8th Grade - Gateway 2

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

The materials are grouped around a unit theme or topic and an essential question to build students’ knowledge over the course of the school year. The sequence of these texts helps students read and comprehend complex texts independently and proficiently. Students read literary and informational texts across various genres that add to their knowledge of the theme or topic. 

Texts are connected by a grade-appropriate cohesive topic/theme/line of inquiry. Texts build knowledge and the ability to read and comprehend complex texts across a school year. Examples include, but are not limited to, the following:

• Each of the seven units includes a variety of texts to illustrate and develop the theme or topic and Essential Question. Each unit contains seven to eight grade-appropriate modules that include several readings, an opportunity for student discourse, and a writing assignment for the student portfolio connected by the theme or topic. The focus for each unit is as follows: “Who Do You Aim to Be?,” “How Do We Fuel a Community?,” “How Does Imagination Shape Our Vision?,” “How Can Travel Be Green?,” “What Is the Legacy of Our Words?,” “What Directions Might You Take?,” and “How Does Knowledge Change Perspective?” 

• In Unit 1, the topic is “Who Do You Aim to Be?” and the Essential Question is “How do various personal experiences, positive and negative, allow you to grow and change?” Students read two short stories and two personal narratives in the first four modules. According to the Teacher Guide, the responses require students to make personal connections to the topic before each reading. These personal connections support students’ comprehension of the texts. In Module 1, students read the short story “Marigolds” by Eugenia Collier. In order to connect to the lesson, they “Describe a time when [they] learned a painful but necessary lesson about how to treat someone who is different from [them].” They look for the powerful life lessons that the narrator learns throughout the story. In Module 2, students explore the personal narrative “I Am the Greatest” by James Bird. As they begin to read the text, students provide an answer to the Connect prompt for the lesson: “Describe a time when you learned an important life lesson.” Students then explore the text to locate examples of challenges the author’s mother provided that helped teach the narrator self-confidence. In Module 3, students read the short story “Amigo Brothers” by Piri Thomas. Before beginning the selection, they answer the Connect prompt: “Describe a time when you had a conflict with a friend.” Students read the text to locate two key lessons that the characters learned from the conflict that emerges in the text. Additional texts in Module 5, Reading Across Genres, prompt students to consider the question, “How do various personal experiences, positive and negative, allow you to grow and change? Students add evidence to their unit notes that answer the question. They view a video, two poems, and two informational texts to find more support for the final piece of writing. Once they compile their ideas, students “write a personal narrative about a valuable life-changing lesson they learned.” The personal connections they made to begin each module support the piece of writing required by this unit.

• In Unit 4, the topic is “How Can Travel Be Green?” and the Essential Question is, “How can transportation be both effective and sustainable?” In each module, students read challenging mentor texts that are informational news articles or opinion essays. They use the texts to research evidence to determine the best type of transportation that is effective and sustainable. Each text provides a possible solution to the complexities associated with transportation. Each module requires students to use evidence from the text to add to the Class Discussion Question, “How can we take care of our world today to protect it for the future?”  In Module 1, students read “For the Climate and Fairness, Take Buses and Sidewalks Before Electric Cars” by Dan Charles. They look for examples the author uses “to explain the need for public transportation.” In Module 2, students read the informational news article “The Holy Grail of Transportation Is Right in Front of Us” by Farhad Manjoo. Students explore the author’s case for using buses to provide public transportation. In Module 3, students explore the effectiveness and sustainability of using electric rideables in cities. This information comes from the opinion essay “Electric Scooters on Collision Course with Pedestrians and Lawmakers” by James F. Sallis. In Module 4, students look for more evidence to solve the challenges of many people using personal vehicles to travel. They read the article “What Can Convince Chicagoans to Rely Less on Cars?” by Dan Charles to collect their evidence and ideas. In Module 5, students view a video, three more news articles, and another opinion piece to compare and contrast the ideas presented regarding the challenges that are faced when there are too many vehicles on the roads. Students collect evidence from all the readings to write a research paper on the following topic: “Based on the readings and other research, what are the most pressing issues around the effectiveness and sustainability of transportation?”

• In Unit 7, the topic is “How Does Knowledge Change Perspective?” and the Essential Question is, “What is the impact of new knowledge on our perceptions of our own lives and the lives of those around us?” In each module, students read challenging fictional mentor texts consisting of two short stories, a fairy tale within a tale, and a creation story. They also view a video and compare and contrast two poems and three informational texts to prove that there can be multiple perspectives on the same topic in the Reading Across Genres module. Students engage in analyzing and comparing texts throughout this unit so they can participate in a Socratic Discussion by answering the Essential Question and writing a literary analysis that responds to the prompt, “Using a traditional tale or creation story and the additional texts in the unit, compare themes and story elements, characters in each. Use at least two sets of literary texts in your comparisons to explain how modern authors retell classic texts in new ways.” In Module 1, students read “The Necklace” by Guy de Maupassant. They “explore the ways in which money shapes our perception of what it takes to be happy or at least content.” Students use the examples from the character Mathilde to create their responses. In Module 2, students read “The Bee-Man” by Alice Moore Dunbar-Nelson. They use evidence from the fairy tale to analyze the author’s retelling of the story and the way modern themes emerge by using the elements of traditional fairy tales. In Module 3, students read a modern short story titled “The Far and the Near” by Thomas Wolfe. In this story, the author uses a familiar theme, “things are not always as they appear,” to convey a “valuable lesson about the human condition.” Students use evidence from the text to explain how the author develops the theme. In Module 4, students read a creation story, “The Handsomest Drowned Man in the World.” In this magical tale, the students review symbolism and allegory to determine how figurative language can impact the theme of a story. Over the following few lessons, students read five different texts in the Read Across Genres unit. For example, they read and compare the perspectives from two informational texts, “Things You Cannot Unsee” and “What They Say About Your Brain” by Alexis C. Madrigal, to the text “Three Wise Monkeys of Tōshōgū Shrine” by Atlas Obscura. 

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

The materials include opportunities for students to analyze the key ideas, details, craft, and structure within individual texts and across multiple texts. After each reading, students are provided with multiple-choice questions that are aligned to the standards. The tasks within the student materials include opportunities for students to analyze the text through varied tasks such as completing graphic organizers, participating in debates, and writing tasks. Each unit of instruction includes direct instruction on a specific text analysis skill, thematically linked reading selections with reading check tasks, which include multiple choice questions to apply the reading analysis skill, and an Apply Your Learning Task, allowing students to practice the skill prior to engaging in a written response. Students have multiple opportunities throughout the year to practice literacy skills across various genres and text selections.

For most texts, students analyze key ideas and details  (according to grade-level standards). Examples include, but are not limited to, the following:

•  In Unit 3, Module 2, students read “The Attack” by Lula Delacre. Then, they answer questions such as, “How does this conflict change Emilio? [and] Why is this dialogue important to understanding the role of the mother in the story and how she deals with conflict?” Additionally, students complete an Apply Your Learning task to record how the characters change from the beginning to the end of the story. Finally, students complete a writing task to respond to the prompt, “How do the characters grow and change as a result of the events of the story?” 

• 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 they answer five comprehension questions including: “Which of these statements best describes why the author began the play three years after the wartime events? [and] Which of the following most clearly explains the different reactions of Peter and Anne at this moment?” Students then respond to a 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.”

• In Unit 7, Module 3, students read “The Far and the Near” by Thomas Wolfe. After reading, students answer five comprehension questions, including: 

  • “Which line from the story best helps you understand the theme that things are not always as they appear? 

  • What does the author mean when he says, ‘Yes, this was the house he sought, the place he had passed so many times, the destination he had longed for with such happiness’?” 

  Students then respond to the Writing Prompt: “In this modern short story, Wolfe explores the common theme that things are not always as they appear. Using evidence from the text, explain how the author develops this theme to teach a valuable lesson about the human condition.” 

For most texts, students analyze craft and structure (according to grade-level standards). Examples include, but are not limited to, the following:

• In Unit 2, “Module 4, students read “Nuclear Fusion Breakthrough a Milestone for the Future of Clean Energy, US Officials Say” by Ella Nilsen. Then, they analyze the craft and structure by answering questions such as: “Which of these statements provides the strongest support for the author’s point of view that nuclear fusion can be a significant future energy source? [and] Which statement best describes how the author is appealing to her audience?” Students then respond to a writing prompt: “Trace the evidence the author provides to make the case for nuclear fusion as a viable future energy source. How does the author use evidence to appeal to the audience’s values?”

• In Unit 4, Module 1, students read “For the Climate and Fairness, Take Buses and Sidewalks Before Electric Cars” by Dan Charles. Then, they answer questions including: “Why does the author use the word ambitious to describe sustainability director Mike Foley’s plans to redesign Cleveland’s infrastructure? [and] Which of these claims shows that the audience already accepts that greenhouse emissions are harmful to the environment?” Students then respond to the Writing Prompt: “How does the author use examples to explain the need for public transportation?”

• In Unit 7, Module 2, students complete the online Direct Instruction lesson on Common Literary Devices Within and Across Texts before reading “The Bee Man” by Alice Moore Dunbar-Nelson. Students then complete an Apply Your Learning task from the Student Guide to analyze how the author embeds one story into another to determine a deeper meaning within the text. Students analyze how the author uses allegory, characters, conflict, and resolution to respond to the question, “What elements in the fairy tale of the bee-man suggest that it is an allegory?”

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

The materials include multiple opportunities for students to read and analyze individual texts as well as multiple texts. The tasks are sequenced in a way that is appropriate for the grade level and include text-specific and text-dependent questions and/or tasks. In order to complete the tasks provided, the students must analyze the texts and integrate their knowledge to complete the literacy activities throughout the unit. Each unit is designed around the unit’s Essential Question. Each unit also includes a Reading Across Genres module, which allows students to read a variety of text types and make connections across topics by responding to questions and completing tasks that require knowledge of the topic. 

Most sets of questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to, the following:

• In Unit 2, Module 4, students read “Nuclear Fusion Breakthrough a Milestone for the Future of Clean Energy, US Officials Say” by Ella Nilsen. Then, they respond to comprehension questions such as, “Which of these statements provides the strongest support for the author’s point of view that nuclear fusion can be a significant future energy source?” and “Why is it important for the author to respond to this counterargument about nuclear fusion?” Students also analyze the text by highlighting evidence supporting how nuclear fusion can be a viable energy source and examples of when the author appeals to the values of the reader. Students then respond to the writing prompt, “Trace the evidence the author provides to make the case for nuclear fusion as a viable future energy source. How does the author use evidence to appeal to the audience’s values?”

• In Unit 6, Module 3, students read “First in the Family Make Their Mark in College” by Melissa Ezarik. Then, students answer multiple-choice questions such as, “What is the most likely reason the author began this article with Ashley German Soto’s personal story?” Next, students summarize the text. Lastly, they develop an argument for the following 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 Unit 7, Module 1, students view the online Direct Instruction presentation on Analyzing Traditional Tales: Fairy Tales. Then, students read “The Necklace” by Guy de Maupassant. They answer comprehension questions such as: 

  • “Reread the following passage from the story: ‘She had no dresses, no jewels, nothing; and these were the only things she loved. She felt she was made for them alone. She wanted so much to charm, to be envied, to be desired and sought after.’ What does this quote reveal about Mathilde as a character?

  • What is the most likely reason Mathilde doesn’t want the other guests to see her leaving the party?”

  Students complete a graphic organizer comparing the traditional “Cinderella” fairy tale and “The Necklace.” Then, students plan an argument to respond to the 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.” 

Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Examples include, but are not limited to, the following:

• In Unit 1, Module 6, students prepare for a Socratic Discussion. First, they view a Direct Instruction presentation about Socratic Discussions and learn what they are and are not, how to use evidence to inform and build on ideas, and how to speak respectfully and listen effectively. Then, students analyze four mentor texts, a video, two poems, and two informational texts from the readings in the module to answer the Socratic Question, “How do various personal experiences, positive and negative, allow you to grow and change?” Students use the graphic organizer, Prepare for the Discussion from the Student Guide, and are instructed to use “all of the selections from the unit to make their claim and to cite evidence from multiple texts.” 

• In Unit 6, Module 5, students explore different pathways to meet their post-secondary goals. First, the students read “My Path to Boston University — A Real Student’s Story” by Yesh Datar. They analyze the author’s claim and evidence by responding to reading check questions, including, “Which piece of evidence from the article provides the strongest support for the claim that attending community college before a four-year college is cost-effective?” Students also read “Five Reasons to Consider Community College” by Andrew Warner and complete a reading check focusing on claims and evidence. Students respond to, “Which sentence from the text best supports the idea that you do not have to have perfect grades to get into a competitive college?” After reading both of the selections, students work with a small group or a partner to complete an organizer to compare the two articles, considering the different pathways, evidence, personalities/interests, and connections to the future. 

• In Unit 7, Module 8, students read “Allegory of the Cave” by Plato and “One of Ours” by Willa Cather. Then, students answer multiple-choice comprehension and analysis questions about the individual text and then compare the two texts, including, but not limited to, 

  • “On which of these points would the authors of both passages most likely agree?

  • In what way does ‘Excerpt from One of Ours’ most clearly draw on ‘Excerpt from Allegory of the Cave’ for motivation or inspiration?” 

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

The materials include two culminating tasks for each unit: a speaking and listening task and a writing task that becomes part of the student’s portfolio. In each culminating writing task, students show their knowledge and understanding of the topic by writing an essay for a specific genre. Each writing task is organized by a topic or theme and allows students to demonstrate their understanding of the unit’s topic and/or essential question. The culminating writing assignment requires students to read and analyze texts to draft their response to the prompt. Many of the steps toward the completion of each task are repetitive. For example, students read narrative texts and then write a narrative. There is no variation in building skills or improving writing over the school year. The opportunities for speaking and listening related to these writing tasks are limited to peer review tasks focused on developing the composition, not standards addressed within the unit. In each culminating speaking and listening task, students participate in various speaking and listening activities as they explore each unit’s essential question(s) and knowledge. Student tasks are Socratic discussions, pitch decks, performances, debate games, and panel discussions. 

Culminating tasks are evident and varied across the year and they are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). Examples include, but are not limited to, the following:

• In Unit 1, Module 6, students participate in a Socratic Discussion. Students begin by independently reviewing the Socratic Discussion direct instruction slick deck. Then, students look at a list of texts they read throughout the unit, which should be considered in their discussion. They use a few handouts in the Student Guide to prepare for discussion, including the Reflect on the Essential Question handout and the Prepare for the Discussion graphic organizer. In both these handouts, students consider their claims with supporting evidence from the unit’s texts to answer the essential question, “How do various personal experiences, positive and negative, allow you to grow and change?” After preparing, students move into the discussion. They may use sentence starters on the Build Knowledge Together handout if they need help. Once the discussion is over, teachers Conduct the Poll Again activity to see if students changed their minds throughout the discussion. Lastly, students answer questions to reflect on their discussion. 

• In Unit 2, Module 7, students complete a writing task that serves as the conclusion of the unit. Students use their texts and tasks from the unit to write an argument that answers the following 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 the task by learning the steps in writing an argument, and then students read and score a student exemplar. They draft their response by mapping their argument, making it powerful, sharing their draft with a partner, editing their draft with a partner, and then reflecting on their writing. To complete the task, students must include “well-chosen and relevant” evidence from credible sources, primarily from the texts in the unit. 

• In Unit 3, Module 7, students complete a writing task that serves as the conclusion of the unit. Before beginning the short story, students view a direct instruction lesson on Writing the Short Story and answer five questions about the content. Students review the narrative rubric before choosing the idea and planning their short story. Students develop their ideas and draft the story based on their understanding of the components from prior activities. After completing the draft, students share their stories and get feedback from a peer. Partners revise and edit both stories together. Then, students reflect on their writing and what they learned from the experience. 

• In Unit 5, Module 6, students read the play The Diary of Anne Frank by Frances Goodrich and Albert Hackett before composing the final piece of writing. They complete a “cause-and-effect essay” in response to the 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 instructional materials include viewing a direct instruction lesson on Writing the Cause-and-Effect Essay and analyzing a student exemplar, “The Journey of a Journal” by Suri Marrero. Students use the unit’s rubric to analyze the student’s responses. The Student Guide also includes a peer review task, “When you have finished an initial draft, pair with another writer and ask each other to look for sentences in the essay that need transitions.” Students share their writing with another peer using a Share and Listen graphic organizer and make revisions before editing and submitting a final draft. 

• In Unit 6, Module 6, students participate in a Pitch Deck. Students begin by independently reviewing the Pitch Deck direct instruction slick deck. Then, students look at a list of texts they read throughout the unit, which should be considered in their discussion. They use a few handouts in the Student Guide to prepare for discussion, including the Reflect on the Essential Question handout and the Create Your Pitch Deck graphic organizer. In both these handouts, students consider their claims with supporting evidence from the unit’s texts to answer the essential question, “How can different pathways help you meet your postsecondary goals?” Next, students practice, record, and share their pitch deck presentations. Then, they watch each other’s pitch decks. After pitch decks have been shared, teachers Conduct the Poll Again activity to see if students changed their minds on the essential question. Lastly, students answer questions to reflect on their pitch decks.

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

The materials provide writing instruction that aligns to the standards across the school year and meets the distribution required by the standards for argumentative, informative/explanatory, and narrative writing. Each unit includes lessons and activities that follow a consistent pattern for developing students’ writing. The modules provide guidance and protocols for students to practice writing summaries and argumentative paragraphs with respect to the readings. Over the school year, students focus on writing an argumentative paragraph for the modules within each unit. Still, they also write full-length essays in the form of a personal narrative, an argument, a short story, a research paper, a cause-and-effect essay, a personal statement, and a literary analysis. Within each instruction unit, students have opportunities to engage in direct instruction slide decks focused on composition skills related to the culminating writing task for the unit. The Student Guide allows students to complete graphic organizers to develop and organize ideas, analyze student examples, and participate in revising and editing tasks to improve writing. Each unit provides mentor texts that emphasize different writing techniques for students to reference and learn techniques to apply in their writing. Guidance is provided for students as they practice and apply writing standards. The standards can be located in each Unit-At-a-Glance, Scope and Sequence, and Teacher Guide. The Teacher Guide includes some guidance to support the tasks, and additional materials found in the Resources tab of the platform provide guidance for implementing and monitoring students’ writing development. Each culminating writing assignment includes a final rubric to evaluate student writing.

Materials include writing instruction that aligns to the standards for the grade level and supports students’ growth in writing skills over the course of the school year. Examples include, but are not limited to, the following:

• In each unit, students complete a culminating task that covers a specific genre of writing based on the texts students read in that unit. 

• In all units, the Student Guide offers support in the form of a prewriting, drafting, and revising checklist, an informative writing rubric, a student model that students score using the rubric, and a worksheet to practice giving feedback to peers. The Student Guide includes a page with specific guidance for the writing task with instructions, the writing prompt, and notes on either collecting research or planning the writing task. Graphic organizers are provided to complete various tasks, such as goal-setting, mapping the task, gathering evidence,  and proofreading evidence for mistakes and inconsistencies. 

• In Unit 3, Module 7, students read “Tiger Mending” by Aimee Bender. After reading, students prepare to develop a response to the module’s 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?” Prior to beginning the writing, students analyze the text online. To support the finding of evidence to match the prompt, the students reread the story. They use a green highlighter to locate “interactions, including the dialogue, between the sisters.” Then, they add “notes explaining how the narrator’s perspective affects the relationship and interaction between the sisters.” Then, students use the purple highlighter to find details that show how each sister develops and changes throughout the story. Once again, they add “notes describing how the final scene highlights these changes and transforms their relationship.” The careful analysis of the model text helps the students find evidence to support the argumentative paragraph that they write in response to the module’s writing prompt. 

• In Unit 7, Module 7, students write a literary analysis that answers the Writing 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?” First, the students review a Direct Instruction lesson, “Writing the Literary Analysis” online. The lesson emphasizes the core elements to use when organizing a literary analysis, how to structure a literary analysis, and how to create an effective argument with supporting details. After viewing this slide deck, students read the model student essay, “Enlightenment: The Progression of the World” by Suri Marrero. After reading the student exemplar, students review the online rubric and score the different sections of the student paper in the Score the Example assignment from the Student Guide. Students score the Claim, Evidence, Reasoning, Coherence, and Audience Appeal. They also use the sentence starter: “This draft receives a score of ____ because ____.” This process helps familiarize students with the final rubric and a possible structure for writing their own literary analysis. 

• Each Student Guide in the materials provides students with scaffolds and structures for writing practice. The Teacher Guide includes Teach Academic Writing Skills, Show and Tell, and Model Your Thinking strategies for the writing tasks, which provides teachers with support for modeling and scaffolding. 

Instructional materials include well-designed guidance, protocols, models, and support for teachers to implement and monitor students’ writing development. Examples include, but are not limited to, the following:

• In the Assessments tab, Writing Benchmarks are included for the beginning, middle, and end of the year. The stated purpose is “to personalize instruction for your students and track progress throughout the year.” Each benchmark test includes a text to read, ten multiple-choice questions to answer, and an argumentative writing prompt. Teacher directions state: “Assign lessons to introduce the CERCA framework and gain insight into student writing readiness. Evaluate completed student work and review results. Assign each student a personal growth focus.” In the Resources tab, training course videos show how to enter the rubric score. Benchmark summary reports in the Reports tab include performance by class, rubric category score, growth focus distribution by class, and individual student data. 

• ThinkCERCA materials include a bank of Direct Instruction and Skills Practice lessons for writing. The materials include 49 lessons that fall under argument writing, including Structure and organization, Author’s Bias, Introductions in Argument, and Supporting Claims with Evidence. The materials include 37 lessons that fall under narrative writing that include but are not limited to Types of Narrative Writing, Setting in Narrative Writing, Establishing Character in Narrative Writing, and Using Time as a Storytelling Tool. The materials include 62  lessons that fall under informative writing, including but not limited to Citing Evidence to Support Analysis, Summaries in Informative Writing, Citing and Documenting Sources, and Revising for Clarity, Development, and Organization. 

• Under the Resources tab, Curriculum Resources, Writing, the materials include guidance documents on the following topics (not limited to): Feedback Guidance, Writing Revisions Strategies Toolkit, and Best Practices: Compare Writing. 

  • The Feedback Guidance document includes general guidance for using ThinkCERCA’s provided writing feedback banks across the three core writing types: argumentative, informational, and narrative. This document also links each feedback bank. 

  • The Writing Revision Strategies Toolkit document includes general guidance for teachers to provide student feedback on their writing. It links parts of the CERCA process and how teachers can respond to each student depending on their learning gap. The document also links a Personalized Growth Plan Document, which outlines and provides general guidance on the different settings teachers can use to give feedback (1:1, small group, whole class). This document also includes links to other resources for supporting students with specific action steps based on data from benchmark writing assessments. 

  • The Best Practices: Compare Writing document provides general guidance for a strategy teachers can use to support students in comparing two pieces of writing to analyze and evaluate the “techniques employed by writers.”

• In Unit 2, Module 7, students write an argumentative essay to answer 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 engage in reading and writing tasks around “How Do We Fuel a Community?” and then use the learnings from the texts to write the argument. Students begin this task by engaging in an online Direct Instruction lesson for “Writing the Argumentative Essay.” In this instructional slide deck, students learn why writers write arguments, how to build a strong argument, how to organize an argument using sequence, cohesion, and transitions, and then what process to use when writing an argument. The teacher prompts students to read a student exemplar, “Fueling Our Community” by Victoria Torres. Then, students apply their learning from the slide deck and the student exemplar to answer five questions about argumentative writing. In order to support the students, the Spark Teacher View provides the answers to the multiple-choice questions. For example, the first question asks, “A claim provides the author’s clear and well-defined position on a debatable topic. Which sentences in this exemplar state the author’s claim?” The Spark Teacher View shows the correct answer, “Communities should use renewable resources like wind, water, and solar energy if we want to make a change in our earth and its environment for the better.”

• In Unit 4, Module 8, students participate in research to build their own question that connects to the Portfolio Prompt, “Based on the readings and other research, what are the most pressing issues around the effectiveness and sustainability of transportation?” The Direct Instruction slide deck, “Writing the Research Paper” provides students with tips to write their paper. Some of the main learnings in the lesson include the core elements of a research paper, how to write an introduction with a thesis, how to write supporting paragraphs using sources, and how to write a conclusion. Students then read a student example of a research paper. The Teacher Guide includes guidance for Pre-Writing, Drafting, and Editing the Research Paper. As students begin the Map Your Research Paper graphic organizer assignment from the Student Guide, the teacher prompts for each section of the paper. Teacher Guidance for this section states:

  • “Encourage students to organize their research papers with an introductory hook, claim, evidence, and a conclusion. 

  • Instruct students to use the graphic organizer from the Student Guide to map out their research papers, focusing on in-depth questions to stimulate thoughtful responses to each research paper category.” The teacher Guide also includes strategies for supporting the research process: “Have students complete or review Citing and Documenting Sources and leverage digital resources to complete the bibliography. Purdue’s Online Writing Lab is an excellent resource for tools and information in addition to the Direct Instruction provided.”

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

The materials spend the majority of instructional time on tasks and assessment questions aligned to grade-level standards, including instruction delivered through online slideshows that students complete at their own pace, followed by short multiple-choice quizzes and PDF worksheets. Teachers have access to the Unit Planning Tools that provide support for guidance, planning, and explicit instruction for each unit, as well as a Teacher Guide for each unit. These include clarification of directions and notes to direct students into the online program or Student Guide, suggestions for teacher modeling of aspects of lessons, and opportunities to conduct think-alouds. Assessment questions are multiple-choice and only include reading standards. In other parts of the program, most standards are repeatedly addressed within and across the units to ensure students have multiple opportunities to demonstrate mastery of the standard; however, some standards are covered only once.

Over the course of each unit, most instruction is aligned to grade-level standards. Examples include, but are not limited to, the following:

• Each unit of instruction includes a Unit-At-a-Glance, a Teacher Guide, a Student Guide, a Diverse Learners Guide, and an Answer Key. While each module in the online portal is labeled with the primary standard focus, the explicit instruction for meeting each standard does not appear in the materials. The Unit-At-a-Glance overviews the skills addressed with key standards identified. The Teacher Guide includes a Skills Students Will Know, Understand, and Apply Section listing some of the unit's key standards. The units consistently include close reading and academic writing, which are facilitated through an online slide deck presentation labeled Direct Instruction. In the Student Guide, students have various activities aligned to the standards, but the connection to the standard is not directly labeled. Each module in the Student Guide contains the following lessons: Apply Your Learning, Appreciate the Author’s Craft, Draft Your Argument, Building Vocabulary, and Write to Impress; however, the standards are not identified with each activity.

• In Unit 1, Module 1, the focus standards identified by the publisher are RL.8.1 and W.8.2. In this module, students read “Marigolds” by Eugenia Collier. They focus on citing evidence to support inferences. Students read the short story and complete a five-question comprehension check online. Then, they analyze the text using highlighters to identify details and examples. Students review a direct instruction lesson on Citing Evidence to Write about Literary Texts and an Apply Your Learning activity where they identify two pieces of evidence that show Lizabeth’s internal thoughts and reveal what powerful life lessons Lizabeth learns from this encounter. This task is aligned with standard RL.8.1. The Teacher Guide states, 

  • “Remind students that the Direct Instruction lesson is a useful resource.

  • Have students hear the prompts out loud before they begin working. 

  • Facilitate pairs or groups for students to complete the tasks.”

  There is also a sample teacher model for breaking down the prompt provided for the teacher in this section. In addition, the teacher is provided with guidance to model the visualization strategy using a think-aloud. As a final task, students compose a response to 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.” This assignment is aligned with standard W.8.2. The Teacher Guide provides general guidance for supporting students. The guidance states, “Feedback Focus: Check in with students to ensure their claims are supported with at least two reasons” and “Feedback Focus:  Encourage students to share different aspects of their CERCA drafts to ensure they have included a strong claim, supportive reasons, and evidence.” 

• In Unit 4, Module 4, the focus standards identified by the publisher are RI.8.2 and W.8.2. Students read “What Can Convince Chicagoans to Rely Less on Cars?” by Dan Charles, and then answer five comprehension questions, including “Which piece of information would you expect to find under the heading ‘I’m part of the problem’? Which of the statements best expresses why the data from the study is credible?” The Teacher Guide states to “Encourage students to preview the questions at the end of the selection and leverage the scaffolds and tools to access the text.” Students also answer Pause and Reflect questions, including, “With these parking provisions, Chicagoans might not have easy access to parking. Now, think of yourself as a Chicago resident. Would this encourage you or frustrate you? Why?” Students complete an Apply Your Learning task to summarize the texts by creating one-sentence summaries for each section under each subheading. The Teacher Guide states to, 

  • “Remind students that the Direct Instruction lesson is a useful resource. 

  • Have students hear the prompts out loud before they begin working. 

  • Facilitate pairs or groups for students to complete the tasks.”

  There is also a sample teacher model for breaking down the prompt provided for the teacher in this section. This task aligns with standard RI.8.2. Students complete an argumentative piece of writing by responding to the prompt, “Based on evidence from the text, respond to the following prompt: How does the writer use the different perspectives of Chicagoans to explain the transit challenges in the city?” This assignment aligns to standard W.8.2. The Teacher Guide provides general guidance for the Share Your Plan Task to:

  • “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.

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

Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. Examples include, but are not limited to, the following:

• In Unit 2, most questions and tasks align with RI.8.1, RI.8.2, RI.8.5, RI.8.6, RI.8.7, and W.8.1. In Module 1, students read “California Just Ran on 100% Renewable Energy, but Fossil Fuels Aren’t Fading Away Yet” by Lauren Sommer. After reading and completing several tasks, students develop an argument to the 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?” (W.8.1)  In Module 4, students independently read “Nuclear Fusion Breakthrough: a Milestone for the Future of Clean Energy, US Officials Say” by Ella Nilsen. Students then answer five questions; “Which of the following words most closely matches the meaning of the word hurdle as used in this sentence: ‘While there are many more steps until this [process] can be commercially viable, that is a major hurdle to cross with nuclear fusion, experts say’? Which of these statements provides the strongest support for the author’s point of view that nuclear fusion can be a significant future energy source? Why is it important for the author to respond to this counterargument about nuclear fusion? Which statement best describes how the author is appealing to her audience? Which of the following is the best statement to include in a summary of the article?” Students use a highlighting exercise to analyze the text and identify evidence for a summary and response: “Trace the evidence the author provides to make the case for nuclear fusion as a viable future energy source. How does the author use evidence to appeal to the audience’s values?” (W.8.1) 

• In Unit 6, most questions and tasks align with RI.8.3, RI.8.6, and W.8.2. In Module 1, students read “Bringing to Light Dark Matter” by Joseph Taylor. They answer five multiple-choice questions including but not limited to “Which statement best expresses how the authors develop the main idea of the passage?” and “Which of these statements should be included in a summary of this article?” (RI.8.2). In Module 3, students read “First in the Family Make Their Mark in College” by Melissa Ezarik and complete an Apply Your Learning task to consider the impact of the author’s word choice. One of the questions asks, “In the excerpt, how does the author use short sentence structures to emphasize Whitley’s perspective as a first-generation college student and club leader?” (RI.8.5) At the end of the module, students respond to the 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?” (W.8.2) In Module 5, students complete a Quick Journal, a task to make a personal connection. Students are asked to respond to the prompt, “What would you like to study after high school?” This is an example of a task that is not standard-aligned. In Module 7, students write a personal statement to answer the prompt, “Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.” (W.8.3) 

Over the course of each unit, the majority of assessment questions are aligned to grade-level standards. Examples include, but are not limited to, the following:

• In Unit 1, Module 8 students complete a Unit Reading Assessment and Reflection for the end of module assessment over two selections, “Otro Dia, Otra Vez” by Mathew Allan Garcia and an excerpt from the Narrative of the Life of Frederick Douglass by Frederick Douglass. Students complete multiple choice questions such as “Which of the following sentences best conveys the primary theme from the selection ‘Otro Dia, Otra Vez’?” and “Which of the following options provides the most complete summary of the selection titled, ‘Narrative of the Life of Frederick Douglass’?” which are aligned to standard RL.8.2. Individual questions are not labeled by the standard being assessed. 

• In Unit 3, Module 8, students complete a Unit Reading Assessment and Reflection that addresses the standards taught in the module. Students read “The Long Night” by Steve Vance and “From Scratch” by Susie Castellano. Then, students answer 14 multiple choice questions, including, “Which statement best presents a central idea of ‘The Long Night’?” and “Which detail in ‘From Scratch’ best develops the author’s message about adapting?” Individual questions are not labeled by the standard being assessed. 

• In Unit 6, Module 8, students complete a Unit Reading Assessment and Reflection for the unit “What Directions Might You Take?” Students read “The Quietest Leaders” by Alice Andre-Clark and “Looking for a Civic Career?” by Peg Lopata. They answer 13 multiple choice questions: “The author most likely included this section about animals’ personality traits to illustrate that … Based on the information in ‘Looking for a Civic Career?’ Which of the following conclusions can most logically be drawn about volunteering for a civic agency? Which of the following statements best explains how the author’s explanation of civic service relates to the various options for volunteers in the selection ‘Looking for a Civic Career?’” Each question is standards-based but not labeled by the standard they assess. Individual questions are not labeled by the standard being assessed. 

By the end of the academic year, some standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Examples include, but are not limited to, the following:

• Addressed in multiple units, students become familiar with RL.8.2. In Unit 1, students have multiple opportunities to identify a theme or central idea. When reading “I am the Greatest” by James Bird, students respond to multiple choice questions such as “What word best describes the main theme of this passage?” and compose a written response to the prompt “Using evidence from the text, what message is the author trying to convey about self-confidence through the challenges assigned by his mother?” In Unit 3, students read “My Country is a Ghost” by Eugenia Triantafyllou and answer multiple choice questions such as “Which statement best expresses a main theme of this short story?” Students also write an argumentative 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? Trace the development of this theme by analyzing the main character’s experiences in a new land.” In Unit 5, the students read The Diary of Anne Frank by Frances Goodrich and Albert Hackett and complete multiple choice questions, including, “Which of the following lines from Anne’s diary best supports a final theme of the entire play?” Students also compose a written response to the prompt, “How do the playwrights use specific lines and phrases from Anne’s diary to support a major theme in the play?” 

• Addressed in multiple units, students become familiar with RI.8.6. In Unit 2, Module 4, students engage in a Direct Instruction lesson on Analyzing Issues and Appeals that covers rhetorical appeals. Students read “Nuclear Fusion Breakthrough a Milestone for the Future of Clean Energy, US Officials Say” by Ella Nilsen. Students answer the question, “Why is it important for the author to respond to this counterargument about nuclear fusion?” Students also respond to the prompt, “Trace the evidence the author provides to make the case for nuclear fusion as a viable future energy source. How does the author use evidence to appeal to the audience’s values?” In Unit 4, Module 3, students engage in a Direct Instruction lesson on Point of View and Purpose in Informational Texts. Students read “Electric Scooters on Collision Course with Pedestrians and Lawmakers” by James F. Sallis and answer the question, “Which of these pieces of evidence indicates that the writer is addressing a counterargument?” Students also complete an Apply Your Learning task to reflect on the author’s choices and purpose. In Unit 6, Module 3, students engage in a Direct Lesson on The impact of the Author’s Choice: Words and  Images. Students read “First in the Family Make Their Mark in College” by Melissa Ezarik and respond to the 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?”

• Addressed only in Unit 3, Module 4, students have limited opportunities to familiarize themselves with RL.8.6. Students engage in a Direct Instruction lesson on Developing Point of View in Literature that examines different types of points of view. Students read “Tiger Mending” by Aimee Bender and answer the question, “Throughout the story, the narrator indicates that she admires but feels inferior to her sister. Which quote best illustrates the narrator’s feelings of admiration and inferiority?” Students also respond to the prompt, “Analyze the point of view from which the story is told. What insights does the narrator’s perspective reveal about the sisters’ relationship?” 

• The following standards are only labeled as addressed in one unit throughout the school year: L.8.2.A, L.8.4.B, L.8.4.C, , L.8.5.A, and L.8.5.C.

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

Each unit and module is accompanied by a Unit At-a-Glance that includes high-level pacing guides for a 50-minute or 90-minute class session. The pacing guides can also work with an online or a blended model. Task-specific timing guidance is found in the Teacher Guides. Tasks that are deemed essential are starred in the Unit-at-a-Glance document as well as the Teacher Guide. Most units are designed to be completed within 22-26 instructional days, so the seven units can reasonably be completed within a school year. Each unit includes complementary writing tasks that teachers can use to provide students with additional writing practice. The materials also provide Longer Works units, which are novel-centered and can be used to enhance units within the core curriculum. The provided optional Longer Work of Fiction novel study units are meaningful and follow the same pacing as a core unit. The publisher recommends these as optional units of study during a regular weekly choice period as independent exploration time, schoolwide WIN time, silent sustained reading, or at home independent reading.

Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. Examples include, but are not limited to, the following:

• The Unit At-a-Glance includes a 50-minute Class Pacing Guide and a 90-minute Class Pacing Guide. The 50-minute Class Pacing Guide for one unit covers 22-26 days or blocks per unit, which would account for up to 182 school days to complete seven units. The 50-minute Class Pacing Guides include:

  • One block for previewing the unit theme and setting personal goals.

  • One block to explore the theme.

  • 12 to 16 blocks to read and analyze the texts for the unit. Individual core texts take three instructional blocks: Before you Read, Read and Analyze, and Write to a prompt.

  • Three to four blocks to read across genres. 

  • One to two blocks for an integrated speaking and listening activity, such as Socratic discussion, debate, etc.

  • Three to five blocks for the Your Portfolio process writing task.

  • One to two blocks for assessment and reflection.

• The Teacher Guide provides timing for each part of the lesson. Parts of lessons are labeled as “essential” in the Unit-At-a-Glance, Teacher Guide, and Module-At-a-Glance.

• Novel study units are optional choices and include a Unit Planner with 50-minute and 90-minute pacing guides. The 50-minute class schedule covers 31 blocks, and the 90-minute block schedule covers 18 blocks. 

Suggested implementation schedules can be reasonably completed in the time allotted. Examples include, but are not limited to, the following:

• In Unit 1, the Unit At-A-Glance outlines a pacing guide. The 50-minute class paces out a schedule for completing Unit 1 in 21 to 30 instructional days. Students spend two days completing a unit preview; 12 to 16 days reading, analyzing, and writing tasks connected to short stories; three to four days completing tasks where students read across genres; one to two days on a Socratic Discussion; three to four days completing their portfolio writing tasks and reflecting on their learning, and one to two days on the core assessment. 

• In Unit 5, Module 3, students read “The Diary of Anne Frank: Act I, Scenes IV and V” by Frances Goodrich and Albert Hackett. The suggested pacing is three to four 50-minute sessions (one to two 90-minute sessions) to read the text and complete the activities. To connect with the text, students engage in pre-reading activities, including vocabulary and journaling. Before reading the unit text, students complete a Direct Instruction lesson on developing characters in a drama. Students read the text and answer five comprehension questions independently before analyzing the text and preparing to write. Students summarize the text and respond in writing to a prompt. The suggested timing guidance for all tasks in the Teacher Guide totals 161 minutes; therefore, this module could be reasonably completed in three 50-minute sessions or about two 90-minute sessions. 

• In Unit 6, Module 2, students read “Ten Steps to Choosing the Right College” by Katy Hopkins and Sarah Wood. The suggested pacing for the text is three to four 50-minute sessions (one to two 90-minute sessions). Students read the text online, then complete the five question Check and Pause and Reflect questions online. Students complete the Direct Instruction lesson on “The Impact of An Author’s Choice: Selecting and Arranging Details” before completing an Analyze task highlighting specific details about the text structure and use of statistics in the article. Students complete the Apply Your Learning task before writing the argumentative paragraph in response to the prompt, “How do the authors select and arrange details in order to help readers understand the most important parts of the college selection process?” The suggested timing guidance for all tasks in the Teacher Guide totals 201 minutes; therefore, this module could be reasonably completed in four 50-minute sessions or about three 90-minute sessions.

• As an added resource, the publisher provides teachers with a Class Planner and Pacing Calculator, which includes the following guidance:

  • “In the sheets that follow, you will find calculators that help you gauge the time it takes for your students to complete certain tasks.

  • We know each of the opportunities for learning that we provide takes time, and we want to empower you to make the most of your time by planning for your students’ needs efficiently and realistically.

  • Simply adjust the number of minutes per session and start recording your estimates or actual minutes spent on given tasks to gauge how long it takes your students to complete them. As they gain experience and practice, they will need less time, so consider adjusting throughout the year so you can plan carefully to meet your students’ needs.”

Optional tasks do not distract from core learning. Examples include, but are not limited to, the following:

• In the Unit Planning Tool, additional complementary writing prompts are provided as “practice options as students progress through the curriculum prior to the portfolio piece for each unit.” These prompts are aligned texts read in the unit. The Planning Tool includes student worksheets and graphic organizers to plan their writing as well as reflect on writing. There are no direct instruction notes for the teacher for these prompts. The teacher guidance says, “Make planning decisions based on schedule, your program, and your students’ needs. Use the complementary prompts to ensure appropriate levels of standards coverage in student experiences with the process of writing.”

• Longer Works of Fiction novel studies for Grades 6, 7, and 8 include A Single Shard by Linda Sue Park, Bud, Not Buddy by Christopher Paul Curtis, and Long Way Down by Jason Reynolds. These units include a Unit-at-a-Glance, Teacher Guide, Student Guide, and Diverse Learner Guide in the same format as the Core ELAR. 

• The publisher provides the Longer Works Units and some guidance on incorporating these units into the curriculum as part of the unit of instruction, independent reading, at-home enrichment, or schoolwide reading programs. 

• In each module throughout the program, there are “recommended” and “essential” tasks for each lesson. While the publisher suggests completing all activities in a lesson, the “recommended” tasks could be optional and cut when teachers are short on instructional time; however, cutting material repeatedly could affect the delivery of instruction essential to achieving grade-level standards.

Optional tasks are meaningful and enhance core instruction. Examples include, but are not limited to, the following:

• In each unit, complementary writing prompts are provided. Teachers are able to use these prompts to give students extra practice with different types of writing and standards. 

• Longer Works of Fiction novel studies include similar tasks and pacing as core units. The novel studies are intended to enhance core instruction. The materials for The Outsiders by S.E. Hinton include eight modules that follow the same format as the Core ELAR units. In Module 1, students read “Why ‘The Outsiders’ Lives On: A Teenage Novel Turns 50” by Hillel Italie and “reflect on the relationship between real events and conflicts in literature to determine how authors use real events to create fiction.”  In Modules 2-5, students read the anchor text and complete Direct Instruction and Writing Lessons that follow a similar format as the Core ELAR units. In Module 6, Read Across Genres, students read several texts and watch a movie clip of The Outsiders. They consider the unit’s essential question through multiple perspectives and “evaluate the evolution of young adult literature.” In Module 7, Socratic Discussion, students learn about and prepare to participate in a Socratic discussion to the question, “How can belonging to a community influence an individual’s identity, beliefs, and personal choices?” In Module 8, Your Portfolio, students write a literary analysis essay for the prompt, “Choose a text element from The Outsiders to analyze (setting, character, plot, theme, symbolism, etc.), and using evidence from the novel, develop a claim about how S. E. Hinton uses this element to convey the lessons that Ponyboy learns throughout the novel. Cite evidence from the text to describe the lessons he learns and to support your analysis.”