The instructional materials reviewed for Grade 8 do not meet the criteria that materials support students’ literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (series of texts should be at a variety of complexity levels).

The materials do not provide variety in text complexity to support growth of literacy skills. Students read one text in each of the six units in Semester A and read four texts in the first four units of Semester B. Students do not read any texts in the last two units of the school year. In the units with supplemental independent reading texts, the quantitative and qualitative rigor does not increase over the year. All of the supplemental reading texts fall below the quantitative range for Grade 8. Students are rarely asked to analyze texts, but rather read excerpts that are attached to technology-enhanced questions. 

Texts do not increase in complexity across a school year and a variety of complexity across texts in the school year is not evident.

Examples include, but are not limited to:

• At the beginning of the year, in Semester A, Unit 1, students read the personal narrative, Night by Elie Wiesel with a 570L. The focus of this unit is reading and analysis. The Lexile measure falls within the middle of the range for the Grade 2-3 reading level; however, the qualitative measure suggested by the lesson activities indicate students must have background knowledge of the Holocaust, which keeps this book for being used at lower grade levels. It is appropriate to begin the course with this personal memoir, as it relates to the focus for Semester A, Unit 1, “Analyzing Author’s Purpose and Word Choice”. Throughout the unit, students independently practice reading skills such as determining author’s point of view, making inferences, and character development. The Lesson 3 objective states, “Students will be able to analyze how people, events, and ideas are developed within a text.” Students complete tasks, such as matching a description with a character from the text, sorting statements that do and do not show Father as a protector, and matching actions with reasons that prompted the action from the text. While these activities are related to the text, students do not write their own analysis of the text.
• In Semester A, Unit 3, the students read the nonfiction history text, An American Plague by Jim Murphy with a 1130L, which falls within the middle of the range for the Grade 9-10 reading level. The focus of this unit is reading and analysis, and throughout the unit, students independently practice literacy skills with lessons on topics, such as identifying the central idea, determining the author’s point of view and purpose, making inferences and generalizations, synthesizing media and information, and understanding synonyms, antonyms, and context clues. In the lesson on identifying the central idea using topic sentences, the objective states, “Students will be able to determine the central idea of a text.” However, students do not determine a central idea on their own. 
• In Semester A, Unit 4, the students read the nonfiction historical text, Behind Rebel Lines: The Incredible Story of Emma Edmonds, Civil War Spy by Seymour Reit with a 830L, which falls within the middle of the range for the Grade 4-5 reading level. Students use the text as a model as they write a 4-7 page factual report comparing and contrasting this text with An American Plague. The focus of this unit is writing, but students are assigned to read the text, and excerpts are sometimes used in the lessons. For example, in Lesson 4, “Synthesizing and Citing Sources,” students see excerpts from the text as examples of how to use in-text citations and what to do with common knowledge. Students do very little analysis of the text.
• In the middle of the year, in Semester B, Unit 1, students read a fiction novel, Coraline by Neil Gaiman with a 740L, which falls at the low range for the Grade 4-5 reading level. The focus of this unit is reading and analysis, and throughout the unit, students independently practice literacy skills with lessons on topics, such as defining an unknown word, identifying the central idea, drawing conclusions, using plot diagrams, and analyzing character change and development. In the lesson on analyzing character change and development, the objective states, “Students will describe how the characters respond or change as the plot moves toward a resolution.” However, students do not describe character change nor support analysis with text evidence. Instead, students complete multiple choice questions based on the text. Most of these could be completed based on clues in the questions and answer choices without reading the text. 
• By the end of the year, in Semester B, Unit 2, students read the fiction novel, My Brother Sam is Dead by James Collier with a 770L, which falls within the middle of the range for the Grade 4-5 reading level. Throughout the unit, students independently practice literacy skills with lessons focused on writing such as, the writing process, sensory and descriptive language, using dialogue and pacing, and using transitional words and phrases. In the lesson on using dialogue and pacing, one objective states, “Students will use pacing to develop their writing.” None of the DOK leveled activities include excerpts from the text. Students are instructed to read the text in the Summary of each lesson, but are not asked to do any analysis.

The instructional materials reviewed for Grade 8 do not meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. 

The publisher did not include a text complexity analysis for the texts used in the materials. There was no rationale for educational purpose and placement in the grade level provided.

The instructional materials reviewed for Grade 8 do not meet the criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade-level reading proficiency.

The materials do not clearly identify opportunities and supports for students to engage in reading a variety of texts to become independent grade-level readers. The materials do not offer a wide range of genres in the texts, nor do they vary much in complexity. In the six units with texts, there is a range of the Lexile band but many are below the Grade 8 stretch band. Six of the twelve units have trade books serving as anchor texts, referred to as supplemental independent reading texts by the publisher. Students are required to purchase text bundles from an online seller. No provisions are discussed addressing what would happen if students did not purchase or could not afford to purchase texts.

In the six reading units, the trade books are the only texts students read. All reading is assigned as independent work at the end of each lesson in the Summary. There is no evidence of guided reading, no instruction for close reading, and rarely are students asked to respond to open-ended comprehension questions and support their analysis with text evidence. There is no mechanism for teachers and students to monitor progress toward grade level standards or to keep track of reading, though sometimes students are asked to make notes in their digital notebooks. It is noted that in the last two units of Semester B, there are no anchor texts, so students are reading less at the end of the year than at the beginning.  

Reading comprehension skills do not build on one another, as they are presented independently of each other and the DOK levels do not always build on the same skill, even within the same lesson. All texts are read as part of the daily curriculum; however, it is not specified whether the students are to read the texts during school or as homework. In addition, no additional self-selected independent reading texts are specified. All students read the same texts throughout the year, which does not provide for individual student text complexity needs.

Instructional materials do not clearly identify opportunities and supports for students to engage in reading a variety of texts to become independent readers at the grade level. The materials also do not clearly identify opportunities and supports for students to engage in a volume of reading as they grow toward reading independence at the grade level.

Examples include, but are not limited to:

In a typical week, students complete five lessons in one unit. In Semester B, Unit 1, students are reading the fantasy thriller, Coraline. Lessons for the first week include: 

• Lesson 1: “Defining an Unknown Word”. Students move through DOK leveled activities: Word Study Strategies, Context Clues, and Cause and Effect. Some examples are presented from the text, but students are not assigned to read the text until the Summary where they are assigned to read Chapters 1-4, “Be sure to try some of the strategies you learned today when you come across an unknown word. As you read, see whether you can identify the central idea or theme that the story revolves around.” No instructions are provided if students write their ideas or where they would write.
• Lesson 2: “Identifying the Central Idea and Drawing Conclusions”. Examples and excerpts are used in the DOK leveled activities on drawing and supporting conclusions, but students are not assigned to do any reading until the Summary, “...be sure to read Chapter 5 and reflect about how the story is unfolding thus far.”
• Lesson 3: “Plot Diagram”. In the DOK Level 3 activity, students view an excerpt from Coraline as an example of how a plot unfolds. In the Summary, student instructions state, “As you read Chapters 6 and 7 to prepare for the next lesson, try to think about how the characters are evolving as the story continues.”
• Lesson 4: “Analyzing Character Change and Development”. Again, examples and excerpts from Coraline are used in the DOK leveled lessons. Student reading assignments are stated in the Summary, “You are ready to recognize changes in characters as you continue to read Coraline. This concept will be revisited later in the unit. For now, read Chapter 8 and pay close attention to the scenes the author creates.”
• Lesson 5: This lesson includes a Time to Review activity prior to the Unit Exam which is a word-search where students are supposed to find words related to the skills learned in the previous lessons. It is not clear how finding words will help students understand the concepts. There is a Practice Activity where students complete 12 multiple choice or drag-and-drop constructed response items related to the skills learned in the previous lessons. Some of the questions use examples from the text. Finally, the Weekly Quiz includes 27 multiple choice or drag and drop constructed response items related to the skills learned in the previous lessons. There is no reading assigned in Lesson 5.

The instructional materials reviewed for Grade 8 do not meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text). 

While there are supplemental independent reading texts associated with each unit or lesson, the questions and tasks are mostly focused on the skill for the activity rather than questions about the text. Some of the materials provide opportunities for evidence-based reading and writing to build literacy skills, but the majority of questions and tasks in the materials are not text-dependent. While there are several opportunities for students to engage in independent building of academic vocabulary, the use of the supplemental text to foster growth in literacy development is inconsistent. Some questions and tasks associated with the supplemental text in the three DOK activities and the Daily Assignment are evident, but these usually include a drag-and-drop or matching type activity. Students are not required to create and provide their own answers nor do they choose evidence from the text to support their answers. Sentences and examples used for independent practice are disconnected from the supplemental text and do not build over the course of the year. Instead, students continue to respond with prepared drop-down or drag-and-drop answers to questions instead of forming their own responses.

While the Teacher Portal includes students’ scores on activities, no suggested interventions for struggling students are provided or if students do not answer the questions correctly. For instance, there is no instruction to assist students in using details from the text in their answer, selecting significant evidence, appropriately paraphrasing, quoting, transitioning between paragraphs, citing sources, or further explaining when providing text-dependent written or spoken answers. No guidance is provided to support teacher planning nor assistance with implementation of text-dependent writing, speaking, or completing any activities. The OER/Teacher Resources link takes students to outside sources related to the skill being taught, and are also not text-dependent.

A minority of questions, tasks, and assignments are text-dependent. Examples include, but are not limited to:

• In Semester A, Unit 4, Lesson 7: “Supporting Claims with Clear Reasoning”, students are reading Behind Rebel Lines by Tracy Barnett. The DOK Level 1 activity is not text-dependent; students match definitions with examples of purpose for writing (e.g., entertaining, informing). In the DOK Level 2 activity, students sort quotes from the text into two categories: clear or vague. This activity could be done without reading the text. In the DOK Level 3 activity, students identify and move sentences into order: thesis statement, supporting arguments, and closing paragraph. This can be done without reading the text. The Post-Test asks three questions related to the skill but are not text-dependent. One of these questions asks students to “complete each thought by dragging endings to the following stems: Clear arguments are… Balanced claims are… Perspective is… Informing the reader can… and Entertaining the reader will…”. In another question, students read a paragraph about the Civil War and highlight “the statements that do not relate to the thesis or require clarification or further support.” The Daily Assignment includes six questions related to the skill of supporting claims with reasoning; none of the questions are text-dependent.
• In Semester B, Unit 3: “Analyzing and Responding to an Epic Poem”, Lesson 15, the Unit Exam, students answer skill-based questions that often do not refer to a text. Examples of questions include:
• Question 1: (Highlight) “Identify and highlight the hyperbole in the following excerpt from Richard Connell's ‘The Most Dangerous Game.’” Students highlight the sentence that includes hyperbole from the following excerpt, “No animal had a chance with me anymore. That is no boast; it is a mathematical certainty. The animal had nothing but his legs and his instinct.” Students do not locate and provide their own example of hyperbole.
• Question 16: (Multiple Choice) “Which of the following is an example of a metaphor?” (A:  He was as hungry as a horse., B: He is a bad student who is often disrespectful to his teachers., C: He is a rock, steady and sure even in the face of panic., D: He lounged in the pool like an old battleship.) 
• Question 31: (Multiple Choice) “Categorize the following text according to author's purpose: An article that urges people not to use products that are tested on animals, because the author believes that it is both cruel and unnecessary. (A. Entertain, B. Inform, C. Persuade, D. None of the above.)”

No teacher guidance is provided for implementation of text-dependent questions and tasks, and intervention after checking student answers.

Examples include, but are not limited to:

• In Semester A, Unit 3, Lesson 3: “Identifying the Central Idea Using Topic Sentences,” Daily Assignment, students answer six questions; three questions are text-related. Examples of the types of questions and teacher guidance include: 
• Question 1 (Drop-Down Menu): “A topic sentence is often the _______ (Choices: first or middle) and most _________(Choices: general or detailed) sentence in the paragraph.”  
• Question 2 (Multiple Choice): “Complete the statement with the best choice. The central idea of the paragraph is________ ” (Choices: the author’s point of view or what the author wants the reader to understand).” 
• Question 4 is the one of three questions referring to the supplemental text for this unit. Students highlight a supporting sentence in a paragraph from Chapter 3 of An American Plague. The teacher may view student answers in the Teacher Portal, but there is no instruction to the teacher for how to intervene if the student has not mastered the skill other than to allow them to retake the assignment.
• In Semester A, Unit 4, “Writing History”, Lesson 1: “Prewriting Strategies”, Summary, students write a 4-7 page factual report comparing and contrasting the texts in previous units, “Topics to consider may be: ideas, themes, or concepts; structure, organization, style, and point of view; the effectiveness of the authors’ use of various literary devices.” However, reviewers did not find any further instructions for students, nor any instructional guidance for teachers to implement the task. No rubrics or model papers are provided for a teacher to support students as they write drafts or for teachers to grade and provide feedback.

The instructional materials reviewed for Grade 8 do not meet the criteria for sets of high-quality sequences of text-dependent/specific questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).

The materials do not include sets of high-quality sequences of text-dependent/specific questions that build to a culminating task. Culminating tasks also do not integrates skills, and the culminating tasks do not connect to texts that students read. The questions that students answer during each unit are stand-alone, skill-based questions. There is no evidence of sequencing that builds to the culminating task, though students write the culminating task throughout the unit with little support. The curriculum does not provide tasks of quality that are evident across a year’s worth of material. While all of the units end with a unit exam which covers the skills that were presented in the lessons, these are not culminating tasks that integrate skills. Three of the twelve units include a writing assignment that could be considered a culminating writing task, except they do not include speaking and listening elements. All three units occur in Semester A. The first semester includes culminating projects highlighting integrated writing skills; however, writing is not text-dependent, does not require students to read any specific text, and is not based on any time frame of reading or text-dependent work. Each of the writing tasks can be completed without reading the supplemental independent reading text for the unit. Skills-based lessons include excerpts and examples from the text, but the writing tasks do not ask students to draw from the text. The final unit of the year teaches skills in speaking and participating in a digital presentation, but there are no requirements the students actually produce any work for these skills, and they are not tied to any text.

Culminating tasks are not related to coherent sequences of text-dependent questions and tasks; they may be completed without understanding of the text.

Examples include, but are not limited to:

• In Semester A, the Quarter 1 overview states, “Students will continue to develop their grasp of active reading and authentic writing using focused literary analysis and creation of nonfiction texts. Students will read a historical memoir to comprehend and deconstruct elements such as point of view, central ideas, textual evidence, and author’s purpose. They will use the five-step writing process to create their own personal memoirs for an intended audience. The quarter concludes with a concentrated reading of historical nonfiction to identify explicit and implicit textual evidence, evaluate claims, and infer and generalize based on text.” While students read a historical memoir then write a personal memoir, there is no requirement for the reading to be done in order to accomplish the writing task. The concentrated reading happens after writing the memoir, thus not connecting the genre to their work.  
• In Semester A, Unit 2, the culminating task is a 4-6 page first-person memoir about “a memorable, important moment in your life. Your memoir should be a memorable experience, should include dialogue and other types of descriptive text, and should explain what you learned from this experience or how it changed you.” Students learn about the writing process while reading Night. Excerpts and examples from the text are used in the lessons on these writing topics, students could complete the writing assignment without reading or understanding the text. There are very few text-dependent questions where students construct their own responses. Questions are related to skills of lessons using technology-enhanced activities. Lessons focus on writing strategies such as:
• Lesson 4: Using Prewriting Strategies
• Lesson 6: Sequencing Events and Using Active Voice
• Lesson 7: Using Descriptive Details and Sensory Language
• Lesson 8: Using Dialogue and Pacing
• Lesson 11: Maintaining Consistent Style and Tone
• In Semester A, Unit 4, the culminating task is a 4-7 page factual report comparing and contrasting An American Plague (supplemental independent reading text from Unit 3) and Behind Enemy Lines (supplemental independent reading text from Unit 4): “Topics to consider may be: ideas, themes, or concepts; structure, organization, style, and point of view; the effectiveness of the authors' use of various literary devices.“ Additional student instructions state: “Back up your information with a minimum of 3 credible sources and/or textual evidence, and be sure to give credit to those sources within the report (in-text citations) as well as on a Works Cited or Bibliography page.” This is the first culminating task where students read and analyze the texts. Lessons throughout the unit use examples and excerpts from the text; however, there are few text-dependent questions where students write their own response. Questions are related to skills of lessons using technology-enhanced activities. This unit includes lessons on creating a presentation, but it is not clear if or when this will be completed in class. Lessons that focus on the writing skills related to the task include:
• Lesson 1: Prewriting Strategies
• Lesson 2: OrganizingYour Writing
• Lesson 3: Evaluating Sources
• Lesson 4: Synthesizing and Citing Sources
• Lesson 7: Supporting Claims with Clear Reasoning
• Lesson 8: Using Quotations in Informational Texts
• Lesson 14: Creating Notes and Presenting
• In Semester A, Unit 6, the culminating task is to write “persuasive articles”, but the assignment is unclear; there is no writing prompt. In the Lesson 3 Summary, student instructions state, “To prepare for the next lesson, create your own webs to organize the evidence for each claim you are considering for your persuasive articles. Each persuasive article will require 3−4 arguments, and each argument must be supported by a web of evidence.” In the Lesson 4 Summary, student instructions state, “Choosing and carefully writing your claim is the starting point for your article. Once you know your purpose, you can look at the groups of evidence you created to write a brief statement that connects each piece in a logical way.” Students read an opinion article, ”George Washington’s Thanksgiving Proclamation,” and learn the skills to write persuasive articles. Examples and excerpts are used in the skill-based lessons, however, no text-dependent questions are posed for students to answer. Questions are related to skills from the lessons using technology-enhanced activities. Students could complete the culminating task without reading the associated supplemental text. Lessons that build skills related to the task include:
• Lesson 1: Introducing Claims 
• Lesson 2: Evaluating Sources
• Lesson 3: Using Credible Sources and Evidence
• Lesson 4: Writing Argumentative Claims
• Lesson 6: Analyzing Evidence
• Lesson 11: Using Precise Language and Domain-Specific Vocabulary
• In Semester B, there are no culminating tasks. Although units have the titles The Art of Writing: Structure Pacing and Details (Unit 2), Creating Arguments and Responses to Poetry (Unit 4), Developing Clear Effective Writing (Unit 5), and Presenting Ideas and Engaging an Audience (Unit 6), none of these units has an assigned culminating tasks; students learn the skills in isolation.

The instructional materials reviewed for Grade 8 do not meet the criteria for materials provide frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

The materials provide few opportunities and protocols for evidence-based discussions and are not robust across the full school year. Four lessons are provided related to speaking and listening in discussion. Each lesson, titled “Engaging in Collaborative Discussions,” introduces students to the theory and practice of having discussions; however, students do not have evidence-based discussions around the text they are reading. The lessons teach protocols and strategies for how to interact with each other when reviewing work related to writing assignments and presentations, but the skills are isolated to these particular lessons. The materials are not clear for when students are to have discussions during class time during the instructional day. While there is not an established plan for using vocabulary in context, the lessons introduce students to content-specific vocabulary related to collaborative discussions. Teacher implementation guidance is not provided to support students struggling with these skills; teacher materials are the same materials that the students see. 

Materials provide few or no questions or supports for evidence-based discussions and few or no prompts or protocols for discussions that encourage modeling and use of academic vocabulary and syntax. Materials do not provide a year’s worth of instructional opportunities. 

Examples include, but are not limited to:

• In Semester A, Unit 1, “Analyzing Author's Purpose and Word Choice for Meaning: Night”, Lesson 11: “Engaging in Collaborative Discussions”, students learn about discussion techniques in the three skills-based DOK activities:
• In DOK Level 1: “Answering Questions,” students read a hypothetical discussion students might have about the text, Night. The example shows students using text evidence to support their claims about the text.  In the practice activity, students drag and drop definitions or examples of discussion techniques, such as “Example of an initial response.” No discussion takes place.
• In DOK Level 2: “Building on Peers’ Ideas”, students read a hypothetical discussion on the text, “Each response restates the question. The second answer builds off the first answer by giving more textual evidence to support the belief of which central idea is most important. Finally, the third student respectfully disagrees with the other's responses and supports her interpretation with textual evidence. Collaborative discussions do not have to be agreements; they are opportunities to learn from others.” In the practice activity, students read a discussion and drag-and-drop appropriate evidence to each statement, “Complete the following collaborative discussion with the appropriate words, phrases, and quotes. The discussion these students are having is based on the following question: Is Night too intense for some audiences?” Students do not practice this technique in an authentic discussion of the text.
• In DOK Level 3: “Asking Clarifying Questions”, students read a hypothetical discussion where students ask clarifying questions, "In great collaborative discussions, participants not only build off of one another's responses, but they also ask one another clarifying questions to be sure they understand one another's thinking.” The practice activity instructions state, “Read this sample discussion between students where they discuss examples of a central idea in Night. Highlight four (4) examples of the students building off of each other's responses and using textual examples to support their understandings.” Students do not participate in a collaborative discussion.

In the unit, it is not clear when students will be collaborating with peers, nor do they engage with the text during the lessons, outside of viewing excerpts in the lesson. There is no guidance for teachers to support students who may struggle with this skill.

• In Semester A, Unit 5, “Reading Opinion Texts: Common Sense”, Lesson 13: “Engaging in Collaborative Discussions: Building on Others’ Ideas", students learn about discussion techniques in the three skills-based DOK level activities:
• In DOK Level 1: “Discussion Guidelines”, the lesson describes protocols during a discussion, including listen attentively, to not interrupt, challenge one another respectfully, and build on one another’s comments. In the practice activity, students complete a cloze activity where they drag-and-drop words to complete these protocols. For example, “Listen attentively and do not (interrupt).”
• In DOK Level 2: “Sentence Starters”, students read sentence stems that can help students express whether they agree or want to build on a peer’s statements or if they want to disagree. The practice activity instructions state, “Determine the best sentence starters to make the discussion between Burke and Paine more respectful." Students select between two sentence starters to make the statements more respectful. Students do not engage in a discussion.
• In DOK Level 3: “Building on Others’ Ideas”, students learn how to organize a discussion so ideas build on one another. In the practice activity, students drag-and-drop statements from a hypothetical discussion about the text into order so they build upon one another. 

The Summary states, “Great work! Discussions are a valuable way to deepen our understanding of a topic. Having a productive discussion means following guidelines and using appropriate sentence starters to ensure the discussion is respectful.” Students are not assigned to have a collaborative discussion where they apply these skills. There is no guidance for teachers to support students who may struggle with this skill.

• In Semester B, Unit 2, “Creating a Memoir”, Lesson 8: “Engaging in Collaborative Discussions: Peer Revision,” students learn about discussion techniques around peer revision in the three skills-based DOK level activities. The first two activities instruct about author’s purpose and peer revision. In the Level 3 activity, students learn how to accept feedback or constructive criticism. They are taught to reflect on the comment and see it as judgement. They should ask for clarification if they need it. In the practice activity, students complete a multiple choice quiz about the purpose of feedback and how it should be received. There is no assignment or guidance in this lesson for the students to actually engage in a real discussion. There is no guidance for teachers to support students who may struggle with this skill.

The instructional materials reviewed for Grade 8 do not meet the criteria for materials support students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports. 

The materials address skills to make students successful when giving speeches, but the curriculum does not provide students multiple opportunities to practice. Speaking and listening instruction is found in some lessons throughout the materials. There are some questions that follow up on the skills of giving presentations or deciphering between formal and informal language; however, it is not applied frequently over the course of the school year. Speaking and listening instruction takes place in discrete lessons that are rarely connected to the texts that students are reading. Students learn strategies for speaking collaboratively or presenting arguments and complete activities that reinforce definitions related to speaking and listening skills. There are no assignments where students take part in a collaborative discussion or present information to their peers; it is not clear if and when students discuss or present. Speaking and listening activities rarely require students to gather evidence from texts and sources. Additionally, no teacher guidance is provided to support students who may struggle, nor does the curriculum provide facilitation, monitoring, and instructional supports for teachers. 

Speaking and listening activities are few and do not span the course of a school year. Materials supporting speaking and listening are repetitive or optional, rather than assured in the instructional materials. Speaking and listening activities are rarely connected to texts students are reading or researching.

Examples include, but are not limited to:

• In Semester A, Unit 4, “Writing History”, students write a compare and contrast essay on two texts, An American Plague and Behind Enemy Lines. In Lesson 14: “Creating Notes and Presenting”, students complete three skills-based DOK lessons and activities called: Creating Note Cards, Using Stories, and Presenting. At the end of the lesson, student instructions state, “When it's time to change your written words into a speech, planning and practice will help you prepare a speech that is engaging as well as informative. Remember, you want to provide information to your audience without confusing them! In order to do this, be sure to keep your audience in mind when you begin thinking about your speech, and then prepare well with these notes and tips. Don't stress. You'll do great!” While these lessons teach the skills of speaking and listening, it is not clear if and when students would make presentations. No further instruction is provided. No instructions for the teacher are provided for evaluating, giving feedback, and no grading rubrics are provided. Presentations seem to be optional and left to the teacher's discretion.
• In Semester B, Unit 4, “Creating Arguments and Responses to Poetry”, students review formal and informal language in Lesson 13, “When to Use Formal and Informal Language” in three skills-based DOK lessons and activities.  
• In DOK Activity 1: “Standard American English”, students review definitions and examples of dialects, slang, and colloquialisms. Then students complete a match drag-and-drop activity with the definitions of each term.
• In DOK Activity 2, “Informal and Formal Language”, students see examples of the difference between when formal or informal language is used in writing particular tasks. Then they complete a sorting drag-and-drop activity with sentences using either formal or informal language.
• In DOK Activity 3: “Purpose”, students learn three different author’s purposes when writing: to persuade, inform, and entertain. In the practice activity, students evaluate the purpose of their supplemental reading text, Edmund Spenser’s “The Faerie Queen”, in four multiple choice questions.
• In Semester B, Unit 6, “Presenting Ideas and Engaging an Audience”, several lessons teach presentation skills, such as Engaging in Collaborative Discussions: Planning for Conversation, Formal vs Informal Language, Presentation Techniques, and Engaging Your Audience. Students learn about and practice skills in each lesson. A speaking or presentation task is not present in the unit.