8th Grade - Gateway 1

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

Anchor texts are well-crafted and vary in genre. The texts are rich in language and academic vocabulary, representing many different cultures and experiences. Anchor texts are of high-quality and, consider a range of student interests, and engage students at their grade level. Examples include, but are not limited to, informational articles, fairy tales, drama, and poetry that appeal to various student interests.

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

• In Unit 1, Module 3, students read “Amigo Brothers” by Piri Thomas. This short story focuses on two best friends who must fight each other in a championship Golden Gloves tournament. Thomas is an award-winning Puerto Rican author who uses his experiences as an immigrant to draw readers into his stories. 

• In Unit 2, Module 3, students read the article “Facing Budget Shortfall, These Schools Are Turning to the Sun” by Cara Buckley. Students learn about schools using solar power to help save on electric bills and provide other monetary benefits. Students also learn how the use of solar power can protect the environment. The author is a writer for the New York Times. 

• In Unit 6, Module 4, students read “Seven Things to Do in High School to Make Your College Application Stand Out” by Chelsea Castonguay. The informational text provides seven tips in list format, with brief paragraph descriptions below each. Students explore and match the text’s organizational structure with the article’s purpose. 

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

Materials reflect the distribution of text types and genres required by the standards. Genres include science fiction, persuasive texts, drama, and historical fiction. Over the course of the school year, students read 24 literary texts and 32 informational texts, which provide a 43%/57% split. This distribution exceeds the split required by the grade-band standards.

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

• In Unit 3, Module 3, students read a personal narrative, “My Country is a Ghost” by Eugenia Triantafyllou. In this allegorical text, students examine the theme of losing heritage when immigrating to a new place. 

• In Unit 5, Module students read “The Diary of Anne Frank: Act 1, Scene III,” a dramatic interpretation of the seminal text, The Diary of Anne Frank. The drama is told from Anne’s point of view and uses shifts in time to explore how events occurred. 

• In Unit 7, Module 1, students read “The Necklace” by Guy de Maupassant. In this updated Cinderella fairy tale, students explore how dialogue and a third-person omniscient narrator can reveal character traits.

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

• Across the year, students read 56 texts, with 32 or 57%  informational and 24 or 43%  literary.

• In Unit 1, students read eight core texts, with 25% being informational and 75% literary.

• In Unit 2, students read eight core texts, with 100% being informational and 0% literary.

• In Unit 3, students read eight core texts, with 25% being informational and 75% literary.

• In Unit 4, students read eight core texts, with 100% being informational and 0% literary.

• In Unit 5, students read eight core texts, with 25% being informational and 75% literary.

• In Unit 6, students read seven core texts, with 100% being informational and 0% literary.

• In Unit 7, students read nine core texts, with 33% being informational and 67% literary.

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

The materials include texts that are appropriately leveled in complexity according to quantitative and qualitative analysis and the relationship to the associated student task. Each Teacher Unit Guide includes a rationale for the purpose of each unit in the curriculum. There are 56 texts for students to read in Grade 8. The quantitative analysis revealed that 13 texts have no Lexile level because they are Non-Prose, 15 are above the Lexile stretch band, nine are below, and 19 fall within the grade band. The qualitative analysis shows that 21 texts are slightly complex, 26 are moderately complex, and nine are very complex. Most student tasks are found to be grade-level appropriate, with necessary scaffolding for more complex tasks. In the Teacher Guide, Module Preview, and Connection to Unit, a general description of the texts and the connection to the tasks is provided. The materials include a linked spreadsheet in each Unit-At-A-Glance, which provides quantitative and qualitative data for each text in the curriculum and an associated reader and task analysis of each text.

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

• In Unit 1, Module 1, students read the short story “Marigolds” by Eugenia Collier. The publisher’s quantitative measure is 1070L, and the verified measure is 1080L, which falls within the recommended Lexile stretch band. The qualitative measures are moderately complex, making the text appropriate for the grade. After reading the text, students answer five questions before preparing an argumentative paragraph to answer the prompt: “What powerful life lessons does the narrator learn from her interaction with Miss Lottie? Cite specific evidence, including inferences you made, from the text to support your response.” 

• In Unit 3, Module 3, students read the short story “My Country is a Ghost” by Eugenia Triantafyllou. The publisher-provided quantitative measure is 830L, and the verified measure is 920L, falling below the recommended Lexile stretch band. The qualitative measures are very complex, and the reader and task measures are moderately complex, making the text appropriate for the grade. After reading the text, the Teacher Facilitation Notes state that it explores “the significance of one’s heritage and history, and how they can impact one’s identity, perspective, and purpose. Students learn about Determining Themes in Literature through this reading and a paired activity in the Student Guide.” To end this module, students complete a close reading of a section of the text before responding to the prompt, “How does the author of this allegorical story explore the theme of connection to a person’s heritage, community, or sense of belonging? Trace the development of this theme by analyzing the main character’s experiences in a new land.”

• In Unit 6, Module 1, students read the biography “Bringing Light to Dark Matter” by Joseph Taylor. The publisher’s quantitative measure is 1120L, and the verified measure is 1140L, which places the text within the recommended Lexile stretch band. The qualitative measure is moderately complex, and the reader and task analysis meets grade-level expectations. After reading the text, students answer the question, “As a doctoral student, Vera shared her findings about how galaxies were arranged in the universe, and her findings were shrugged off. How did Vera respond to this event?” and write a CERCA paragraph to answer the prompt, “How does Vera’s story illustrate the idea that following interests and passions regardless of other people’s perceptions can have a positive impact?”

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

• The Teacher Guide for each module provides a Module Preview with how the selection connects to the unit and the knowledge and skills focus for the text. The Unit-At-a-Glance provides a link to “Detailed Text Complexity Analysis,” which includes quantitative and qualitative analysis of each text and reader and task considerations. This spreadsheet includes the following columns: 

  • Lesson Title and ThinkCERCA Platform Link

  • Citation or Publisher Permissions Line

  • Author Bio and Awards

  • Grade Level

  • Unit

  • Unit Name

  • Anchor or Read Across Genres Text

  • Lesson Primary CCSS Reading Standard

  • Certified Lexile

  • ATOS

  • Flesch-Kincaid

  • Ease Score

  • Qualitative Measures

    • Structure

    • Language Conventionality and Clarity

    • Knowledge Demands

    • Purpose/Meaning of the Text

  • Quantitative Measures

  • Reader and Task Considerations

  • Recommended Placement

  • Info vs. Lit Text

  • Portfolio Writing Genre

  • Formative and Summative Tasks

• In Unit 2, Module 2, students read “Fueling Up” by Lee Gjertsen Malone. The Detailed Text Complexity Analysis Spreadsheet includes the following information under Reader and Task Considerations for the educational purpose of this text: “‘Fueling Up’ was chosen as an anchor text because it is an excellent example of an informative text and of the unit theme ‘Designing our Communities,’ which asks the question: ‘What are the benefits and challenges of different communities, and how do they design solutions to face these challenges?’”  The Recommended Placement Section states, “Various quantitative measurements place ‘Fueling Up’ into the grades 9-10 text complexity band (see chart); the qualitative analysis would indicate that there are enough supports in place to warrant its placement in the 8th grade.”

• In Unit 7, Module 2, students read “The Bee Man” by Alice Moore Dunbar-Nelson. The Detailed Text Complexity Analysis Spreadsheet includes the following information under Reader and Task Considerations for the educational purpose of this text: “‘The Bee Man’ was chosen as an anchor text because it is an excellent example of a fairy tale and of the unit theme, ‘Comparing Ideas.’ which asks students to explore the question: ‘What is the impact of new knowledge on perceptions of our own lives and the lives of those around us?’” The Recommended Placement Section states, “Various quantitative measurements place ‘The Bee Man’ into the grades 6-8 text complexity band; the qualitative analysis would indicate that there are enough complex features to warrant its placement in the eighth grade.”

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

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

The materials reviewed clearly identify opportunities for students to engage in a wide variety of text types and genres. Students read 56 texts covering various genres, including but not limited to short stories, video clips, poetry, and informational texts. The Teacher Guide provides guidance for partner, small-group, and whole-group reading. . Pacing documents are provided in the Unit Planner with 50-minute session schedules. Materials provide suggestions and guidance for independent reading. 

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

• In Unit 1, students read two short stories, personal narratives, poems, and informational articles. They also watch a video. Each text requires students to interact with the different genres to answer the Essential Question: “How do various personal experiences, positive and negative, allow you to grow and change?” In Module 2, the students read the personal narrative “I Am the Greatest” by James Bird. Then, students use evidence from the text to determine the message that the author is trying to convey about self-confidence through the challenges that his mother created. In Module 5, students read a poem titled “Experience” by Emily Dickinson. Students analyze the poem by using the SOAPSTone poetry analysis tool. They also compare the details and imagery of “Experience” to another poem, “One Wants a Teller In a Time Like This” by Gwendolyn Brooks. 

• In Unit 4, students read six informational news articles and two opinion articles. They also watch a video. Each text requires students to interact with the different genres to answer the Essential Question: “How do various personal experiences, positive and negative, allow you to grow and change?” In Module 3, the students read the opinion essay “Electric Scooters on Collision Course with Pedestrians and Lawmakers” by James F. Sallis. Then, students explain how the author uses a number of reasons to build an argument about how electric rideables should be used in cities. In Module 5, the students read and compare two informational news articles, “Twelve Best Ways to Get Cars Out of Cities” by Kimberly Nicholas and “The Environmental Impacts of Cars, Explained” by the National Geographic Staff. Students use the two articles to show how an author uses evidence to help readers understand the text’s central idea.

• In Unit 7, students read two short stories, a fairy tale, a creation story, two poems, and two informational texts. They also watch a video. Each text requires students to interact with the different genres to answer the Essential Question: “What is the impact of new knowledge on our perceptions of our own lives and the lives of those around us?” In Module 2, the students read the fairy tale “The Bee Man” by Alice Moore Dunbar-Nelson. Then, students explore how the author writes a “story within a story” and “understand the literary devices such as symbolism and allegory that authors use to convey meaning and develop their stories.” In Module 4, students read the creation story “The Handsomest Drowned Man in the World” by Gabriel García Márquez and translated by Gregory Rabassa. They look for ways that “the author explores how one man can inspire an entire village through the power of the imagination.”

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

• The Unit Planner provides a pacing guide for 50-minute class periods. Each text is complete with guidance for the teacher found in the Teacher Guide. Each unit takes approximately 22-24 class periods. Students practice reading in pairs, small groups, and whole-class sessions. In addition, they practice previewing the unit, setting personal goals, exploring the theme or topic, conducting research, participating in discussions or Socratic Seminars, and writing about the texts. 

• In Unit 3, students take 24 class periods to read six texts, watch a video, and analyze two poems. Then, students participate in a Socratic Discussion and write a short story about “a main character that uses the power of imagination to solve a problem.” 

• In Unit 5, students take 28 class periods to read the play The Diary of Anne Frank. After reading the play, students conduct a performance from a piece of literature and write a cause-and-effect essay that uses evidence from the play to explain the “conflicts that Anne encounter[ed] that motivated her to write about her experiences.” Students also analyze the “lasting effects of her words, thoughts, and ideas for generations of readers.” 

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

• Each Unit-At-a-Glance includes a section on independent reading opportunities. For example, the Unit 1 Unit-At-a-Glance includes the following teacher guidance: 

  • “Reserve one to two days for introducing the protocols for student choice during the first month of school: 

    • Introduce best practices for choosing appropriately challenging reading by showing the overview video. 

    • Allow students to brainstorm topics and types of books they may find interesting. 

    • Provide the suggested titles book list but also assure students that they need not restrict their choices only to those titles. 

    • Visit the library and let students select books based on the strategies introduced in the introductory video. 

    • Provide a class period or more for students to ‘get hooked on their book’ of choice while you conduct 1:1 conferences with students to understand their S.M.A.R.T. goals and progress. 

    • Model your expectations of how to complete reading logs and share submission and grading expectations.”

  The Unit 2 Unit-At-a-Glance includes the following guidance: 

  • “Select model book logs that demonstrate the expectations of the independent reading protocol and remove student names. Share digital copies of the exemplar work and review its exemplar qualities with the class.”

Under Resources, Curriculum Resources, Grade 8, Reading, Implementing Independent Reading, slide 8, the materials include a blank reading log with sentence stems to support students in writing about texts. 

• Each Unit-At-a-Glance includes a link to “Independent Reading Options” for the Unit. There are four independent reading options provided to students for each unit. Each of the options is thematically linked to the content in each unit. The materials include a summary of each text to support students in making a selection based on their individual interests (student choice structure). The materials present teachers with several independent reading structures in the Implementing Independent Reading Guide. In addition to this “student choice” structure, teachers could choose to implement book clubs in two different structures: “one longer work, small groups” or “multiple longer works, small groups.” The materials include the pros and cons of all three structures for independent reading so that teachers can make the right choice for their students.

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

The materials include text-specific and text-dependent questions, tasks, and assignments that help students make meaning of the core understandings of the texts being studied. Each unit has four modules that provide mentor texts where students engage with the texts directly by practicing checking, analyzing, pausing, and reflecting skills. Students also read several different genre selections. The questions, writing prompts, summarizing, and graphic organizers require students to return to the text and gather evidence to support their responses. Questions vary and require students to think critically about the explicit and implicit information presented in the text. Students create inferences, analyze language, determine the best evidence to support a claim and determine the meaning of the text. Each unit has a Teacher Guide that provides support for planning and implementing text-based questions and tasks. The Teacher Guide contains the Unit Snapshot, Rationale, a section for Skills Students Will Know, Understand, and Apply and Guidance for all activities students complete. The Unit and Module Guides have sections that support the teacher in providing activities that are connected to the text. The connections to the text(s) are included in four sections: Before You Read, Read, Analyze, and Write. In addition to the support provided for the mentor texts, materials include a section to support the facilitation of Read Across Genres, Socratic Discussion, Your Portfolio, and Reflect on Your Learning. 

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

• In Unit 1, Module 1, students read “Marigolds” by Eugenia Collier. Students answer, “Which of the following quotes from the passage best demonstrates that Lizbeth has conflicted feelings about the turmoil in her life?” and “Which of these statements best describes the author’s purpose in writing this short story?” Both questions require students to return to the text. 

• In Unit 3, Module 3, students read “My Country is a Ghost” by Eugenia Triantafyllou. Students answer the Reading Check questions, “Which sentence in the passage best supports the idea that ghostless people do have a sense of community?” and “Choose the sentence that best summarizes how Niovi’s identity changes from the beginning to the end of the story.” Students complete a writing task to answer the prompt, “How does the author of this allegorical story explore the theme of connection to a person’s heritage, community, or sense of belonging? Trace the development of this theme by analyzing the main character’s experiences in a new land.”

• In Unit 6, Module 3, students read “First in the Family to Make Their Mark in College” by Melissa Ezarik. Students answer the question, “What can you infer from Ashley German’s Soto personal account about the importance of building community at a college or university? Reread the following quotation by Jane De León Griffin: ‘All of that is true, but it’s still ‘how are they beneficial to us?’ as opposed to ‘why are we beneficial to them?’ What shift in thinking and policy is De León Griffin suggesting for colleges and universities, and why do you think the author chose to include this quotation? How does this graphic help readers understand the complexities in college choice for first-generation students? Does this graph support the data from the survey mentioned above?”

• In Unit 6, Module 5, students watch a video and read two magazine articles in the Read Across Genres section. Students read “My Path to Boston University – A Real Student’s Story” by Yesh Datar and “Five Reasons to Consider Community College” by Andrew Warner. Students record their observations and evidence from each article about the subject’s pathway, interests, and personality. They also analyze each article’s structure, coherence, and organization. The students examine the appeal of each writer’s pathway and make personal connections to their own possible pathway. 

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

• The Teacher Guide provides general guidance for each lesson step in each unit. 

• In Unit 2, Module 1, students read “California Just Ran on 100% Renewable Energy, but Fossil Fuels Aren’t Fading Away Yet” by Lauren Sommer. The Teacher Guide provides guidance for the Share Your Reflection section after students read the text. Guidance states, 

  • “Assist students in switching between the Pause and Reflect questions online and recording their responses in the Student Guide.

  • Facilitate pairs or small groups for students to discuss their responses.

  • Remind them to record their discussion reflections in the Student Guide.”

• In Unit 7, Module 3, students read “The Far and the Near” by Thomas Wolfe. The Teacher Guide has guidance for the Read section of the lesson. Guidance states,

  • “Show students how to use the self-help tools built into the technology. 

  • Encourage students to preview the questions at the end of the selection and leverage the scaffolds and tools to access the text.”

• In the Resources tab, Training Courses, materials provide video training modules for teachers, including “Establishing Literacy Routines with CERCA Slides, Direct Instruction Lessons, Skill Practice Lessons, and Six Steps for Close Reading and Writing Lessons.” The On-Demand Video Library contains on-demand training videos, such as “Must Moments in Literacy” videos, demonstrating the conditions needed for successful implementation and the common challenges. The Help Center, Teacher Toolkit, Graphic Organizers to Support Close Reading, Effective Writing, and Critical Thinking provides teachers with graphic organizers for reading texts.

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

The materials provide frequent opportunities and protocols for different types of evidence-based discussions across the year’s scope of instructional materials. Each unit has a culminating speaking and listening task, such as a Socratic Discussion, a Panel Discussion, and a Pitch Deck Performance. Each Speaking and Listening Module’s Teacher Guide includes the steps to seeing the speaking and listening task to completion. These guides support the teacher in helping students prepare, carry out, and reflect on the task. The materials provide but are not limited to, a List of Unit Texts, Reflect on the Essential Question Student Page, Prepare for the Discussion Student Page, Building Knowledge Together Student Page, and a Conduct the Poll Again Student Page. These activities are moderated by the teacher with the use of the Facilitation Notes. In addition, each Facilitation Guide provides Essential and/or Recommended time frames for each task phase. Recommended speaking and listening guidance for most discussions with a structure including, but not limited to, instructional videos, completed graphic organizers, prompts, and sentence starters for struggling students. Guidance for structured student discussions includes, but is not limited to, prompts, suggested timing, rationales, different roles for participants, sentence stems, and protocol directions. Teachers facilitate discussions throughout each unit and over the course of the school year.

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

• Direct Instruction and Skills Practice slideshow lessons in each unit, include instructions for performing each speaking and listening task. Topics and protocols include: 

  • Rules for Discussion

    • Be prepared.

    • Define goals and roles.

    • Participate in a respectful way.

    • Ask and respond to questions.

    • Reflect on ideas.

  • How to Deliver an Oral Presentation

    • Keys to a strong oral presentation

    • Types of oral presentations 

    • Organization

    • Tips for writing note cards

    • Presentation language - formal and informal

    • Appropriate use of voice, props, and gestures.

  • Socratic Discussions

    • What is a Socratic Discussion?

    • Steps to answer the Socratic Question

    • Prepare Reasoning for the Discussion

    • Create your argument and forming a counterargument

    • Respectful speaking and listening rules, including expressing ideas civilly, questioning members to bring in all viewpoints, and making eye contact to show active listening.

    • Sentence frames provided for questions and statements to build effective discussion

  • Panel Discussion

    • What is a panel discussion?

    • Panel members - each bringing a different type of expertise or point of view on the topic

    • The Moderator and audience roles 

    • Format - brief introduction by each panel member, questions from the moderator, questions from the audience, and brief closing by each panel member

    • How to prepare

    • Respectful speaking and listening rules including expressing ideas civilly, questioning members to bring in all viewpoints, and making eye contact to show active listening.

    • Sentence frames provided for questions and statements to build effective discussion

  • Pitch Deck

    • Definition of Pitch Deck

    • How to prepare for the pitch

    • How to prepare reasoning

    • Characteristics of a great pitch deck

    • Listening rules of the audience

  • Debate Game 

    • Preparing reasoning and evidence for the discussion

    • Forming a counterargument

    • How to speak and listen in a Socratic Discussion

    • Speaking and listening rules

    • Questions and statements to build effective discussion

  • Performance

    • Prepare

    • Perform

    • Be a Respectful Audience Member

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

• Each unit contains one module focused on a speaking and listening activity. The Teacher Guide for this module includes guidance for all parts of the activity. 

• Under Resources, Speaking and Listening, Speaking and Listening Toolkit- Grade 8, materials include a toolkit for teachers and students. This toolkit includes observation tools and guidance for each Speaking and Listening activity type in the curriculum. 

• In Unit 2, Module 6, students participate in a Debate Game on the unit’s essential question, “How does a community find, source, and utilize energy effectively?” The Teacher Guide provides guidance for before, during, and after the Debate Game. ThinkCERCA’s Debate Game directions and slides are included in the lesson plan and include additional student handouts, slides with directions, procedure notes, and protocols. Guidance includes the following: 

  • “Explain that students will use their completed Prepare for the Debate notes to support their debates.

  • Facilitate the debate, reminding students to support their thinking with evidence from the texts and to use the Build Knowledge Together sentence starters.

  • Prior to kicking off the debate, review the rules and the performance criteria with students. Remind them that debates would not be useful if there were not two valid and opposing viewpoints, so they should be appreciative of the counterarguments as a support for deepening their own thinking on the subject.

  • Using a class roster, take notes on student performance across the 5 criteria, using the evidence indicators to evaluate whether students Do Not Meet, Meet, or Exceed grade level expectations. In the Debate.”

• In Unit 6, Module 6, students complete a Pitch Deck to the unit’s essential  question, “What interests do you have that will help you plan your college pathway?” The Teacher Guide provides guidance for teachers to lead students through the step-by-step process of building a Pitch Deck. Teachers “Conduct the Poll Again” activity and Reflect on the Pitch Deck presentations in their groups by answering questions such as “What did people do well? and What could we improve?” Afterward, the teacher prompts students to answer the following questions from the Student Guide: 

  • “What were the strongest arguments, ideas, and evidence presented?

  • Did your ideas about the topic change?

  • Did you learn more about the topic?”  

• In Unit 7, Module 6, students participate in a Socratic Discussion on the unit’s essential question, “How does knowledge change people and their perceptions of themselves and others?” The Teacher Guide provides a step-by-step plan for the teacher to familiarize themselves with the online lessons about Socratic Discussions, the Rules of the Discussion, and the Student Guide activities. It also provides four options for setting up the discussion:

  • “Two discussions that change in intervals of 10-15 minutes: an inner and outer circle that switch places.

  • One discussion with the whole class. Prepare your classroom by putting the chairs in a circle.

  • Fishbowl discussion where 4-6 students engage in discussion. Others tap in at intervals to join the discussion.

  • Independent student groups engage in discussions.”

  In the section “Build Knowledge Together,” the discussion begins. Teacher Guidance states, to “Explain that students will use the provided sentence starters to support their thinking with evidence from the texts. Tell students that you will remain silent as much as possible and that you look forward to observing a student-driven discussion. When appropriate, highlight excellent examples of students’ engagement: “I don’t want to interrupt, but I wanted to briefly mention that [student x] did a great job of [behavior y], which really helps the whole class better understand [z].”After the Socratic Discussion, students complete the “Conduct the Poll Again” activity to see if they “Agree or Disagree: It is always better to know the truth.” Then, the teacher prompts students to “Reflect on their Learning” by responding to questions about the discussion: “What did they learn? Did they change any of their answers? Why or why not?”

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

The materials support students’ engagement in speaking and listening tasks connected to reading and research. Over the school year, multiple opportunities to demonstrate varied speaking and listening skills are provided during the reading and writing lessons. Unit tasks include Socratic Discussions, Debates, Performances, Panel Discussions, and Pitch Decks that require students to synthesize information from the mentor texts and include evidence to support student responses during discussions with partners, small groups, and the whole class. The online Direct Instruction lessons teach students about the speaking and listening protocols. Students implement specific skills during peer feedback and reflection tasks. Opportunities to discuss multimedia sources are limited. Materials provide teacher guidance for speaking and listening opportunities. 

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

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

  • In Unit 1, Module 6, students prepare for a Socratic Discussion. After completing all the readings, students use their notes to prepare for Socratic Discussion, allowing them to express their opinions while supporting them with evidence from the texts. Students use the Prepare for Discussion chart from the Student Guide to make a claim that answers the Socratic Question, “How do various personal experiences, positive and negative, allow you to grow and change?” Then, they use the texts to find evidence to support their claim. Once they have solid evidence and provide reasoning to support their claim, students write notes on the counterargument. After completing this preparation, students engage in a Socratic discussion. 

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

  • In Unit 1, Module 6, students participate in a Socratic Discussion on the question, “How do various personal experiences, positive and negative, allow you to grow and change?” Before beginning the process, students are assigned the Direct Instruction lesson on Socratic Discussion. In the online presentation, students learn what a Socratic Discussion is and is not, how to use evidence to inform and build on ideas, and how to speak respectfully and listen effectively. For this Socratic Discussion, students create a claim and locate supporting evidence from the various texts. They also connect the claim and evidence by providing sound reasoning. In order to participate effectively, students must also prepare a counterargument. By considering what others might say in opposition to their argument, they will have the reasoning to persuade others to adopt their ideas. In the lesson, the students also learn that there are rules for respectful speaking and effective listening. “To respectfully speak, a student must:

    • Express ideas civilly in order to be respectful to the group.

    • Restate what is heard for clarity.

    • Question members in order to bring in all viewpoints.

    • Build on others’ ideas to keep the discussion moving and to add fresh insight into the topic.

    In order to be an effective listener, the students must:

    • Take notes in order to add relevant points and ideas.

    • Make eye contact to show active listening.

    • Let a few members have a turn to speak before speaking again.

    • Don’t just think about what to say next. Listen to add to the exchange in a meaningful way.”

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

  • In Unit 6, Module 6, students create a Pitch Deck, a set of recorded slides that answer the question, “How can different pathways help you meet your postsecondary goals?” In Spark Courageous Thinking: Pitch Your Future from the Student Guide, students prepare a deck to answer the Pitch Deck prompt, “How can different pathways help you meet your postsecondary goals?” Then, they record themselves making an oral presentation about the best pathway for their future. The deck provides a visual accompaniment for the presentation. The students use a template to develop their Pitch Deck and include “all the elements of the research process.” The deck contains ten slides: Title Page, My College  Interests, My Academic Goals, My College Path Options, Possible College Choices, Possible Challenges, Pitch Your Top College, Explanation of College Selected, Postsecondary Plan, and a Closing Page. 

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

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

  • In Unit 3, Module 6, students engage in a Socratic Discussion. In the Student Guide, Spark Courageous Thinking, the students gather evidence from four short stories, a multimedia source, two poems, and two informational texts to answer the Essential Question, “How do people use their imaginations to entertain, reflect on the past, and explore new ideas?” The Student Materials include a Build Knowledge Together document, which provides sentence stems for students to prompt each other during the discussion. For example, students can use the following sentence stem to paraphrase what they heard and prompt a classmate to expand their thinking: “You said, “________.” Is that because ________? Can you say more about that?”

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

  • In Unit 3, Module 6, students engage in a Socratic Discussion on the question, “How do people use their imaginations to entertain, reflect on the past, and explore new ideas?” After participating in the discussion, students reflect on what they heard and learned and share how their thinking changed through the discussion. Prompting questions include: “What did they learn? Did they change any of their answers? Why or why not?”

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

  • In Unit 5, Module 6, students view the online lesson Compare and Contrast Literature in Different Mediums. After reading the script of the play, students learn about different types of mediums used to tell a story, the advantages and disadvantages of different mediums, and how the medium impacts the reader’s experience. Students listen to the live production of The Diary of Anne Frank by Albert Hackett and Frances Goodrich, performed by The Actors Studio of Newburyport. In the Compare Mediums portion of the lesson, students discuss and use a graphic organizer to “find at least two pieces of evidence to explain how the elements that are unique to each genre affect the meaning.” No evidence was found regarding students evaluating the motives behind the works’ presentation. 

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

  • In Unit 2, Module 1, the students read the online text “California Just Ran on 100% Renewable Energy, but Fossil Fuels Aren’t Fading Away Yet” by Lauren Sommer. Before reading the online text, students view the Direct Instruction lessons on Determining and Tracing a Central Idea Through Details. In this lesson, they learn “What a central idea is and how to find it in an informational text, how the text structure helps determine a central idea, and how to follow a central idea through the details of a text.” To analyze the online version of the text, the students use the Student Guide, Apply Your Learning to Reflect on Details and Visual Evidence that supports the way “the author use[s] details and visuals about the California model to appeal to the audience in this argument for using clean energy.” The specific questions they use to trace the argument include:

    • “What do the details tell you about the problem? What details shape and strengthen the author’s argument? 

    • What does the graph tell you about the problem? How does the graph shape and strengthen the author’s argument?”

As students analyze this piece further, they consider how Sommer “provid[es] credible evidence that effectively supports the claim.” Teachers facilitate discussions in pairs or small groups. 

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

  • In Unit 1, Module 6, the teacher assigns the online Direct Instruction for a Socratic Discussion. This generic lesson provides the Steps to Answer the Socratic Question. The lesson guides the students to answer the Socratic question by providing the following information:

    • To answer the question, state a claim or an overall argument.

    • Then, identify the reason you believe the claim and support them with evidence from the text.

    • Explain why the evidence supports your argument using reasoning.

  Students must present their ideas during a Socratic Discussion, following the lesson’s guidance for Respectful Speaking and Effective Listening. Some of these ideas include: “Express ideas civilly in order to be respectful to the group, [b]uild on others’ ideas to keep the discussion moving and to add fresh insight into the topic, and [m]ake eye contact to show active listening.”

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

The materials include on-demand and process writing opportunities. On-demand writing tasks, including Quick Journals and Responses to Text, are varied and frequent. The Before Reading journal prompts connect to the text’s topic, theme, or purpose. Process writing tasks include various types of writing using multiple texts as sources. Students follow standard writing procedures from prewriting/planning to revising and/or editing during process writing. Process writing is included in each unit and varies throughout the year in type, including research writing, opinion essays, narrative writing, and personal statements. Students can write to connect to the topic before reading, summarize texts, analyze the author’s style and writing, and make claims. The materials provide students with guidance and support for each task, including but not limited to structured graphic organizers, models, and rubrics. All writing tasks can be completed in the ThinkCERCA online platform, which provides graphic organizers and opportunities to use technology to produce and publish the writings. 

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

• In Unit 1, Module 3, students complete a Quick Journal prior to reading “Amigo Brothers” by Piri Thomas. The journal prompt states, “Describe a time when you had a conflict with a friend. What caused this conflict? How did you and your friend react?” 

• In Unit 4, Module 2, students read “The Holy Grail of Transportation is Right in Front of Us” by Farhad Manjoo. The first step towards completing the culminating research paper is to summarize each text from the unit. Students write a summary of the text. To get the students started, the Student Guide provides a few sentence frames, including: 

  • “Bus transportation in the United States ____, as compared to ______.

  • Government funding is currently used _____, but if this were to change, _____.

  • The author uses the narrative of his trip to ____ to explain how ______.”

• In Unit 6, Module 7, students write a personal statement for the culminating writing project. Before they begin the lessons, they write a brief response to the following question, “What is a personal interest that you might like to write about? Why?” Students refer back to this piece of writing when they write their essay on the following writing prompt, “Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.”

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

• In Unit 2, Module 7, students engage in an argument writing task after reading several argumentative and opinion texts. Students formulate an argumentative essay based on the following Portfolio Writing Prompt, “Based on your readings, what changes have to be made to sourcing, utilizing, and investing in energy to power communities more effectively?” Students pre-write, draft, edit, revise, and share their essays. Once a topic is chosen, students use the Map Your Argument graphic organizer from the Student Guide to plan a hook, counterclaim, evidence, and rhetorical appeals. Once students have a draft, they engage in a lesson on word choice. This activity helps them Make It Powerful by encouraging students to pair up and find neutral words in the essay and turn them into positive or negative statements. This activity is meant to strengthen the language to appeal “to the readers’ emotions and sense of urgency surrounding the issues.” 

• In Unit 5, Module 8, students write a  Cause-and-Effect essay after reading the play The Diary of Anne Frank by Frances Goodrich and Albert Hackett. As students develop their essays,they investigate what Resolving Conflicts means to them. Students focus on the Portfolio Writing Prompt, “Using evidence from the play, what conflicts did Anne encounter that motivated her to write about her experiences in her diary? What are the lasting effects of her words, thoughts, and ideas for generations of readers?” The Teacher Guide includes guidance for Pre-Writing, Drafting, and Editing the Draft. The Student Guide includes an activity, Make It Flow, to use after the draft is complete. Students work in pairs to add transitions such as first, then, also, and for example. This exercise aims for the students to demonstrate stronger relationships between the ideas in their essays. 

• In Unit 7, Module 7, students write a Literary Analysis for their Portfolio. In this comparative analysis, students provide a response to the following prompt, “How does enlightenment change characters, their actions, or their personalities in Plato’s famous ‘Allegory of the Cave’ and other texts in this unit?” The Teacher Guide includes guidance for Pre-Writing, Drafting, Revising, and Editing the Draft. As students complete their drafts, the teacher prompts them to refer to the Organize Your Essay task in the Student Guide. After mapping the details of the analysis, students use this graphic organizer to introduce the claim, provide at least three, if not four, key similarities and differences, and a conclusion that captures the argument. 

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

• In Unit 3, Module 4, students read “Tiger Mending” by Aimee Bender. Students complete an online Direct Instruction lesson, “Developing Point of View in Literature.” They use the slide deck to learn what point of view is within a story, different points of view to consider, and how the points of view impact the story. Then, students complete five online questions to show they understood the presentation materials. As the students read the text, they consider the point of view lesson as they analyze the story and find evidence to answer the Writing Prompt, “Analyze the point of view from which the story is told. What insights does the narrator’s perspective reveal about the sisters’ relationship?” They complete this writing prompt on the ThinkCERCA online platform. 

• In Unit 7, Module 2, students read “The Bee-Man” by Alice Moore Dunbar-Nelson. After reading the story, students complete a five-question comprehension Check online. Then, they complete two Pause and Reflect questions online. Then, students Summarize the story in the online summary section. 

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

The materials include a year-long writing program consisting of an 33.3/33.3/33.3 balance of argumentative, informative or explanatory, and narrative writing activities, which closely reflects the 35/35/30 distribution required by the standards. Throughout the year, students receive writing opportunities in each unit. Many of the opportunities focus on argumentative writing skills that are introduced by the acronym CERCA which standards for Claims, Evidence, Reasoning, Counterarguments, and Audience. The materials provide multiple opportunities across the school year to write in response to tasks that are directly related to the texts and essential questions for each unit, including formal Portfolio writing tasks. While teachers have the option of prompting students to write at the end of each module and prompts are provided, there are only two to three required “essential” process writing tasks in each unit; the optional tasks are referred to as “complementary prompts.”  Some writing instruction is included throughout the materials through a series of slide decks that present guidance for students in planning, drafting, and revising. The Teacher Guide includes extra writing instruction guidance in Show and Tell, and Teach Academic Writing Skills boxes. Rubrics included require students to implement the elements of writing as required by the standards.

Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes/types of writing that reflect the distribution required by the standards. Examples include, but are not limited to, the following:

• Two units address argumentative writing. Portfolio writing assignments include an Argumentative Writing in Unit 2 and a Literary Analysis in Unit 7. Over seven units, 33.3% (5) of the writing opportunities are argumentative. 

  • Unit 1: 0

  • Unit 2: 2

  • Unit 3: 0

  • Unit 4: 0

  • Unit 5: 0

  • Unit 6: 0

  • Unit 7: 3

• Three units address informative/explanatory writing. Portfolio Writing Assignments include a Research Writing paper in Unit 4 and a Cause-and-Effect essay in Unit 5. Over seven units, 33.3% (5) of the writing opportunities over seven units are informative/explanatory: 

  • Unit 1: 0

  • Unit 2: 0

  • Unit 3: 0

  • Unit 4: 2

  • Unit 5: 2

  • Unit 6: 1

  • Unit 7: 0

• Three units address narrative writing. Portfolio Writing Assignments include a personal narrative in Unit 1,  a short story in Unit 3, and a personal statement in Unit 6. Over seven units, 33.3% (5) of the writing opportunities over seven units are narrative:

  • Unit 1: 2

  • Unit 2: 0

  • Unit 3: 2

  • Unit 4: 0

  • Unit 5: 0

  • Unit 6: 1

  • Unit 7: 0

• Explicit instruction in argumentative writing:

  • In Unit 2, Module 7, students write an argumentative essay for the Portfolio Writing Prompt, “Based on your readings, what changes have to be made to sourcing, utilizing, and investing in energy to power communities more effectively?” The Teacher Guide includes guidance for Pre-Writing, Drafting, and Editing the essay. In the Pre-Writing activities, students “complete online lessons to support their writing.” The Teacher Guide the following guidance for this section of the lesson: 

    • “Explain that learning to build a strong argument equips students with the tools to formulate a claim, support it with relevant evidence, and use logical reasoning. Sequence, cohesion, and transitions all add clarity and coherence to a piece of writing and make ideas more accessible to readers. 

    • Explain that conclusions serve as the final opportunity to leave a lasting impression on the reader and to reinforce the key points in the argument.”

  Next, students read the Argumentative Writing Rubric. The Teacher Guide includes the following teacher guidance for this section: “Show and Tell - Writing a Conclusion: Students need to understand the structure of conclusions in argumentative writing to complete their portfolio. They need to have practice on each type of conclusion: a summary, a focus on the main point, or a call to action. Model each type of concluding work by demonstrating how an author would write a conclusion based on the claim, “ People should eat at home more often.” Summary: in conclusion, people should eat at home more often for several compelling reasons. First, home-cooked meals are typically healthier and more nutritious. Second, preparing food at home is usually more cost-effective. Additionally, cooking and eating together at home can strengthen family bonds and create meaningful shared experiences. Lastly, reducing the frequency of eating out can minimize the environmental impact. Call to Action: in conclusion, people should eat at home more often. not only are home-cooked meals healthier and more nutritious, but they are also more cost-effective and can strengthen family bonds. i encourage everyone to start planning more meals at home to enjoy these benefits. Try cooking with family members or setting aside a few days a week for homemade dinners. This small change can improve your health, save money, and create lasting memories with your loved ones. Main Points: in conclusion, people should eat at home more often. Home-cooked meals are generally healthier and more nutritious, which supports better overall health. Additionally, preparing home food is cost-effective, saving families money. Cooking together also strengthens family bonds and creates valuable shared experiences. Finally, eating at home reduces environmental impact by reducing restaurant waste and packaging. These main points highlight the numerous benefits of dining at home more frequently.”

• Explicit instruction in informative/explanatory writing:

  • In Unit 4, Module 8, students write a Research paper for the Writing Prompt that they determine. They read the Topic Overview in the online lesson and learn that reading sources to help them learn more is known as inquiry. After that, they use online lessons and activities from the Student Guide to draft their research paper. The Teacher Guide include guidance for Pre-Writing, Drafting, and Editing the essay. In the Pre-Writing activities, students “complete online lessons to support their writing.” The Teacher Guide provides following guidance for this section of the lesson: 

    • “Students will have thought a great deal about their topic and shared much of their research with others. They will also have a lot of notes and resources to work with. Now it is time to put it all together in a formal paper. 

    • Encourage students to take notes using Cornell Notes.”

  Students read the Student Exemplar “Transporting Us to a More Sustainable Society” by Samatha Gonzalez. A five-question Check follows the piece. 

• Explicit instruction in narrative writing:

  • In Unit 3, Module 7, students write a short story for the Portfolio Writing Prompt, “Write a short story, set in an imaginary setting, in which the main character uses the power of imagination to solve a problem?.” The Teacher Guide includes guidance for Pre-Writing, Drafting, and Editing the essay. The Teacher Guide includes the following teacher guidance for the Preview section of the lesson: “Show and Tell—Narrative Endings: Students will be completing their short story in this unit. Review the Direct instruction lesson narrative Endings as a class. Then, refer to the story “The Attack,” which the class read in Module 2. in one sentence, rewrite the ending to demonstrate one of the following: implicit ending, plot twist ending, cliffhanger ending, sad ending. Have the students remember these choices as they write their short story endings.” In the Edit the Draft Together section of the lesson, students engage with peers to revise and edit their draft. The Teacher Guide  provides the following instructions for this portion of the lesson:

    • “Explain that students will use the Personal Narrative Writing Rubric to peer edit their narratives in pairs or small groups.

    • Instruct students to read their final drafts and make specific suggestions for final edits.”

  After peer feedback , students reflect on their writing and how they can improve it. 

Different genres/modes/types of writing are distributed throughout the school year. Examples include, but are not limited to, the following:

• Students have opportunities to engage in argumentative writing. Examples include, but are not limited to, the following:

  • Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Examples include, but are not limited to, the following:

    • In Unit 2, Module 1, students engage in viewing a Direct Instruction lesson titled “Introductions in Arguments.” During this activity, they learn that “introductions sets the stage for effective communication in any argument. Learning different ways to start an introduction gives students ideas for capturing an audience’s attention.” During the slide deck, students also learn the parts of an argumentative introduction. Then, students read “California Just Ran On 100% Renewable Energy, But Fossil Fuels Aren’t Fading Away Yet” by Lauren Sommer. Students plan an argument that answers the Writing Prompt, “How does the author use details and visuals about the California model to appeal to the audience in this argument for using clean energy?” Students begin their response with a claim. They have access to supportive sentence frames by clicking on the “Need help getting started?” link. The available sentence starter includes, “The author uses details and visuals from the California model of renewable energy, like ______ and ______, to persuade the reader that ______.”

  • Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Examples include, but are not limited to, the following:

    • In Unit 2, Module 2, students read “Fueling Up” Lee Gjertsen Malone. Then students respond to the following writing prompt, “How does the author select and arrange evidence to build a case for switching from petroleum products to biofuels? Is there enough convincing evidence to support the author's position?” After drafting claims, students add reasons and evidence from the text to support their claims. They can use the “Need help getting started?” link to find definitions for Reasons and Evidence, as well as sentence frames to help them determine what works for reasons and evidence.

  • Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Examples include, but are not limited to, the following:

    • In Unit 2, Module 2, students read “Fueling Up” by Lee Gjertsen Malone. After reading the informational text, students complete the Analyze lesson online. During this lesson, students locate and highlight evidence provided by the author that suggests the benefits of switching to biofuels. Using another color highlighter, students locate evidence that suggests challenges present when switching to biofuels. Students practice revising sentences by using phrases that indicate a counterclaim. The phrases: on the other hand, some say that, and despite the fact that, support students in responding to issues by those who have an opposing view. Students can use the examples that they create in their response to the writing prompt, “How does the author select and arrange evidence to build a case for switching from petroleum products to biofuels? Is there enough convincing evidence to support the author’s position?”

  • Establish and maintain a formal style. Examples include, but are not limited to, the following:

    • In Unit 2, Module 7, students read “Portfolio: Writing Your Argumentative Essay” by Alicia Patton. The text states, “When going over the claim [the] claim will be the answer to the prompt, stated in clear, strong language without phrases like ‘I think’ or ‘in my opinion’ that can weaken [the] claim.” The text then provides an example of an effective claim that includes audience appeal and would earn students a score on their own essay for the rubric point, “[t]he language of the piece of writing is well-chosen and establishes and maintains a formal style.”

  • Provide a concluding statement or section that follows from and supports the argument presented. Examples include, but are not limited to, the following:

    • In Unit 2, Module 7,  students engage in viewing a Direct Instruction lesson titled “Conclusions in Arguments.” During this activity, they learn that “A conclusion helps the reader understand the most important points of an argument.” During the slide deck, students also learn three different types of conclusions. Students plan an argument that answers the Writing Prompt, “Based on your readings, what changes have to be made to sourcing, utilizing, and investing in energy to power communities more effectively?” Students begin their response with a claim. They have access to supportive sentence frames by clicking on the “Need help getting started?” link. 

• Students have opportunities to engage in informative/explanatory writing. Examples include, but are not limited to, the following:

  • Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Examples include, but are not limited to, the following:

    • In Unit 4, Module 8, students are tasked with creating their own topic for research based on inquiry about issues with transportation. Over the course of the unit, students read six informational news articles and two opinion texts to spur their interest in different topics. In order to reach a topic of interest, students conduct research and arrive at an answer to their research question. They begin the process by stating the main claim that they will use to answer their own research question. Students complete the activity, Map Your Research Paper, after reviewing the online lessons for Understanding the Research Process and Writing the Research Paper. This graphic organizer helps students define the problem for the reader and introduce it with a hook or memorable image, anecdote, quotation or statistic. The next box requires students to propose a solution to the problem that they introduced in the beginning of the essay. Students use the organizer to fashion the introduction to their research paper.

  • Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Examples include, but are not limited to, the following:

    • In Unit 4, Module 8, students write a research paper on travel. As part of their planning, students identify the evidence that they will use in their writing. They identify the most pressing issues around the effectiveness and sustainability of transportation. Then, they locate key information (facts, concrete details, etc.) that will help readers understand the problem and buy into the potential solution. 

  • Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Examples include, but are not limited to, the following:

    • In Unit 4, Module 8, students complete a research paper. The Student Guide includes a rubric for students. In order to earn points for Coherence, students must write a clearly structured paper. The notes in this section state that “effective transitions connect ideas to show how the information clearly supports the claim to create a cohesive, unified piece of writing.” During the Revise and Edit Draft part of this writing piece, the teacher prompts students to pair up and give feedback on their partners’ essays, “us[ing] the rubric to evaluate each other’s work.” Then, students revise their work based on the feedback they receive. 

  • Use precise language and domain-specific vocabulary to inform about or explain the topic. Examples include, but are not limited to, the following:

    • In Unit 4, Module 8, students complete a research paper. The Student Guide includes a rubric for students. In order to earn points for Coherence, students must write a clearly structured paper. The notes in this section state that “effective transitions connect ideas to show how the information clearly supports the claim to create a cohesive, unified piece of writing.” During the Revise and Edit Draft part of this writing piece, the teacher prompts students to pair up and give feedback on their partners’ essays, “us[ing] the rubric to evaluate each other’s work.” Then, students revise their work based on the feedback they receive. 

    • In Unit 5, Module 8, students view the online Direct Instruction lesson “Writing the Causes-and-Effect Essay.” They learn that in any story or play, the conflict drives the plot. They also learn that the protagonist experiences conflict, and it is through dialogue or physical activity that a character will show certain behaviors throughout multiple plots and scenarios. As the students draft their compare-and-effect essay they are reminded in the text “Portfolio: Writing Your Cause-and-Effect Essay” by Alicia Patton that choosing precise words like main character, conflict, stanza, act, scene, or rising action reminds the reader that this essay focuses on a work of literature.” Besides choosing this as an “area of growth” during the editing process, the students do not complete a lesson in the Student Guide to add precise words to their essay.

  • Establish and maintain a formal style. Examples include, but are not limited to, the following:

    • In Unit 4, Module 8, students write a research paper. In order to earn “Audience Appeal,” students must write responses that maintain “a formal style and accurate English grammar.” The notes in this section state that “the writing maintains a formal style and shows a skillful command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling with very few errors.” During the Revise and Edit Draft part of this writing piece, the teacher prompts students to pair up and give feedback on their partners’ essays, “us[ing] the rubric to evaluate each other’s work.” Then, students revise their work based on the feedback they receive. 

    • In Unit 5, Module 8 the students are provided with information about Audience Appeal. In the final Compare-and-Contrast essay, they are scored on their ability to “maintain a formal style and show a skillful command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling with few errors.” During the lessons leading up to the completion of the final essay the students read a model student exemplar, “The Journey of a Journal” by Suri Marrero, and evaluate the formal style. However, they do not complete an activity in the Student Guide that focuses on maintaining a formal style throughout the essay. 

  • Provide a concluding statement or section that follows from and supports the information or explanation presented. Examples include, but are not limited to, the following:

    • In Unit 4, Module 8, the students write a research paper based on their own inquiry and research question about sustainable transportation. After viewing the online Direct Instruction lesson, the students should be able to write a conclusion for their essay that includes the final thoughts on the thesis statement and why the research matters. Before the students begin to draft their paper, they complete the Map Your Research Paper assignment from the Student Guide. The organizer states the conclusion should restate the claim, summarize the problem, and use the solution to motivate the readers.

• Students have opportunities to engage in narrative writing. Examples include, but are not limited to, the following:

  • Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Examples include, but are not limited to, the following:

    • In Unit 3, Module 7, students write a short story based on the writing prompt, “Write a short story, set in an imaginary setting, in which the main character uses the power of imagination to solve a problem.” Students use a graphic organizer from the Student Guide title, Plot Your Story, to write the exposition. In this section of the story, students introduce the characters, the setting, and the conflict.

  • Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. Examples include, but are not limited to, the following:

    • In Unit 1, Module 7, students engage in activities that help them develop a narrative that answers the writing prompt, “Write a personal narrative about a moment when you learned a valuable lesson that changed your life.” During the Draft stage of their writing a “Need help getting started?” link takes students to an organized  structure for their narrative that includes the definitions for pacing and dialogue. Students learn that “pacing can impact a reader’s view of [the] events,” and a reader can slow the pace when a character is struggling or speed it up if there is intense action. Students also learn to use dialogue in their story. Dialogue can show what the characters think and feel or it can help the reader understand the events that are happening in the story. Students are encouraged to add both to their essay in order to score points on the rubric for including narrative techniques. 

  • Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. Examples include, but are not limited to, the following:

    • In Unit 1, Module 7, students engage in activities that help them develop a narrative that answers the writing prompt, “Write a personal narrative about a moment when you learned a valuable lesson that changed your life.” The final rubric for Final Narrative Writing includes a score for Coherence. In this section student writing is evaluated for “a logical and naturally connected sequence of events using a variety of transitional words to clarify the order of events, shifts in setting, and relationships among events.” Students review this part of the essay while reading the student exemplar “In the Blink of an Eye” by Suri Marrero, and then they try to add transitions to their own writing. There are no formal lessons in the unit about transitions, although students may “replace words and phrases” by revising the sentences in the Edit the Draft Together exercises. They can use the rubric to find evidence where the other student might grow in the use of transitions if they are added to the draft.

  • Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Examples include, but are not limited to, the following:

    • In Unit 3, Module 7, students write a short story based on the Writing Prompt, “Write a short story, set in an imaginary setting, in which the main character uses the power of imagination to solve a problem.” After reading several model short stories that contain details and imagery, students must include these elements in their narrative to score points on the final narrative rubric. In order to prepare the final story, students complete the Map Your Short Story exercise from the Student Guide. The directions state that they should “complete the graphic organizer below, writing as many descriptive details as [they] can about [their] character, setting, and events.” 

  • Provide a conclusion that follows from and reflects on the narrated experiences or events. Examples include, but are not limited to, the following:

    • In Unit 1, Module 7, students are tasked with writing a personal narrative that answers the Writing Prompt, “Write a personal narrative about a moment when you learned a valuable lesson that changed your life.” In this module, students read “Portfolio: Writing Your Personal Narrative” and learn that the conclusion should reach a resolution. At this point, the author of the story must think about the end of the story. They are asked to evaluate their story to see if there will be unanswered questions or if the details will be tied up neatly by the end. Students also learn that the conclusion can be the place where the theme is revealed. After reading this article, students Draft their narrative. During this phase, students can use the online graphic organizer to develop their narrative. The students can use the “Need help getting started?” link that provides some ideas for writing the conclusion. It states that the end of the narrative should “solve the problem or resolve the conflict, answer any last questions, and leave the readers pleased with the story.”   

Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Examples include, but are not limited to, the following:

• In Unit 5, Module 1, students read The Diary of Anne Frank: Act I, Scenes I and II by Frances Goodrich and Albert Hackett. After reading, students Develop a response that answers the Writing Prompt, “Choose two characters that are introduced in Scenes I and II and compare how they react to their new setting. Use dialogue and stage directions to support your response.” The task requires students to use information from the scenes to Develop a Claim, Reasons, Evidence, Reasoning, and a Counterargument to answer the prompt.

• In Unit 6, Module 4, students read “Seven Things to Do in High School to Make Your College Application Stand Out” by Chelsey Castonguay. After reading the text, students Develop an argument that answers the Writing Prompt, “How does the author’s organizational structure in the text support the purpose of the article?” The task requires students to use information from the play to Develop a Claim, Reasons, Evidence, Reasoning, and a Counterargument to answer the prompt.

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

The materials provide frequent opportunities for students to complete evidence-based writing tasks across the school year. The Teacher Guide provides a Module Overview, which identifies the evidence-based writing prompt and genre. Writing opportunities are largely focused on developing and planning an argument, though analysis and synthesis are also included. Each unit includes opportunities to write claims about the text and support the claim with reasons and evidence from the text. In each unit module, the Write section includes tasks such as summarizing the selection, developing and building an argument, completing a draft, and reviewing the draft. Students work with a peer to complete graphic organizers or obtain feedback that occurs frequently during writing. When drafting, students have the opportunity to use an Automated Feedback feature for grammar, usage, mechanics, and spelling, but the tool does not provide support for strengthening the argument. However, not all of the drafting tasks are required assignments throughout the program. While some of the module's writing pieces are essential for completion, most are optional. During the Closing of the Lessons, students reflect and share progress as a whole class. At the end of each unit, Your Portfolio writing tasks provide opportunities to write a short story, research paper, literary analysis, personal narrative, cause and effect essay, and argumentative essay. These are closely tied to the texts in their respective units and often require the synthesis of multiple texts. The Student Guide provides several graphic organizers to help students organize their thoughts and text evidence to support their claims. The Teacher Guide provides guidance for specific writing instruction throughout the materials, including reasons for the writing instruction focus, what students should be able to do, and what to focus on to grow as a writer. There is direct instruction guidance for teachers to implement. Teachers and students have access to slideshow lessons and support in the Student Guide. The materials include scaffolds for students in the Student and Teacher Guides.

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

• In Unit 2, Module 2, students read “Fueling Up” by Lee Gjertsen Malone. After writing a short summary, students plan an argument that answers the Writing Prompt, “How does the author select and arrange evidence to build a case for switching from petroleum products to biofuels? Is there enough convincing evidence to support the author's position?” Students write a response using the online organizer that helps support their writing of a claim, supporting reasons and evidence, using reasoning, and developing a counterargument. The Teacher Guide for the Develop/Share Your Argument Builder includes the following guidance: 

  • “Explain to students that their claims should answer all aspects of the prompt, provide a clear focus for the writing, and present the points they will cover in their writing. 

  • Remind students to provide at least two reasons to support the claim.

  • Explain to students that no reason can be submitted without supporting evidence, and that no evidence can be provided without an explanation of reasoning.

  • Guide students in sharing their CERCA plans with peers.”

 While students are provided with scaffolds and peer feedback opportunities, teachers are not guided on how to teach these writing skills explicitly.

• In Unit 5, Module 1, students read “The Diary of Anne Frank: Act I, Scenes I and II” by Frances Goodrich and Albert Hackett. Then, students develop an argument to answer the Writing Prompt, “Choose two characters that are introduced in Scenes I and II and compare how they react to their new setting. Use dialogue and stage directions to support your response.” Earlier in the module, teacher guidance provides direct instruction on understanding the importance of setting. The lesson provides a rationale for the lesson. The teacher's directions for the planning of the student writing is provided. Teacher Guide provides the following guidance:

  • “Explain to students that their claims should answer all aspects of the prompt, provide a clear focus for the writing, and present the points they will cover in their writing. 

  • Remind students to provide at least two reasons to support the claim.

  • Explain to students that no reason can be submitted without supporting evidence and that no evidence can be provided without an explanation of reasoning.

  • Guide students in sharing their CERCA plans with peers.”

  After students draft their arguments and receive peer feedback, they draft their CERCA responses. The Teacher Guide includes the following Facilitation Notes for teachers:

  • “Have students drop their drafts into the drafting space and develop their CERCAs.”

  As students Draft their responses, the Teacher Facilitation Notes include the following guidance for feedback: 

  • “Encourage students to share different aspects of their CERCA drafts to ensure they have included a strong claim, supportive reasons, and evidence.”

  Teachers may click on the ThinkCERCA Informative Writing Feedback Bank provided in the Writing Resources in the Feedback Guidance document to find examples of writing feedback they can give students based on how well they are performing on certain skills against the rubric.

• In Unit 7, Module 7, students write a full-length literary analysis at the end of the unit that answers the Writing Prompt, “How does enlightenment change characters, their auctions, or their personalities in Plato’s famous ‘Allegory of the Cave’ and other texts in this unit?” Students use the online organizer to begin mapping out their essays. Students engage in pre-writing activities that include but are not limited to scoring an example of a literary analysis, choosing their texts, finding evidence from both texts and analyzing the similarities and differences. Then, students use their evidence and analysis to develop a claim. Finally, they draft their literary analysis. The Teacher Guide provides guidance that teachers can use to support students in organizing their essays  in the graphic organizer provided:

  • “Direct students to organize their comparative essays with a clear introduction and two points of similarity or difference.

  •  Remind students to use the graphic organizer to organize their essays, including specific details for focus.”

    Scaffolds are provided for students throughout each step of the writing process, such as, but not limited to, specific vocabulary to translate, adjusted versions of graphic organizers, suggested anchor charts, and technology features such as voice-to-text typing. 

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

• In Unit 2, Module 2, students engage in a Direct Instruction lesson on “Citing Evidence to Support Analysis in Informational Texts.” Students then read “Fueling Up” by Lee Gjertsen Malone and analyze how the author uses evidence to build an argument. As they read, students use color highlighters to identify sentences that will help them respond to the Writing Prompt for the unit, “How does the author use text features such as photos and captions to support the arguments around using solar energy in schools? What do the photos provide that the text does not? How does the author select and arrange evidence to build a case for switching from petroleum products to biofuels? Is there enough convincing evidence to support the author’s position?” As students plan their written responses, they identify key evidence to support their claim, including specific evidence that supports their claim and evidence for the counterargument.

• In Unit 4, Module 1, students read “For the Climate and Fairness, Take Buses and Sidewalks Before Electric Cars” by Dan Charles. After writing a short summary,  students plan and compose an argument to answer the Writing Prompt: “How does the author use examples to explain the need for public transportation?” As part of the planning for their writing, students Analyze the text to “determine the denotation and connotation of words in the passage using context clues. How does the connotation of words reflect the feelings of the author as well as those who are interviewed?” Students use their analysis to provide evidence supporting their developed claim to respond to the prompt

• In Unit 7, Module 1, students read “The Necklace” by Guy de Maupassant. After writing a short summary, they use evidence from their text analysis to build an argument for the following Writing Prompt, “In this updated retelling of the Cinderella story, the author provides a moral lesson about how money shapes our perceptions of happiness. Using evidence from the text, explain how the author develops this theme through the character of Mathilde and the symbol of the necklace.” Students complete the Apply Your Learning Task in the Student Guide to prepare their responses. In this activity, students locate the elements of a fairy tale that are present in the short story. Then, students complete the Prepare Your Argument Builder from the Student Guide, which requires identifying a claim and supporting evidence and reasoning. Students use these documents to prepare their final response to the Writing Prompt. The rubric includes evaluation criteria for the claim, evidence, reasoning, coherence, and audience appeal. 

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

The materials provide explicit instruction on grammar and usage standards, and opportunities for students to demonstrate the application of grammar skills in context are available. The materials include a Language and Styles Best Practices Toolkit, which is presented as a resource “for teachers and students to improve audience outcomes on writing rubrics.” This toolkit provides key definitions, generic examples, and a strategy for that particular skill, including capitalization and spelling, punctuation, end punctuation, subjects and predicates, subject-verb agreement, tense, commas, varied sentence structures, redundancy, clarification, modifiers, parallelism, formal and objective style, active and passive language, and style. The materials also include direct, explicit instruction that scaffolds instruction of grammar and usage standards, especially for how students apply the skills in larger writing contexts. The Direct Instruction slideshows include 26 grammar topics. Students practice grade-level grammar standard lessons through a mix of online lessons and corresponding tasks in the Student Guide. Teachers facilitate learning by helping students move to the next online module, moving students into pairs or small groups, having students read or share aloud, having students reflect on takeaways at the close of the module, and monitoring learning progress. Illuminating Key Concepts sections in the Teacher Guides provide additional teacher guidance on teaching specific grammar and usage skills throughout the lessons. The lessons are connected to reading a text and answering questions in the Write to Impress, Build Vocabulary, Citing Evidence, Understanding Author’s Craft, or Sharpen Your Sentences tasks. These opportunities to practice grammar skills give a brief explanation of the standard with examples, general instructions that tell students to experiment with the skill and apply it to writing, and a chart to complete with single-sentence responses to prompts. While there is evidence of focused work for spelling, it is not present throughout the modules. Using quotations and correct citations is addressed by reminding students to review an online MLA Style Manual. In essay writing, grading rubrics state students should follow standard conventions, and teachers are to use the Language and Style Guide for instruction of specific skills during Module 7, Your Portfolio. 

Materials include explicit instruction of the grade-level grammar and usage standards. Materials include authentic opportunities for students to demonstrate application of skills in context, including applying grammar and convention skills to writing. Examples include, but are not limited to, the following:

• Students have opportunities to explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. Examples include, but are not limited to, the following:

  • In Unit 1, Module 1, students read “Marigolds” by Eugenia Collier. Students engage in a Write to Impress lesson from the Student Guide. In this lesson, they write sentences responding to the Writing Prompt, “What powerful life lessons does the narrator learn from her interaction with Miss Lottie? Cite specific evidence, including inferences you made, from the text to support your response.” Students review the assignment for the definitions of participles, gerunds, and infinitives. Then, they locate these verbals in the text. They create two answers for the Writing Prompt that contain a gerund and an infinitive. In the Teacher Guide, Illuminating Key Concepts in Language and Grammar -Verbals, the teacher is provided with guidance: “Explain to students that verbals are verb forms that function as nouns, adjectives, or adverbs in sentences.” They are provided with definitions and examples of verbal forms. Teachers are to guide students through the example in the Write to Impress exercise.

• Students have opportunities to form and use verbs in the active and passive voice. Examples include, but are not limited to, the following:

  • In Unit 1, Module 2, students read “I Am the Greatest” by James Bird. The students engage in a Write to Impress lesson from the Student Guide. In this lesson, they revise sentences using active rather than passive verbs. Students are given an example, “The school play was performed by eighth graders from Mr. Meyer’s class.” The task is to rewrite the sentence to make it dynamic and engaging by adding active verb(s). Students must also explain how they changed the sentence. Examples of active and passive sentences from the text provide model sentences for both the active and passive voice. In the Teacher Guide, Illuminating Key Concepts in Language and Grammar -Active Verbs vs. Passive Verbs the teacher is directed: “Explain that active verbs place the emphasis on the subject performing the action, while passive verbs focus on the subject receiving the action. Examples are provided. The teacher is to guide students through the first example on their Write to Impress exercise, then allow students to do the rest independently or in pairs. The teacher may choose to use the Direct Instruction slide show lesson on verbs to enhance instruction.

• Students have opportunities to form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. Examples include, but are not limited to, the following:

  • Materials found under the Language tab present a lesson on Verbs. The overview includes what a verb is and its purpose in a sentence, the different properties of verbs, and how to use verbs correctly in writing. The Moods of Verbs are addressed in the presentation, and examples of the indicative, imperative, interrogative, conditional, and subjunctive moods are provided. After viewing the lesson, students Check their understanding by taking a five-question comprehension quiz. The quiz question, “Which sentence uses the verb in the indicative mood?” provides an opportunity for the students to demonstrate their understanding of this topic. The teacher can also assign a Skills Practice lesson for Grade 8 students. Students work their way through a lesson that provides writing examples using different moods based on the uses of different verbs. Based on their learning, the students select the correct answers for the various questions.

  • In Unit 7, Module 1, students read “The Necklace” by Guy de Maupassant. In the short story, students observe how the author uses verbs in the subjunctive, conditional, indicative, and imperative moods. Then, they complete the Write to Impress assignment from the Student Guide. After reading the sentences and definitions for each type of mood, students write their own sentences in the conditional, indicative, and imperative moods. They practice applying their new learning by writing sentences in response to the Writing Prompt, “Explain how the author develops the theme of how money shapes our perceptions of happiness through the character Mathilde and the symbol of the necklace.” In the Teacher Guide, Illuminating Key Concepts in Language and Grammar - Verbs lesson, teacher guidance states, “Explain to students that different types of verbs are often used to convey a certain purpose or mood: indicative (factual; i.e. “The car is fast.”), imperative (command; i.e. “Don’t eat my lunch!”), interrogative (question; i.e. “Are you coming with us?”), conditional (future possibility; i.e. “When it snows, we will go sledding.), and subjunctive (wish or hypothetical; i.e. “I hope you have an excellent day.”). To enhance instruction, teachers may review the Direct Instruction slideshow lesson on verbs. 

• Students have opportunities to recognize and correct inappropriate shifts in verb voice and mood. Examples include, but are not limited to, the following:

  • In Unit 7, Module 2, students read “The Bee-Man” by Alice Moore Dunbar. The story shows how inappropriate verb shifts can affect the mood, voice, and tone to express facts and wishful thinking. For example, the statement “we cannot get away from our natures” is in the indicative mood and indicates a fact considered to be certain or true. The statement, “Bee-ing was the occupation chosen for him by Fate,” is in the subjunctive mood, indicating uncertainty about the facts. In the Write to Impress lesson, Students review the two types of moods and then revise two sentences with the indicative and subjunctive mood so that the sentences indicate the correct verb shift. In the Teacher Guide, Illuminating Key Concepts in Language and Grammar -Verb Shifts, teacher guidance states, “Explain that fictional texts such as ‘The Bee-Man’ by Alice Moore Dunbar-Nelson often show inappropriate verb shifts to affect mood, voice, and tone and to express facts and wishful thinking.” The teacher is to model the first example for students, and then ask them to work in pairs to complete the remaining questions. Then, the teacher will discuss how the mood of the sentences changed with the shifts.

• Students have opportunities to use punctuation (comma, ellipsis, dash) to indicate a pause or break. Examples include, but are not limited to, the following:

  • In Unit 6, Module 3, students read “First in the Family Make Their Mark in College” by Melisa Ezarik. Then, students complete the Write to Impress lesson on Using Punctuation. First, they return to the text to find places where the author “uses commas and dashes to indicate a pause or break for reader clarification.” After reviewing the text, students return to the assignment and read the excerpt provided. They note where the pauses or breaks are indicated with commas or dashes. Then, they write two sentences, one with dashes and one with commas, to answer the Writing Prompt, “How does the choice to include personal accounts, graphics, and survey statistics help readers to better understand some of the challenges that many first-generation students face?” In the Teacher Guide, Illuminating Key Concepts in Language and Grammar -Punctuation, teacher guidance states, “Explain to students that, similar to ellipses, punctuation like commas and dashes can be used to indicate a pause or break for reader clarification.” The teacher is provided with examples to share with the students.

• Students have opportunities to use an ellipsis to indicate an omission. Examples include, but are not limited to, the following:

  • In Unit 6, Module 2, students read “Ten Steps to Choosing the Right College” by Katy Hopkins and Sarah Woods. Then, students complete the Write to Impress lesson from the Student Guide. They return to the essay and notice how the authors use the ellipsis to remove the need for nonrestrictive elements. Next, students read a brief excerpt that indicates the original version and then read a version with an ellipsis. Students compare the two versions and then practice using ellipses in place of the nonrestrictive elements for two provided two sentences. In the Teacher Guide, Illuminating Key Concepts in Language and Grammar- Ellipses, teacher guidance states, “Explain to students that punctuation like ellipses (...) can sometimes remove the need for nonrestrictive elements (additional words or phrases that could be removed without impacting the meaning) in a Passage.” To enhance instruction, it is suggested that the Direct Instruction slide show lesson, Punctuation, be used, which includes a five-question quiz at the end.

• Students have opportunities to spell correctly. Examples include, but are not limited to, the following:

  • In Unit 3, Module 2, students read “The Attack” by Lulu Delacre. Students engage in a Write to Impress lesson from the Student Guide. In this lesson, students focus on spelling correctly. They learn three spelling rules: doubling the final letter before adding a suffix, changing -y to-i when adding -es, and dropping the -e when adding -ing. The instructions provide example sentences for each rule, and then students write sentences from the text that apply the spelling rules. In the Teacher Guide, Illuminating Key Concepts in Language and Grammar - Spelling, the teacher is provided with guidance which includes referencing the Direct Instruction slideshow lesson on spelling. This lesson includes a rationale for proper spelling and rules such as doubling up rule, common spelling mistakes, when to drop silent e, i after e rule, i before e except after c rule, and commonly confused words. This slideshow lesson is followed by a five-question quiz. 

  • In Unit 6, Module 7, students write a personal statement to answer the Writing Prompt, “Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.” To earn points for audience appeal on the final rubric, the students must ensure their writing demonstrates a skillful command of the conventions of standard English grammar, including spelling. In the Edit the Draft Together from the Student Guide, students “collaborate with a peer or peers to read each other’s drafts.” The directions state that they use the rubric to evaluate each other’s work.

• Students have opportunities to use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action, expressing uncertainty, or describing a state contrary to fact). Examples include, but are not limited to, the following:

  • In Unit 2, Module 1, students read “California Just Ran on 100% Renewable Energy, but Fossil Fuels Aren’t Fading Away Yet” by Lauren Sommer. They engage in a Write to Impress lesson from the Student Guide. In this lesson, students learn how using the active and passive voice in conditional or subjunctive moods can achieve particular effects in writing. Students read the examples to see how the author emphasizes actions, expresses uncertainty, or states a contradiction to fact(s). Students review the examples and the text to see how the author uses the different structures to emphasize the type of mood. Then, they write a sentence in the subjunctive and conditional mood that expresses ways in which they or their school can strengthen their community. In the Teacher Guide, Illuminating Key Concepts in Language and Grammar -Active Verbs vs. Passive Verbs, the teacher is directed to explain “that writing in ‘active voice’ makes it clear what person or thing is taking action in a sentence, while ‘passive voice’ does not. Examples are provided. The teacher is to guide students through the first example on their Write to Impress exercise, then allow students to do the rest independently or in pairs. The teacher may choose to use the Direct Instruction slide show lesson on verbs to enhance instruction.

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

The materials include a way for students to interact with and build text-specific vocabulary in the texts. The materials include a scope and sequence with the vocabulary tasks for each unit. Vocabulary facilitates students’ understanding of what they are reading. In each module, in the Student Guide, the Build Your Vocabulary activities provide one to four words that appear in the text for students to work with. While reading the text online, vocabulary words are blue so that students can click on them for a definition. Vocabulary support is also built into the online lessons through a glossary of terms. Some vocabulary words were repeated within a unit or across a unit. The year-long vocabulary plan is included in the Unit Planning Tools document for explicitly teaching vocabulary strategies and debriefing vocabulary words. The Build Your Vocabulary activities are listed as essential, and the materials also include online direct instruction, student guide tasks, and some additional offline resources. The Unit Planning Tool includes teacher guidance to support vocabulary instruction, including explicit vocabulary instruction strategies that differentiate between academic vocabulary terms and CERCA words, and a vocabulary presentation resource that provides the vocabulary terms and definitions organized by unit.  

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

• Each Unit Planning Tools document provides a Vocabulary Instruction Guidance document for each unit. This document includes definitions of Key Academic Terms, CERCA words, and Focus Words (words from the reading selections). Throughout the program, the following 17 word learning strategies with guidance are provided for teachers: Morphology, Word Relationships, Prefixes, Synonyms, Frayer Model, Context Clues, Map a Word, Antonyms, Shades of Meaning, Compare and Contrast, Word Analysis, Concept Map, Word Study, Roots Words, Word Web, Analogy Chart, and Etymology of Words. Each Unit focuses on two to four of these strategies. For Unit 1, three explicit Vocabulary Strategy Instructions are presented with key strategies: “ Word Relationships - finding common ideas or relationships with groups of words, Word Mapping -Populating a graphic organizer with meaningful aspects of new words, [and] Word Analysis - Breaking apart words to discover their meaning.” There is a link to additional guidance, including establishing vocabulary notebooks and routines. An additional link to twenty-two Vocabulary Best Practice lessons. 

• Unit Planning Tools include a Key Vocabulary document for each unit. This document includes a link to a slideshow of Explicit Vocabulary Instruction Resources. The slideshow includes how to set up a Vocabulary Notebook, and slides on all of the vocabulary routines provided in the materials. This document includes key academic terms and CERCA words for the unit, as well as a slide show of the Focus words and their definitions for each module. ThinkCERCA defines these different types of vocabulary words as follows and provides the following high-level teacher guidance for each type: 

  • “Key Academic Terms include high-value vocabulary introduced in class and reviewed in the unit’s Direct Instruction. After leading students through the presentation, provide instruction to support understanding of the key concepts and skills they represent and have students record new terms. (See unit Direct Instruction for resources.)

  • CERCA Words found in the Build Your Vocabulary sections of the student guide deepen key conceptual understandings and enable the expression of reasoning. (The word may not appear in the text, but it captures a key concept for interpreting the text.) Use the Explicit Vocabulary Instruction in the Teacher’s Guide to provide students with explicit support for vocabulary skill development prior to facilitating the collaborative learning experience.

  • Focus Words are a subset of words from reading selections. They enrich grade level readings and often appear in assessments. (After teaching the Focus Words using the slide show and modeling the vocabulary strategies, use Best Practices Facilitation Resources in the Teacher’s Guide to help students develop strategies for vocabulary using engaging tasks.)”

• Throughout the Teacher Guides, general Vocabulary Explicit Strategy Instruction Guidance is provided. For example, in Unit 1, Module 1, Teacher Guide, for the Build Your Vocabulary Activity, teachers have the following guidance: “Explicit Vocabulary Strategy Instruction—Word Relationships: After completing the Build Your Vocabulary task, ask “What are some of the relationships or common ideas you see in this group of words: empathy, remorse, interaction? As a class, generate some ideas regarding how these words relate to each other (e.g. They are all words that reference human relationships.) After the activity, ask students if the words in the group are synonyms or antonyms of each other or if there is a different relationship between them. (Module words: empathy, remorse, interaction).”

• The Student Guide provides one Build Your Vocabulary worksheet per module, including Map a Word, Word Analysis, Word Web, and Analogy Chart. The worksheets often include two to three vocabulary terms. In Map a Word, students write the word and definition, part of speech, root word or origin, picture of the word, synonym, antonym, and sentence using the word. In Word Analysis, students write the word, give an example, a definition or explanation, and respond to “makes me think of/connotation. In Word Web, students name words or phrases that are synonyms or closely related to the center word. In the Analogy Chart, students list a familiar concept, the new concept (word), similarities, differences, relationship categories, and what they now understand about the new concept. Other Student Guide activities that may include vocabulary practice include Raise Your Score and Write to Impress, where students practice using context clues to determine word meaning. A glossary of vocabulary terms is included with each text, and those terms are highlighted within the text so that students may click on them to see the definitions. Some general guidance is found in the Unit Planning Tools Document.

• In Unit 4, Module 1, students read “For the Climate and Fairness, Take Buses and Sidewalks Before Electric Cars” by Dan Charles. Key Vocabulary Words are: disparity, equity, climate change, carbon dioxide, greenhouse gas emissions, infrastructure, mobility, redlining, and skimped. Before students read the text, they complete the Build Your Vocabulary lesson from the Student Guide. Build Your Vocabulary teacher guidance states: “Explicit Vocabulary Strategy Instruction—Concept Map: Use the Explicit Vocabulary Strategy  Instruction resources to introduce the Concept Map. Model the process with a word such as “equity.” Display the concept map and the selected vocabulary word. Complete the part of speech, add a description, and examples. Complete the first one together. Have students fill out maps for the remaining words in your grouping choice.” Students can share their responses to the second and third columns with the class. (terms: disparity, equity, climate change). In the Teacher Will section, teacher guidance states, 

  • “Introduce the Build Your Vocabulary task and review the example provided.

  • Organize students into small groups and assign them one or more words per group. 

  • Assist each group in sharing their findings with the entire class.”

• In Unit 7, Module 4, students read “The Handsomest Drowned Man in the World” by Gabriel García Márquez. Key Vocabulary Words are: condemned, improvised, desolation, nostalgia, mortified, relics, frivolity, ressign, stagger, and desolation. Before students read, they complete the Build Your Vocabulary lesson from the Student Guide. Build Your Vocabulary teacher guidance states: “Explicit Vocabulary Strategy Instruction—Word Analysis: Use the Explicit Vocabulary Strategy, Word Analysis Instruction resources to introduce word study. Have students complete the process of word study after modeling a word such as ambiguity. After modeling how to provide an example sentence, explanation, examples, and visuals, have students complete other words.” In the Teacher Will section, teacher guidance states,

  • “Introduce the Build Your Vocabulary task and review the example provided.

  • Organize students into small groups and assign them one or more words per group. 

  • Assist each group in sharing their findings with the entire class.”

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

• In Unit 1, Module 1, students read “Marigolds” by Eugenia Collier. Before reading, students access an online list of vocabulary words that appear in the text. In this module, students review the word “compassion (noun): a concern for the suffering of others.” In Unit 7, Module 4, students read “The Handsomest Drowned Man in the World” by Gabriel García Márquez. The word “compassion (adj.): deep feelings of sympathy for others” appears again in the vocabulary list for the text.

• In Unit 4, Module 3, students read “What Can Convince Chicagoans to Rely Less on Cars?” by Dan Charles. In the online Vocabulary list, students encounter the word “abundant (adj.) plenty.” They also see the word again in Unit 4, Module 5, when they read “Hydrogen-Powered Passenger Trains Are Now Running in Germany” by Sarah Kuta. The word appears in the online Vocabulary list and is highlighted in the text. The interactive link allows the students to hover over the word in the text to see the definition of “abundant (adj): plentiful.”

• In Unit 4, Module 7, the students learn seven vocabulary words for Your Portfolio: Writing Your Research Paper in Grades 6, 7, and 8. The words include sources, inquiry, research question, synthesize, evaluating, documenting, and citations.

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

• In Unit 1, Module 4, students read “Off the Shelf” by Patti Smith. They complete a Build Your Vocabulary activity from the Student Guide. Students focus on developing a Word Analysis for the words covet, impulsive, and sacrifice to help them understand, discuss, and write about the text. 

• In Unit 3, Module 3, students read “My Country Is a Ghost” by Eugenia Triantafyllou. Before students read the story, the online overview provides some background on helping students understand the word allegorical since it appears in the final writing prompt. The Topic Overview provides a highlighted version of the word allegorical so the students can hover over it to discover that it means “containing an allegory, which is the expression of truths or generalizations of human existence by means of symbolic fictional figures and their actions.” Students also complete the Build Your Vocabulary activity in the Student Guide, which prompts them to produce the Map a Word graphic organizer for allegory, tethered and disconnected. By the end of the module, they can develop a response to the prompt: “How does the author of this allegorical story explore the theme of connection to a person’s heritage, community, or sense of belonging?”

• In Unit 6, Module 2, students read “Ten Steps to Choosing the Right College” by Katy Hopkins and Sarah Wood. Then, they complete the Build Your Vocabulary activity from the Student Guide. In the Analogy Chart, students show the similarities, differences, and relationships within the word prospective. Exploring this conceptual term allows students to “deepen their exploration and interpretation of the reading selection.”