson’s expectations.
• In Module 2B, Unit 1, lesson 6, the Meeting Students’ Needs column states, “For some students, this assessment may require more than the 40 minutes allotted. Consider providing time over multiple days if necessary.”
• In Module 2B, Unit 2, lesson 5, the Meeting Students’ Needs column states, “Posting learning targets allows students to reference them throughout the lesson to check their understanding. The learning targets also provide a reminder to students and teachers about the intended learning behind a given lesson or activity.”
• In Module 3A, Unit 1, lesson 5, the Meeting Students’ Needs column suggests that teachers consider providing supported structure notes for students who struggle.
• In Module 4, Unit 1, lesson 5, the Meeting Students’ Needs column suggest having students pair up with someone else to compare their work, gain deeper understanding, learn from their peers, and improve their work.
• At eleduation.org, the document "Common Core Interventions for Adolescent Readers" suggests interventions for students who are struggling.

Materials reviewed for Grade 8 meet expectations for materials regularly providing all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade-level text and meet or exceed grade-level standards. All students engage in the same complex text. Scaffolds are provided so that all students can access the complex texts and meet or exceed grade-level standards.

Resources are provided on eleducation.org to meet the needs of students who are below grade level or an English Language Learner with opportunities to work with grade-level text and meet or exceed grade-level standards.

• The "Common Core Interventions for Adolescent Readers" document located on eleducation.org suggests interventions for students who are struggling.
• The "A Guide to Support English Language Learners" document located on eleducation.org provides strategies for scaffolding learning for students who read, write, speak, or listen in a language other than English.

Materials provide supports noted within the lesson and also in the Meeting Students’ Needs column to provide teachers with multiple strategies for supporting all learners.

• In Module 2A, Unit 2, lesson 9, the Meeting Student’s Needs column states, “Discussing and clarifying the language of learning targets helps build academic vocabulary. “
• In Module 2A, Unit 2, lesson 9, the Meeting Student’s Needs column states, “Providing models of expected work supports all earners but especially supports challenged learners; It may be appropriate for the teacher to guide the identification of the claim and reasons in the model essay. If so, display the model essay using the document camera and lead students through that process; and taking the time to explicitly teach students the expectations of a particular writing form gives all students more opportunity to be successful, but it is particularly supportive of ELL students and others who need additional support.”
• In Module 2B, Unit 1, lesson 11, teachers are advised to provide models of expected work to aid in the support of all learners but specifically for struggling learners
• In Module 3A, Unit 3, lesson 2 the Meeting Students’ Needs column states, “Consider creating a simplified version of the rubric if you are worried that some students may be overwhelmed by the amount of text on the page. As an alternative, give students the full rubric but tell them to concentrated only on that column.”
• In Module 3B, Unit 1, lesson 5, the Meeting Student’s Needs column states, “Especially for ELLs and struggling readers, consider providing additional support around the multiple meanings of the word “justice” throughout the module. Students may need clarification that “justice” in this case does not refer to fairness, or a legal process: it is a title used for the judges of the Supreme Court.”
• In Module 4, Unit 2, lesson 5, the Meeting Students’ Needs column suggest that ELLs and other studetns may benefit from visual representations of the four food chains.

Materials reviewed for Grade 8 meet the expectations of providing ample opportunities for teachers to use grouping strategies during lessons.

Grouping strategies are explained in detail in the document "Appendix: Protocols and Strategies."

• The Appendix includes grouping protocols and strategies such as Back-to-Back and Face-to-Face, Carousel Brainstorm, Chalk Talk, Concentric Circles (Inner Circle/Outer Circle), Discussion Appointments, Final Word, Fishbowl, Gallery Walk/Hosted Gallery Walk, Give One, Get One, Move On (GoGoMo), Infer the Topic, Interactive Word Wall, Jigsaw, Mystery Quotes, Peer Critique, Praise, Question, Suggestion, Quiz-Quiz-Trade, Rank-Talk-Write, Say Something, Science Talks, Socratic Seminar, Take a Stand, Tea Party, Think-Pair-Share, and World Café.

Lessons include grouping strategies regularly during instruction.

• In Module 1, Unit 1, lesson 4, students are grouped heterogeneously for regular discussion to provide a collaborative and supportive structure for reading complex texts and close reading of the text.
• In Module 1, Unit 1, lesson 7, students are group into a “Modified Jigsaw” to reread and summarize a section of the article and then share it with their peer groups.
• In Module 2A, Unit 1, lesson 4, students work in four teams to jigsaw on evidence-based claims in a speech.
• In Module 2B, Unit 1, lesson 7, students work in pairs to complete a graphic organizer that is used to introduce the text, A Midsummer Night's Dream.
• In Module 3A, Unit 2, lesson 12, students work with a partner to answer questions and then walk around the room to talk with students form other pairs using their notes.
• In Module 4, Unit 2, lesson 4, students Think-Pair-Share to discuss the purpose of creating Cascading Consequences charts for each food chain.