Alignment to College and Career Ready Standards: Overall Summary

MyPerspectives English Language Arts grade 8 fully meets the expectations of alignment to EdReports.org's Gateways 1, 2, and 3 criteria. Texts with which students engage are appropriately rigorous and rich and are accompanied by cohesive writing and speaking questions and tasks. The materials provide practice and production opportunities for students to grow their literacy skills in multiple areas as they build knowledge as well. Students work in writing and reading build to prepare students for Grade 9 work by the end of the school year. There are multiple opportunities for students to synthesize information by working with varied tasks and in growing research and critical thinking abilities. Materials are organized to support comprehensive vocabulary development, writing instruction in multiple modes, and independent reading of complex texts over the course of the year. The materials also include support for educators to implement, plan, and differentiate the standards-based materials, leveraging digital resources when appropriate.

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Understanding Gateways

Alignment

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Meets Expectations

Gateway 1:

Text Quality

0
17
32
36
36
32-36
Meets Expectations
18-31
Partially Meets Expectations
0-17
Does Not Meet Expectations

Gateway 2:

Building Knowledge

0
15
28
32
32
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Usability

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Meets Expectations

Not Rated

Gateway 3:

Usability

0
23
30
34
34
30-34
Meets Expectations
24-29
Partially Meets Expectations
0-23
Does Not Meet Expectations

Gateway One

Text Quality & Complexity and Alignment to Standards Components

Meets Expectations

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Gateway One Details

The materials for Grade 8 meet the expectations for Gateway 1. The materials include texts that are high quality and engaging, and provide students opportunities to work with texts at the appropriate level of rigor and complexity. Questions and tasks students work with are consistently linked to texts and provide ongoing practice in grade level reading, writing, speaking and listening, and language.

Criterion 1a - 1f

Texts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.
20/20

Indicator 1a

Anchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.
4/4
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-
Indicator Rating Details

My Perspectives: English Language Arts Grade 8 includes anchor texts that are of publishable quality and worthy of reading for a variety of student interests. The publisher includes texts that are relevant for a variety of purposes. Authors of the anchor texts are noted in their various fields as accomplished writers. As illustrated below the selections are content rich and range in topic from the Holocaust to human intelligence and invention. The texts also cover multiple genres. Each anchor text relates directly to the theme of the unit and following works support students as they seek to answer the unit’s essential question. In several units, there are more than one anchor texts allowing students to make comparisons between varying genres.

Some representative texts include, but are not limited to, the following:

  • Unit 2 focuses on the Holocaust and includes “The Diary of Anne Frank” Acts 1 and 2 (Drama) by Albert Hackett and Frances Goodrich.
  • Unit 3 guides students to study and consider community advocacy and includes, “Barrington Irving, Pilot and Educator” (Magazine Article) by National Geographic, “Three Cheers for Nanny State” (Opinion Piece) by Sarah Conly, and “Soda Ban? What about Personal Choice?” (Opinion Piece) by Katrina Trinko
  • Unit 4 includes “Flowers of Algernon” (Short Story) by Daniel Keyes
  • Unit 5's focus on invention includes “Uncle Marcos” from The House of Spirits (Short Story) by Isabel Allende and "To Fly from Space Chronicles” (Expository Nonfiction) by Neil deGrasse Tyson.

Indicator 1b

Materials reflect the distribution of text types and genres required by the standards at each grade level.
4/4
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-
Indicator Rating Details

My Perspectives: English Language Arts Grade 8 meet the expectations for reflecting the distribution of text types and genres required by the standards. Throughout the five units of study, there is a balanced mixture of informational and literary texts required per the standards. The text types span a range of informational and literary texts. The variety of genres and text types include memoirs, blog posts, essays, short stories, novel excerpts, news articles, poems, and drama. For each unit, there are also suggested trade books that can be used to enhance or extend the provided reading selections, adding additional genres to the already diverse selections within the textbook.

Students in Grade 8 are exposed to this text balance across the units, as noted by the representative examples here:

Unit 1:
“Red Roses” (nonfiction narrative)
“The Medicine Bag” (short story)
“Apache Girl’s Rite of Passage” (National Geographic video)

Unit 2:
“The Diary of Anne Frank” (drama)
from The Diary of a Young Girl (diary)
from Maus (graphic novel)

Unit 3:
“Three Cheers for Nanny State” (opinion piece)
“Soda Ban? What about Personal Choice?” (opinion piece)
from Follow the Rabbit-Proof Fence (memoir)

Unit 4:
“Flowers for Algernon” (short story)
“Unsuspecting” (poetry)

Unit 5:
“Uncle Marcos” from The House of the Spirits (short story)
“25 Years Later, Hubble Sees Beyond Troubled Start” (news story)

Indicator 1c

Texts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.
4/4
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-
Indicator Rating Details

The core texts used across the school year for My Perspectives: English Language Arts Grade 8 has the appropriate level of complexity according to quantitative analysis and qualitative analysis. Additionally, the relationship between the level of complexity and the relationship to student tasks is appropriate for the grade level.

Texts students engage with over the course of the year range in quantitative measure from 680- 1420 on a Lexile scale; qualitative measures identify texts as appropriate for Grade 8 students. Students also engage with poetry and multimedia texts which have appropriate qualitative features (but cannot be identified with a quantitative measure).

Below are some examples of the text complexity within the Grade 8 materials:

Unit 5 begins with a close read of an excerpt from Isabel Allende’s novel The House of the Spirits, “Uncle Marcos,” an example of magical realism, a fiction genre that began with Latin American writers. With a Lexile level of 1280 and qualitative measures such as unfamiliar and fantastical situations, long, complex sentences with some challenging vocabulary and figurative language, the selection meets the requirements for students to read and comprehend literature at the high end of the 6-8 complexity band.

Other examples include:

  • The Diary of Anne Frank, Acts I and II. The quantitative level is 1240 exile; qualitative features are appropriate for Grade 8 students.
  • Flowers for Algernon, with a quantitative measure of 910 lexile, includes more complex qualitative features.

Nonfiction pieces such as "You Are the Electric Boogaloo/Just Be Yourself," and "Soda Ban? What About Personal Choice?" also fall within the appropriate range for Grade 8 students.

Indicator 1d

Materials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)
4/4
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-
Indicator Rating Details

The materials for My Perspectives: English Language Arts for Grade 8 support students’ increasing literacy skills over the course of the school year. The distribution of texts meets both the quantitative and qualitative measures for text complexity for the eighth grade level. Teacher’s editions divide texts for each unit into color-coded levels of Whole Class Learning (green), Small Group Learning (turquoise), and Independent Learning (purple). Not only do the texts build with the challenges of what students are being asked to do to read complex texts, especially with language and meaning, but also the writing builds throughout each unit and throughout the year.

The series of texts in each unit vary in text complexity but build in complexity throughout the year. The publisher adds a rubric for each reading that assesses the quantitative and qualitative value for each reading. The qualitative demands increase throughout the year and are mostly in the moderate and complex range by unit 5 at the end of the year. Each unit contains selected tasks that can be used to assess students’ grasp of concepts such as a performance tasks that includes both a writing and a speaking/listening component. The materials also contain formative assessments with suggestions for reteaching and selection of test items for tracking student mastery of literacy standards across the year.

Readings vary in text complexity over the entire school year to build students' literacy skills.The materials support a spectrum of qualitative and knowledge demands to provide students opportunity to engage with texts that are rigorous in a variety of ways. The following text example is but one to illustrate how the placement of texts supports students' increasing challenges over the year:

Unit 1: Rites of Passage

“The Medicine Bag” (short story) p 12C
Lexile: 880L Text Length: 3,427 words
Knowledge Demands - 4
Structure - 2
Language Conventionality and Clarity - 2
Levels of Meaning/Purpose - 4

Unit 4: Human Intelligence
“Flowers from Algernon” p 350C
Lexile: 840L Text Length: 11,847 words
Knowledge Demands - 4
Structure - 3
Language Conventionality and Clarity - 4
Levels of Meaning/Purpose - 4

In this example, the quantitative and qualitative measure of both texts is close, but the length of the second text is considerably longer, providing students an opportunity to practice reading stamina as well as adding a level of difficulty to the task of close reading a complex text.

Indicator 1e

Anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.
2/2
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-
Indicator Rating Details

The Teacher’s Editions for My Perspectives: English Language Arts Grade 8 includes a text complexity analysis and rationale for purpose and placement of anchor texts and series of texts in Grade 8. The publisher includes a “Planning” section before the anchor texts and series of texts that lists the Lesson Resources with a “Text Complexity Rubric.” The Planning section gives a summary and insight for the anchor texts, as well as an explanation for connections between the Essential Question, Performance Tasks, and the reading selections. A rationale is included for the scores given on the rubric. The text complexity rubric includes Lexile level, text length, and qualitative measures such as Knowledge Demands, Structure, Language Conventionality and Clarity, and Levels of Meaning/Purpose.

The Planning section for each unit include the following sections to support teachers as they work with students to build literacy:

  • Summary of the text
  • Insight into the rationale for the text selection
  • Connection to the essential question
  • Connection to performance tasks

Indicator 1f

Anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.
2/2
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-
Indicator Rating Details

The materials for My Perspectives: English Language Arts Grade 8 fully meet the requirements for this indicator. The anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.

For each of the units, there are multiple selections lined to a central theme and essential question. In each unit students are given the opportunity to engage in a large volume of reading following a similar format beginning with whole group learning, then small group learning, and finally independent learning ending in a culminating Performance Based Assessment. There is a variety of genres found in each unit and all units are organized by the gradual release of responsibility model to provide students with supports throughout the unit which includes close reading and multiple-reads. Students also have a choices in independent reading materials at the end of the unit.

Text examples used within Grade 8 are as follows:

Unit 2: The Holocaust
Anchor Text: “The Diary of Anne Frank” Acts 1 and 2 (Drama) by Albert Hackett and Frances Goodrich
Range and Volume: Lexile NP, Text Length: NP
Growth toward Grade Level: Qualitative Measures - 3 on Meaning/Purpose

Unit 5: Invention
Anchor Texts: “Uncle Marcos” from The House of Spirits (Short Story) by Isabel Allende p 448
“To Fly from Space Chronicles” (Expository Nonfiction) by Neil deGrasse Tyson
p 464
Range and Volume: “Uncle” - 1420L, 3,624 words: “To Fly” 1220L, 2,094 words
Growth toward Grade Level: Qualitative Measures - 4 on Language and Purpose

Criterion 1g - 1n

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
16/16
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-
Criterion Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts Grade 8 meet the expectations of indicators 1g through 1n. The materials include comprehensive support for students to build their writing skills over the course of the year, with a mix of on-demand and process writing that attends to the modes and types of writing required by the standards. Questions and tasks, both in writing and speaking, are text-focused, building students' literacy skills in diving deep into texts.

Indicator 1g

Most questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).
2/2
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-
Indicator Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts Grade 8 meet the expectations that most of the questions, tasks, and assignments are text dependent and require students to engage with the text directly. Students are required to provide evidence from the text to support their responses in almost all questions and the Teacher’s Edition provides formative assessment suggestions that remind students to cite evidence from the text.

The materials provide a consistent format for students to engage with text-dependent questions and/or tasks. Each anchor and small group text asks students to answer analyze craft and structure questions (How do the point of view and the Biblical allusions help the author develop the theme?). Also, each text selection is followed by a section to analyze the text in which students are asked to interpret, draw conclusions, and speculate using text evidence to support their answers (Do you think Charlie should have had the operation? Why, or why not? Use details from the story to support your position).

The final question directs students to the unit’s essential question using text evidence to support their thinking. During small group instruction, students work through a comprehension check which begins with literal text-dependent questions and then moves to more analytical “why” questions and a written summary. After reading in their small groups, students discuss answers to these questions and clarify details from the text (What are three ways the operation changes Charlie’s life?).

Examples of questions and tasks that require text-based evidence (which accompany each text) include, but are not limited to, the following:

After reading Virginia Driving Hawk Sneve’s The Medicine Bag in Unit 1, students are asked questions such as: Do you think Grandpa made the right decision to travel and visit his family? Use details from the story to support your answer. Summarize the story Grandpa tells about his father. Why do you think Grandpa tells Martin this story at this time? What details in the story suggest that the medicine bag is a symbol and is important to Grandpa? How do Martin’s changing feelings about the medicine bag help show what it represents?

After reading from Sarah Conly’s “Three Cheers for the Nanny State” in Unit 3, students are asked: What ideas and beliefs do you think helped form the author’s opinion? Support your answer with details from the text. What opposing viewpoints does the author address in the article? How does this affect the strength of her argument? What facts does the author present to support her claim that people don’t always know how to achieve their goals?

After reading Isabel Allende’s “Uncle Marcos” from The House of Spirits in Unit 5, students work with questions such as: In what way is the barrel organ incident similar to the incident with the homemade plane? Support your answer with details from the text. What do you think is the climax of the story? What events or ideas in the story support your claim that this is the climax?

Also included in the materials are longer text-focused activities that require reflection on the reading. An example: in Unit 3, after reading “Soda Ban? What About Personal Choice?” students are engaged in a longer text-focused activity:

"Choose at least one unfamiliar detail from the text. Briefly research that detail. In what way does the information you learned shed light on an aspect of the passage; choose something that interested you from the text and formulate a research question." This also calls for students to cite textual from research sources.
Evidence Log for Exploration: (used for each selection in Unit 3)
After summarizing a text and quick writing about what they have read, students formulate their point of view in one succinct sentence and then record textual evidence to support their point of view.

Indicator 1h

Sets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts Grade 8 meet expectations that the text-dependent questions and tasks build to culminating tasks that integrates skills (writing, speaking or a combination) which provide teachers information about what students know and are able to do.

Each unit has the same format of teacher led, small group, and independent student learning which culminates in a performance-based writing assessment. Not only do the texts build with the challenges of what students are being asked to do to read the complex texts, but also the writing builds throughout each unit and throughout the year.

All units end with a writing task and a speaking and listening performance task focused on the unit essential question and backward mapped from all unit activities. The culminating writing tasks are of different genres of writing such as argument, explanatory and informative essays, and narratives.
Both text-dependent questions and writing tasks build throughout each unit to support students in the culminating writing task. A few examples that are representative of this include:

Unit 1: Rites of Passage. Students complete a performance task: they write a nonfiction narrative after reading “The Medicine Bag” and “Apache Girl’s Rite of Passage.” Students incorporate the elements of the nonfiction narrative writing mode: major and minor characterization, description of a change in the life, ideas or feelings of the subject of the narrative or another character, sequence of events, dialogue, pacing, transitional words/phrases, precise words and vivid details, as well as an effective conclusion that reflects on the experiences described in the narrative. This culminating task primarily involves writing rather than an integration of the former with speaking. Students work through the writing process: prewriting and planning (where they focus the topic, develop the characters, gather evidence, and make connections across the texts they have read); drafting (organize a sequence of events and write a first draft); revising (for purpose and organization, evidence, and elaboration); editing/proofreading (for Standard English conventions and accuracy) and publishing/presenting (the final draft of the nonfiction narrative).

The Unit 5 culminating writing task is an argument answering the question, “What situations might encourage people to invent?” Students begin the unit by answering this same question in a quick write after reading the launch text, viewing the unit introductory video, and participating in class discussion. While analyzing the anchor text, “Uncle Marcos,” students respond to the question, “What has this story taught you about how inventions are created?” The culminating activity for the anchor texts requires students to write an argument making a claim in response to the question, “What requirements must be met in order to say human flight is successful?” Throughout the unit, students keep an evidence log to record textual evidence in preparation of the unit culminating tasks.

Indicator 1i

Materials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)
2/2
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-
Indicator Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts Grade 8 meet the expectations for Indicator 1i. For each series the units are divided into Whole-Learning, Small-Group Learning, and Independent Learning. Students are given multiple opportunities to work with partners and groups to learn and model academic vocabulary and syntax. Throughout the series there are sections like “Making Meaning” and “Language Development” that are solely devoted to academic vocabulary and syntax. Throughout the texts in both the teacher’s edition and student’s edition, academic terms are highlighted in each unit. Graphic organizers are used repeatedly throughout the series to give students words that will be useful as they analyze, discuss, and write about the texts.

Examples of how the program meets the expectations of the indicator include, but are not limited to, the following:

Unit 1: Rites of Passage

Based on the poems “Hanging Fire” and “Translating Grandfather’s House p 65,”students choose one of the following group discussion activities: explore aspects of growing up or explore the impact of the writer’s tone. They use a chart to identify examples from the text to support their ideas about each poem and compare notes. They take turns posing questions and connecting ideas.

Unit 4: Human Intelligence

The teacher is given instructions on how to teach media vocabulary, including having students to discuss where (in other texts) they have seen the terms before and whether or not they have used them in speaking and writing p 384. Students work together in groups to find commonalities between the terms. Instructions are also for reinforcing media vocabulary study. The teacher reviews to the words pop, sci-fi, and adapted and has students create a set of sentences to show that they know the word. For example: The director used many props in the scene. Some of those props included a pen, journal, desk, and chair used by the character.

Prior to the Small-Group Learning, the teacher edition provides support for instructing students in being effective members of a small group. Students are provided the 5 steps for working as a team:
1. Take a Position
2. List Your Rules
3. Apply the Rules
4. Name Your Group
5. Create a Communication Plan

Teachers also instruct in Accountable Talk , with specific supports to grow students' speaking and listening skills. Some examples:• Remember to ask clarifying questions.

  • Which sounds like….
  • Can you please repeat what you said?
  • Would you give me an example?
  • I think you said ________. Did I understand you correctly?

Remember to explain your thinking.
Which sounds like…
I believe __________ is true because ________.
I feel that ____________ because ___________.

Remember to build on the ideas of others.
Which sounds like….
When_____________ said _____________, it made me think of ____________.

Indicator 1j

Materials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.
2/2
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Indicator Rating Details

The instructional materials, My Perspectives Grade 8, support students’ listening and speaking about what they are reading and researching with relevant follow-up questions and supports. There are several opportunities within this series for students to discuss topics with classmates and teachers, all supporting Grade 8 students' abilities to ready them for high school speaking and listening work. In all five units of study, there is a section dedicated to “Speaking and Listening.” Some examples of how the materials support this indicator include (but are not limited to):

In Unit 2, students read several texts related to the Holocaust and then work in groups to organize their ideas about what information each text provides. They then conduct independent research to find relevant multimedia to include in a group presentation about the texts. Students organize their ideas, practice with the group, and improve the presentation where necessary.

Audience members are supported with the following guiding questions as they consider each presentation: What information does the group present that tells how people fought back against Nazi rule? What are some of the group’s use to illustrate its points? Which multimedia is most effective at illustrating a certain point? What presentation skills does the group excel at?

In Unit 4, after reading the core text, students complete an Independent Learning activity. Students share their ideas with the class about how independently read text connects to the unit and essential question. They are to jot down ideas they learn from their classmates.

In Unit 5, for the Whole-Class Learning section, students participate in a class discussion on how two characters change and develop over the course of the story. Questions are provided to help students ensure ideas are based on text evidence. Tips on participating in group discussion and a rubric for evaluating discussion participation are included.

Whole-Class Learning: Students share and discuss new information about invention and aviation learned from the text. Questions are provided to help students ensure ideas are based on text evidence. Tips on participating in group discussion and a rubric for evaluating discussion participation are included.

Indicator 1k

Materials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for My Perspectives Grade 8 meet the expectations of indicator 1k. The materials include a mix of on-demand and process writing and short, focused projects, incorporating digital resources where appropriate.

Each of the five units begins with a launch text modeling the type of writing students will be completing in their performance assessment at the end of the unit. Immediately following the launch text, students write a summary of the launch text and a quick write responding to a prompt focused on the essential question and preparing them for the culminating unit performance task. Additionally, each unit contains a writing activity at the end of the whole-class learning and at least one of the small-group text includes a writing activity. Each unit ends with a culminating writing performance assessment.

In Unit 1, in the Writing to Compare section, after completing group work where they debate the similarities and differences in media for the short story “The Medicine Bag” and the video “Apache Girl’s Rite of Passage,” students write a video review analyzing the ways that the video and the short story describe the sequence of events in Native American rites of passage. Students compose a draft that includes claims and evidence. They also review and revise their writing.

In Unit 2, students write an Explanatory Essay: Write an Explanatory essay that answer the following question: How did increasingly strict laws targeting Jewish people eventually lead to the horrors that we know now has the Holocaust? Prewriting, Drafting, Peer Review, Editing and Proofreading, Publishing and Presenting, Reflecting

In Unit 5 following whole-class learning, students complete a performance task in which they write an argument in which they make a claim that answers the question: “What requirements must be met in order to say human flight is successful?”

Following the small-group learning: After reading “Nikola Tesla: The Greatest Inventor of All?” and The Invention of Everything, students write an argumentative essay in which they take a position on the following statement: “Nikola Tesla deserves more recognition than he has received for his inventive contributions.”

Indicator 1l

Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.
2/2
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-
Indicator Rating Details

My Perspectives Grade 8 meet the expectations of indicator 1l. The materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. Within each unit, all writing tasks are directly related to the text and/or essential questions for the units. Students engage in writing narrative, informational, and argumentative pieces across all units as demonstrated in the evidence below.

Unit 1

  • Nonfiction Narrative: Performance Task-Writing Focus - Write a nonfiction narrative on this question: What events change people’s experiences as they grow?

Unit 2

  • Informative: Performance Based Assessment- Students write an Explanatory essay in response to “How can literature help us remember and honor the victims of the Holocaust?”
  • Informative: Students are asked to write an Explanatory Essay responding to the prompt, “How did the characters cope with the obstacles they faced?” Students are asked to analyze the causes of the hardships the different groups faced and the effects of those hardships.

Unit 3

  • Personal Narrative: Students write about something in their own life (or the life of a close friend or family member) that shows determination or passion, or that requires hard work in order to pursue a dream.

Unit 5

  • Informational: Students are asked to present an explanatory essay in the form of a multimedia informative report answering the question “How do people face challenges in order to overcome adversity. They must plan with the group and organize their ideas, then rehearse with their group before presenting their information to the class.

Indicator 1m

Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.
2/2
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-
Indicator Rating Details

My Perspectives Grade 8 meet the expectations for indicator 1m because they include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Frequent opportunities exist across the school year for students to acquire and practice skills that they can use in various assignments and performance-based assessments. Students also write multiple argumentative compositions in which they must clarify and defend claims using evidence from texts and/or sources.

In Unit 3, students write a summary of “Freedom of the Press?” Their launch Activity is to Draft a Thesis Statement. Next, in the QuickWrite section, students consider class discussions, presentations, the video and the Launch Text as they think about the prompt "how do people determine what matters to them and make their own choices in life?"

Evidence Log For What Matters - Students review their Quick Write and summarize their point of view in one sentence in their Evidence Log. Then students record evidence from “Freedom of the Press?” that supports that point of view.

Writing to Compare - Assignment: Based on the notes you wrote with your group, write an argument essay.

Whole-Class Performance Task, pp. 296–301 Students write an argument in the form of a problem-solution essay on the question: “How can a city, school, or other local organization help people learn to avoid unhealthy eating and drinking habits? They are given reminders on the elements of a problem-solution argument:

  • A clearly stated claim about the problem and proposed solution
  • Reasons, evidence, and examples that support your claim, are relevant and logical, and are organized logically
  • Counterclaims that address reasons why people might oppose your argument
  • Language and sentence structures that clarify how claims, counterclaims and supporting details are related

In Unit 5, students write an essay comparing the text excerpt from The Grapes of Wrath with the video “Surviving the Dust Bowl” comparing the fictional account with the historical account.

Performance Task: Write an Argument (SE p 478)

The textbook provides supports for the students throughout the writing process. It lists the elements of an argument and gives bullet points of the different elements an argument contains. It also provides a model argument for students to review. Students may use their student books or the online student book to work through the unit.

Indicator 1n

Materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.
2/2
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Indicator Rating Details

My Perspectives Grade 8 meets the expectations for indicator 1n. Materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. Included in each unit are frequent opportunities for students to demonstrate command of the conventions of standard English grammar and usage through writing or speaking. Some grammar, mechanics and conventions are taught explicitly while others are integrated with the reading and writing instruction. Each unit has a Planning section for the teacher. Under the heading “Lesson Resources,” the activities for a text are laid out clearly for the teacher. It is divided into 3 sections: Making Meaning, Language Development, and Effective Expression.

Examples of how the program meets the expectation of indicator 1n, include (but are not limited to) the following:

In Unit 1, The teacher provides direct instruction on verb moods, interrogative, imperative, and indicative. A chart is provided in the SE with sample sentences. Students work individually to find an example of each verb mood in a sentence in the text. They then correct two sentences with improper shifts in mood.

In Unit 3, the teacher reviews with students various noun forms, including proper, possessive, personal pronouns and possessive pronouns. Students identify them in sentences, reread paragraph 10 of the text and mark and label at least one example of each, and revise a paragraph in their notebook ensuring correct capitalization and spelling.

In Unit 4, direct and indirect objects are explained and a chart provides labeled examples of direct and indirect objects. Students complete an exercise where they are asked to identify the subject, verb, direct, object, and indirect object. They reread paragraph 201 of “Flowers for Algernon,” identifying at least one subject, verb, direct object, and indirect object. They rewrite sentences to include a different direct object from the one given.

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Meets Expectations

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Gateway Two Details

The instructional materials integrate reading, writing, speaking, and listening through topically organized sets framed by an Essential Question. Students engage in research supported by text-dependent questions and tasks as they build and demonstrate knowledge and skills in all areas of ELA.

Criterion 2a - 2h

32/32

Indicator 2a

Texts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.
4/4
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Indicator Rating Details

MyPerspectives Grade 8 materials are grouped around topics/themes to grow students' knowledge over the course of the school year. The sequence of texts around these topics/themes and the provided lesson scaffolds ensure that students are able to read and comprehend complex texts independently and proficiently. Texts within units are connected and arranged by topics around an essential question.

As illustrated below, unit titles are themes that connect the reading selections:

  • Unit 1: Rites of Passage
  • Unit 2: Holocaust
  • Unit 3: What Matters
  • Unit 4: Human Intelligence
  • Unit 5: Invention

An example of the way the publisher organizes the unit by theme with appropriate texts and differentiated learning modality is illustrated below:

Theme/topic of Unit 2: The Holocaust

  • Whole Group Learning
  • Historical Perspectives – “The Holocaust”
  • Anchor Text – “The Diary of Anne Frank, Act 1”
  • Anchor Text – “The Diary of Anne Frank, Act 2”
  • Media: Timeline – “Frank Family and World War II Timelines”
  • Small Group Learning
  • From The Diary of a Young Girl
  • Speech – “Acceptance Speech for the Nobel Peace Prize”
  • Media: Graphic Novel – from Maus

Indicator 2b

Materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.
4/4
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Indicator Rating Details

My Perspectives Grade 8 materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. This provides students with opportunities to share their learning through written and oral projects.

Below are direct examples from unit assignments to illustrate how materials contain sets of coherently sequences questions and tasks:

From Unit 2, "The Holocaust"

From The Diary of Anne Frank, Act II, 188, include:
How does Anne’s opinion of Peter change?
What causes Anne to have a change of heart about her mother?
Who benefits more from their relationship, Peter or Anne? Explain
What are some of Anne’s character traits? What motivates Anne to dress up for her visit to Peter’s room in Scene 2?
Mrs. Frank warns Anne about exposing herself to criticism when she visits Peter in his room. What are her motivations for doing so? What effect does her warning have?
Give three examples of how the setting affects the characters and their actions.

From Unit 5, "Invention"

  • Novel Excerpt: from The Invention of Everything Else by Samantha Hunt
  • Comprehension Check Questions:
  • Why is the narrator, Nikola Tesia, angry at Marconi?
  • Notebook: Confirm your understanding of the excerpt by writing a short summary.
  • Close Read the Text: What do you notice? What questions do you have? What can you conclude? (p 505)
  • Analyze the Text: Review and Clarify, Present and Discuss
  • Concept Vocabulary: Deficiencies, Triumph, Revolutionized
  • Word Study: Etymology - a word’s origin
  • Analyze Craft and Structure: Analyze Word Choice: Figurative Language, Figures of Speech
  • Conventions: Positive, Comparative, Superlative (Forms of Adjectives and Adverbs)

Indicator 2c

Materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.
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Indicator Rating Details

My Perspectives Grade 8 materials contain a coherently sequenced set of text-dependent question and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. The questions for each text are written to give students preparation for the culminating tasks while building answers to the Essential Questions. Students are provided opportunities in each unit to integrate knowledge and ideas through text-dependent questions and writing assignments across both individual and multiple texts.

In Unit 3, students read a news article, “Barrington Irving, Pilot and Educator” by National Geographic and answer How did Irving plan to send his message about learning to millions of kids? They then read an opinion piece, “Three Cheers for the Nanny State” by Sarah Conly and consider What does the author believe most people will gain from the new law?

After reading, “Soda Ban? What About Personal Choice?” What is one reason the author opposes the ban on large-size sweet drink? In the Writing an Argument Performance Task, students are asked to synthesize information: You have just read three texts in which people take a stand on issues that matter to them, either by taking action or by sharing an opinion.

In Unit 4, students analyze “Flowers for Algernon” to determine theme. Following that, they are to identity through class discussion the similarities and differences in the ways the short story "Flowers for Algernon" and the scene from the film, “Flowers for Algernon”, depict Charlie’s realization he will probably go back to the way he was. They are then to write a comparison/contrast essay analyzing the extent to which the scene from the film is faithful to the events in the short story.

Indicator 2d

The questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).
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Indicator Rating Details

My Perspectives Grade 8 meets the expectations of indicator 2d. The series is organized into five units and the culminating task for each unit is a Performance-Based Assessment. After reading the anchor texts during whole group instruction, which all have a connection to the unit’s Essential Question and the culminating task, the unit begins writing to sources with one of the 3 types of CCSS writing (Performance Task: Writing Focus). Throughout each unit there are questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills. embedded in each unit are both writing and speaking/listening performance tasks preparing students for success on the end-of-unit performance-based assessment.

Examples of these include (but are not limited to) the following:

Unit 3: What Matters

The Performance-Based Assessment (culminating task for the unit): This task is organized in two parts: (1) write an argumentative essay written to sources about taking a stand for what matters and (2) present an oral presentation based on the final draft of the argumentative essay in part 1. Students have read selections related to this topic prior to this culminating task.

In Part 1, students demonstrate their ability to state and defend a claim using sound reasoning and relevant evidence. In Part 2, students demonstrate their ability to identify the most important claims and supporting details to include in the oral presentation (taken from their introductory, body, and concluding paragraphs).

Support is provided to students before (an evidence log and a tool for evaluating the strength of evidence), during (an argument rubric detailing the elements of effective argumentative writing and an oral presentation rubric), and after (a reflection on the goals, learning strategies, and texts of the unit).

Research skills: Students conducted research throughout the unit and with this culminating task they now select appropriate evidence to include in their argumentative essay and/or oral presentation. They also determine if additional research is needed (i.e., through evaluating the strength of evidence).

Unit 5: Invention

The culminating writing task is an argument answering the question, “What situations might encourage people to invent?” with a 3-5 minute oral presentation. Students begin the unit by answering this same question in a quick write after reading the launch text, viewing the unit introductory video, and participating in class discussion, p 445. While analyzing the anchor text, “Uncle Marcos,” students respond to the question, “What has this story taught you about how inventions are created?” p 458. The culminating activity for the anchor texts requires students to write an argument making a claim in response to the question, “What requirements must be met in order to say human flight is successful?” p 478. Throughout the unit, students keep an evidence log to record textual evidence in preparation of the unit culminating tasks.

Indicator 2e

Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.
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Indicator Rating Details

The instructional materials for Grade 8 include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Students are provided frequent opportunities to interact with and build key academic vocabulary words in and across texts throughout all five units. In each unit, students have a section labeled “Making Meaning” for several of the texts, including readings and videos. In that section, students are given subsections called “Concept Vocabulary,” “Word Study” and “Analyze Craft and Structure.” Additionally, students are given a section called “Word Network” that allows them to choose “interesting words” from a particular text and add it to their ongoing list of words over the course of the year.

Some samples of the vocabulary process in the program include the following:

Unit 1

Concept Vocabulary p 50 - Three words, immense, majestic, numerous, are listed for students. Then the SE asks, “Why These Words? The concept vocabulary words from the text are related. With your group, determine what the words have in common. Write your ideas and add another word that fits the category.

In the same unit, the Word Network reads, “Add interesting words about growing up form the text to your Word Network” p 50.

The Word Study p 50 introduces the academic terms, Synonyms and Antonyms. Students are reminded that majestic and grand are synonyms. Then, they are to “find other synonyms and antonyms form each of the vocabulary words from the Concept Vocabulary.

Unit 3

Tool kit – Word network model for vocabulary ( SE p 259). This is a collection of words related to a topic. As students read selections in the unit, they identify interesting words that are related to the topic and add them to their word network. Students are encouraged to add words throughout the unit. The Word Network for Taking a Stand in unit 3 has 3 words added from the launch text: counterproductive, democratic, censored. The students are expected to add more words throughout the unit that are related to the theme. These words can then be used in their culminating writing project.

Stories have concept vocabulary, which is introduced before reading. Students are asked in the anchor texts to rank how familiar they are with the words on a scale of 1 to 6. After the first read students are asked to review their rankings and make any changes necessary. SE p.264. These words are highlighted in blue print in the story and in the notes section of the reading, on the side of the student edition, is the word(s), pronunciation guide, and a student-friendly definition. SE p.266-267

Unit 4

citation: The term is first introduced on page 343 through an informative writing chart and then reviewed more closely on page 434 through Part 1 of a writing focused, performance assessment for an informative essay.

Indicator 2f

Materials support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.
4/4
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Indicator Rating Details

The instructional materials for Grade 8 support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of school year. The five units are divided into Unit Introduction, Whole-Class Learning, Small-Group Learning, Independent Learning, Performance-Based Assessment, and Unit Reflection. Following the backward design model, the writing activities within the units lead to Performance Tasks that prepare students for the Performance-Based Assessment. Throughout the unit, students keep an Evidence Log to record information they gather and connections they make.

Examples that demonstrate MyPerspectives' approach to teaching writing include (but are not limited to) the following:

Unit 2

Students read and analyze Acts I and II from The Diary of Anne Frank and review the media timeline from “Frank Family and World War II.” Using their notes and evidence logs, students write an explanatory essay on the effects of strict Nazi laws targeting the Jewish people.

Unit 3

Performance Task: Students write a problem and solution essay where students take a stand about “What is a problem you think needs to be solved? How would you solve it?”

The textbook provides supports for the students throughout the writing process. It lists the elements of an argument and gives bullet points of the different elements an argument contains. It also provides a model argument for students to review. Students may use their student books or the online student book to work through the unit. Next is the Prewriting/Planning templates where it prompts students to write a claim and then to consider possible counterclaims.

Unit 5

Following the Launch Text, an argument model, “Inspiration Is Overrated!”, students write a summary of the text and in a quick write address the prompt, “What situations might encourage people to invent?” Teachers are prompted to draw students’ attention to the structure of the text and how the author introduces the topic and takes a position on it in the first and second paragraphs, then provides reasons and evidence in the paragraphs that follow, while the concluding paragraph or paragraphs restate the author’s position.

Indicator 2g

Materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.
4/4
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Indicator Rating Details

The instructional materials for Grade 8 include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and sources. Each of the 5 units has students engaged in research projects, sequenced throughout the unit and across the year, to developing their knowledge on a given topic centered around the essential question for the unit, and requiring they analyze different aspects of the topic using multiple texts and source materials.

Some examples of how Grade 8 students will work on research skills over the year include:

Unit 1: After reading “”The Medicine Bag,” students are asked to choose at least one unfamiliar detail from the text to research. Students are asked, “In what way does the information you learned shed light on an aspect of the story?” Additionally, students are asked to “Choose something that interested you from the text and formulate a research question.”

Unit 3: Students work in groups to create a research report about Chief Joseph or the Nez Percé people, who lived on land that are now part of the northwestern United States. In the report, students analyze the ways in which the topic contributes to their understanding of Chief Joseph’s argument in “Words Do Not Pay.” Students are guided to use search terms effectively by choosing terms that are specific and unique to the topic, to make sure the sources you find are relevant and reliable, and take detailed notes to use in the bibliography or Works Cited page, and to paraphrase information from sources and note direct quotations that are particularly powerful or relevant.

Unit 4: After reading Flowers for Algernon, in the Research to Clarify section, students choose at least one unfamiliar detail from the text, briefly research it and respond to the following: “In what way does the information you learned shed light on an aspect of the blog post?” In the Research to Explore section, students choose something that interested them from the text and formulate a research question about it.

Unit 5: After reading Uncle Marcos from The House of Spirits, students are asked to choose at least one unfamiliar detail from the text to research. Students are asked, “In what way does the information you learned shed light on an aspect of the story?” Again, students are asked to “Choose something that interested you from the text and formulate a research question.”

Indicator 2h

Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.
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Indicator Rating Details

The instructional materials for Grade 8 provide a design for how students will regularly engage in a volume of independent reading. Each unit follows the same format of whole group, small group, and then independent reading. Students connect the Essential Question to the Independent Reading selections and continue adding to their Evidence Log.

This series has an “Independent Learning” section within each unit. The section is color-coded purple so that it is easily recognized by teachers and students. During the scheduled days for Independent Learning, students choose one online selection to read independently centered around the unit essential question. When introducing the Independent Learning, teachers encourage students to think about what they have already learned about the unit topic. They review independent learning strategies by watching the video on Independent Learning Strategies.

Graphic organizers are used to record the student’s response to the selected reading for this section. Students are held accountable by completing two graphic organizers - First-Read Guide and Close-Read Guide and a series of questions under Share Your Independent Learning.

Trade books are integrated throughout the school year, per unit of study. For example, in Unit 2 students choose among Parasite Peg by William Sleator, Crater by Homer Hickam, and James and the Giant Peach by Roald Dahl. In Unit 4, the independent reading choices include Hatchet by Gary Paulsen, My Side of the Mountain by Jan Craighead George, and Hoot by Carl Hiaasen.

Students are given a list of online selections to choose one to read independently p 245. The genres include a television transcript, reflective essay, news article, primary source, and memoir. In the SE a section on Independent Learning Strategies is given to assist students as they learn to “rely on yourself to learn and work on your own.” Students are asked to review the strategies and put them into practice as they focus on Independent Learning

For the “First-Read Guide” graphic organizer, students are asked to “Use this page to record your first-read ideas.” The boxes on the organizer are divided into the follow sections:

NOTICE new information or ideas you learn about the unit topic.
ANNOTATE by marking vocabulary and key passages you want to revisit.
CONNECT ideas within the selection to other knowledge and the selections you have read.
RESPOND by writing a brief summary of the selection.
The next graphic organizer “Close-Read Guide” asks students to “record your close-read ideas” about the selection of their choice.

Another example of supporting students' independent reading includes directions to practice and track reading. For example, in Unit 5, during the Independent Learning section, students do the following: Look Back – Think about the selections you have already studied. What more do you want to know about the topic of inventions?

  • Look Ahead – Preview the texts by reading the descriptions. Which one seems most interesting and appealing to you?
  • Look Inside – Take a few minutes to scan the text you chose. Choose a different one if this text doesn’t meet your needs.
  1. Students are provided a chart to record strategies and action plan. The chart already includes some strategies and students are encouraged to add their own. The SE contains a First-Read Guide to record ideas during a first read, and a Close-Read Guide to record close read ideas. Text questions are available in the online TE that can be assigned after students read.
  2. Students then prepare to share with classmates by reflecting on the text they read and making notes about its connection to the unit, answering the questions, “Why does this text belong with the unit?” When they share with their peers, they jot down a few ideas they learn from them. Finally, they mark the most important insight gained from the writing and discussion and explain how this idea adds to their understanding of the relationship between people and animals.

Gateway Three

Usability

Meets Expectations

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Gateway Three Details

The instructional materials are easy to use and the design is simple and facilitates student learning. Planning, instruction, and assessment is well-supported with quality resources (print and digital), standards-aligned assessments, support for differentiated instruction, and the effective use of technology.

Criterion 3a - 3e

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8/8
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Criterion Rating Details

The materials are well-designed and take into account effective lesson structure and pacing so that students can master the content by the end of the course. The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids. Student directions are clearly written and units and assignments follow the same predictable sequence, making it easy for students to complete activities. Alignment to the standards is found repeatedly throughout the series.

Indicator 3a

Materials are well-designed and take into account effective lesson structure and pacing.
2/2
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Indicator Rating Details

The materials for Grade 8 are well-designed and take into account effective lesson structure and pacing. Each unit is organized into the following sections: unit introduction, whole-class learning, small-group learning, independent learning, performance-based assessment, and unit reflection. Teachers and students are also directed to additional materials such as digital resources including media selections, modeling videos, and audio recordings.

The curriculum is composed of five, seven week units. Each unit follows the same sequence of instruction focused on the unit essential question. A sample of how lessons and units are organized and what components are included with each unit is listed below:

Unit Introduction – 2 days
Whole-Class Learning – 13 days followed by 3 days for performance task
Small-Group Learning – 12 days followed by 2 days for performance task
Independent Learning – 2 days followed by 2 days for performance based assessment

Each section begins with an overview followed by the lesson plan for the text. Each lesson plan includes:
Summary of text
Insight into the text itself
Connection to the essential question
Connection to the performance task
Lesson Resources including:
Instructional Standards for the lessonStudent and Teacher Resources are found online in Interactive Teacher’s Edition

Also included:
Reteach/Practice resources
Assessment component
Text Complexity Rubric
· Support for ELLs, struggling learners, and gifted
· Teaching and Learning Cycle: Decide and Plan → Teach → Analyze and Revise Identify Needs → Decide and Plan

Indicator 3b

The teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.
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Indicator Rating Details

For Grade 8, the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding. The pacing is such that students can master the content by the end of the course. The pacing guide appears in the TE on the first page of each unit, on the Whole-Class Learning overview page, on the Small-Group Learning overview page, and on the Independent Learning overview page of each unit.

The total number of lessons available for Grade 6 is 180. Each unit provides 7 weeks of instruction. With 5 units, the curriculum could be covered in a 36 week academic year. Teachers may choose to deliver whole-class learning, assign students to groups for small-group learning, or assign the independent learning lessons to individual students.

Support for block scheduling of the course content for individual lessons in each unit is available. For example, each day in the pacing plan represents a 40-50 minute class period. Teachers are advised to combine days to reflect their class schedule and they are given guidance on revising the pacing for differentiation (integrating lesson components and resources as necessary for students).

Indicator 3c

The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).
2/2
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Indicator Rating Details

The student resources for Grade 8 include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids. Materials include but are not limited to: evidence log; word network; learning strategies for whole-class, small-group and independent learning; genre specific first and close read guides; text dependent questions; App for scanning multi-media; model text for writing; support charts; concept vocabulary; essay rubrics; organization chart for small group work; choice in many assignments; selection audio; presentation rubrics; and sentence stems.

Student directions are clearly written and units and assignments follow the same predictable sequence making it easy for students to complete activities. By beginning the Unit with a launch text written in the type of writing students will be practicing throughout the unit, and by having students address the essential question in response to the launch text, throughout the unit, and again in the culminating performance assessment, students continue to interact with the theme through reading, writing, and speaking.

The First-Read Guide is divided into quadrants titled: Notice, Annotate, Connect, and Respond.

  • Notice new information or ideas you learn about the topic as you first read this text.
  • Annotate by marking vocabulary and key passages you want to revisit.
  • Connect ideas within the selection to other knowledge and the selections you have read.
  • Respond by writing a brief summary of the selection.

The Close-Read Guide is divided into three sections:

  • Close read the text – Revisit sections of the text you marked during your first read. Read these sections closely and annotate what you notice. Ask yourself questions about the text. What can you conclude? Write down your ideas.
  • Analyze the text – Think about the author’s choices of patterns, structure, techniques, and ideas included in the text. Select one and record your thoughts about what this choice conveys.
  • Quick Write – Pick a paragraph from the text that grabbed your interest. Explain the power of this passage.

Ample review and practice resources are available:

  • Evaluating Your Draft checklist:
    • Purpose and Organization
      • Provides an introduction that establishes a clear context and introduces the characters.
      • Presents a clear chronological sequence of events that are linked by a variety of transitions.
      • Provides a conclusion that follows from the events and experiences in the narrative.
    • Evidence and Elaboration
      • Effectively uses narrative techniques such as dialogue, pacing , and description.
      • Uses descriptive details, sensory language, and precise words and phrases.
      • Establishes the writer’s voice through word choice, sentence structure, and tone.
    • Conventions
      • Attends to the norms and conventions of the discipline.

Directions and explanations are clear and reference materials are correctly labeled:

  • Peer Review
    • Exchange papers with a classmate. Use the checklist to evaluate your classmate’s nonfiction narrative and provide supportive feedback

Indicator 3d

Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.
2/2
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Indicator Rating Details

Materials for Grade 8 include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. Alignment to the standards is found repeatedly throughout the series.

On pages T48-T59 of the TE, there is the Standards Correlation noting, by standard, the name of the text or assignment and page number on which it appears. In Lesson Resources prior to each text in the TE, the standards appear in the chart broken down by Reading, Language, Writing, and Speaking and Listening.

In the SE, Standards are found on pp. xx-xxix and noted in the margins throughout each text selection, with the activities and questions following the text, with the performance tasks, and with the culminating Performance-Based Assessment.

There is alignment between questions, tasks and assessment items. Examples like the one below, can be found throughout the textbook:

  • Question
    • What was the author’s dream at age 12?
  • Task
    • Using this chart, cite three of the author’s influences and explain how each influence affected the central idea of the text. Share your responses with your group.
  • Assessment Item
    • You have read about imaginary characters and settings. Work with your group to develop, plan, and perform a fictional narrative for your class in which you address this question: What might Alice and the Jabberwock discuss if they had met and had a conversation?

Indicator 3e

The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
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Indicator Rating Details

The visual design for Grade 8(whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

The visual design is engaging. The colors chosen are not distracting. Also color coding is used appropriately to allow teachers and students to locate sections of the textbook.

The layout of the text is consistent throughout, with each unit following the same format. Color-coded sections within each unit make them easy to quickly locate. For example, in the teacher’s edition, all lesson sections labeled “Teaching” appear with a green background color while sections labeled for “Teaching” performance tasks appear with an orange background color.

Charts and graphics are easily recognizable from one unit to the next and are free from distraction. Texts are flanked by wide margins to allow for first and close reading notes. The font, size, margins, and spacing are consistent and readable.

Selections and their accompanying questions and tasks appear consistently throughout the text making it easy for students recognize and follow the order in which the materials are presented.

Criterion 3f - 3j

Materials support teacher learning and understanding of the Standards.
8/8
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Criterion Rating Details

Materials include a teacher’s edition with ample and useful annotation, suggestions on how to present the content contained in the student edition, and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning. To further assist teachers, there is a connection to standards, other lessons, trade books, skills, and vocabulary. The units include notes for cross-curricular perspectives and differentiation of instruction.

The materials include full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary. Throughout the units, teacher guidance is provided in the margins on every page. The teacher should be very clear what his/her role will be at every point in the unit.

The materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

Indicator 3f

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
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Indicator Rating Details

My Perspectives: English Language Arts - Grade 8 includes a teacher’s edition with ample and useful annotation suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The series includes an overview for each of the five units that include a pacing plan with suggested days for unit introduction, whole-class learning, small-group learning, and independent learning. After each type of learning there are performance tasks that lead to the performance-based assessment at the end of each unit. To further assist teachers, there is a connection to standards, other lessons, trade books, skills, and vocabulary. The units include notes for cross-curricular perspectives and differentiation of instruction.

Throughout the unit, teacher guidance is provided in the margins on every page. For example, during Close Read the narrative guides teachers through this process by reminding students of what to look for, Annotate gives modeling language,Question models questioning and has the teacher talk through what they are wondering following the narrative, and finally, Conclude where the teacher makes a conclusion based on the modeled think aloud.

Pearson Realize has online resources supplementing the TE and SE. Digital Perspectives in the TE shows what digital resources are available for each lesson. For example, audio, video, document, annotation highlights, EL highlights, and online assessments. Students have an online Evidence Log that is used to record evidence from all selections in a unit to aid in writing the culminating task of the Performance Based Assessment.

Indicator 3g

Materials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.
2/2
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Indicator Rating Details

The teacher's edition materials for My Perspectives: English Language Arts - Grade 8 contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.

Each unit in this series includes labels (Introduction with Unit Goals, Overview, Planning, and Teaching) that give teachers an explanation of how to teach the texts and skills. The Personalize for Learning offers English Language Support, as well as Challenges for advanced students. This and other resources are available at http://eladashboard.com/myperspectives - the online support for the Teacher Edition.

Throughout the unit, teacher guidance is provided in the margins on every page. Pages are also color coded, Whole Group Learning is green and says Teaching at the top of the page, Performance Tasks are color coded in orange, Small Group Learning is blue with Facilitating at the top of the page, and Independent Learning is dark blue with Advising at the top of the page. The teacher should be very clear what his/her role will be at every point in the unit.

Author’s Perspective notes are integrated throughout each unit and assist teachers by offering an expert opinion on topics such as the Importance of Background Knowledge, Why Goal Setting Matters,Using Sentence Starters, Strategic Use of Media,etc. My Perspectives has a team of four experts in the educational field who are known for their best practices.

Indicator 3h

Materials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.
2/2
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Indicator Rating Details

The teacher's edition for My Perspectives: English Language Arts - Grade 8 clearly explains the role of the specific ELA/literacy standards in the context of the overall curriculum.

Teachers are provided with a Pacing Plan for each unit that includes the Unit Introduction, Whole Group Learning, Small Group Learning, and Independent Learning. Within each section, there is a recommended number of days allocated for each reading selection and activities, including Performance Tasks. This gives a great overview of the unit and what to expect for ease of planning.

The teacher’s edition shows the connections between the standards and myPerspectives: ELA series. The Personalize for Learning notes include opportunities for teachers to address standards with additional resources in the online resource http://eladashboard.com/myperspectives.

My Perspectives: English Language Arts has an online explanation for the correlation between standards and the texs at http://www.pearsonschool.com/index.cfm?locator=PS2rBh&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolutionId=&PMDbCategoryId=3289&PMDbSubCategoryId=28138&PMDbSubjectAreaId=&PMDbProgramId=144499&elementType=correlations

Indicator 3i

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
2/2
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Indicator Rating Details

The instructional materials for Grade 8 meet the expectations of indicator 3i. The materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. The program outline includes foundational background:

“The program is backward designed from standards-based learning outcomes. All activities, instruction, and assessments contribute to students demonstrating their learning in response to an achievable performance-based assessment. Students integrate the knowledge they acquired, apply critical thinking skills, cite evidence, and use effective expression to respond to a complex multi-step writing and/or speaking and listening task.”

Teachers are provided with a Pacing Plan for each unit that includes the Unit Introduction, Whole Group Learning, Small Group Learning, and Independent Learning. Within each section, there is a recommended number of days allocated for each reading selection and activities, including Performance Tasks. This gives a great overview of the unit and what to expect for ease of planning.

Pages are also color coded, Whole Group Learning is green and says teaching at the top of the page, Performance Tasks are color coded in orange, Small Group Learning is blue with Facilitating at the top of the page, and Independent Learning is dark blue with Advising at the top of the page. The teacher should be very clear what his/her role will be at every point in the unit.

There is also a Planning section before each text selection showing the Lesson Resources, both student and teacher resources organized by Making Meaning, Language Development, and Effective Expression. Next, is a Personalize For Learning: Reading Support that gives the Text Complexity rubric for that reading selection and a Decide and Plan section which gives teachers additional information for English Language Support, Strategic Support, and Challenge support as well as a Read and Respond teaching scaffold. Decide and Plan also includes CCSS Instructional Standards for the selection with a Catching up suggestion and a looking forward selection for the various standards covered in Reading, Writing, Speaking and Listening, and Language.

Indicator 3j

Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.
0/0
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Indicator Rating Details

My Perspectives: English Language Arts Grade 8 contains strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.

There a section in the margins called “Home Connection” that instructs teachers to send home a letter explaining to parents what students will be learning and how they will be assessed. This and other resources can be found at http://eladashboard.com/myperspectives - the online support for the Teacher Edition.

Prior to each unit, students are given an outline page that lists the Essential Question with all the readings from in the Whole-Class Learning, Small-Group Learning, and Independent Learning. Additionally, the Performance Tasks that the follows the three types of learning is listed for students to view. Finally, the Performance-Based Assessment is listed with the prompt so students are made aware of what will be expected of them before they start the unit of study.

At the beginning of each unit, there are “Unit Goals” in the Student Edition. The goals are as follows: Reading Goals, Writing and Research Goals, Language Goals, and Speaking and Listening Goals. Students are asked to “Rate how well you meet these goals right now.” Introductory directions say, “These goals will help you succeed on the Unit Performance-Based Assessment.” Later in the unit, students are given the opportunity to revisit their rankings as they reflect on individual growth.

Criterion 3k - 3n

Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
8/8
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Criterion Rating Details

Materials regularly and systematically offer standards-aligned assessment opportunities throughout the year that genuinely measure student progress and inform placement, remediation and enrichment needs, and achievement.

Sufficient guidance to teachers for interpreting student performance and suggestions for follow-up are present. Rubrics are included for the performance-based assessments that accompany each unit. There is also an opportunity for students to complete a self-assessment, rating themselves on how they meet the unit goals.

Students are systematically held accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.

Indicator 3k

Materials regularly and systematically offer assessment opportunities that genuinely measure student progress.
2/2
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Indicator Rating Details

Materials for Grade 8 regularly and systematically offer assessment opportunities that genuinely measure student progress. The series provides for year-long assessments in the form of a Beginning-of-Year Test on all standards taught in the academic year for planning standard focus, a Mid-Year Test for mastery of standards taught the first half of year, providing opportunities to remediate, and End-of-Year Test to determine mastery of standards, future class placement, and to capture final assessment data.

Examples of what Unit-level Assessments include are shown below:
  • Selection activities formatively used to assess students’ grasp of critical concepts such as analyzing text, analyzing craft and structure, concept vocabulary, word study, and author’s style. (Notes in the TE offer suggestions for re-teaching, if needed.)
  • Selection tests tracking student progress toward mastering standards taught with the selection
  • Performance tasks including both a writing and a speaking and listening performance task preparing students for success on the end-of-unit Performance-Based Assessment
  • Unit tests requiring students to apply standards taught in the unit with new text, providing an opportunity for teachers to remediate
  • Performance-Based Assessments where students use their notes, knowledge, and skills learned to complete a project on their own.

Indicator 3l

The purpose/use of each assessment is clear:
0/0

Indicator 3l.i

Assessments clearly denote which standards are being emphasized.
2/2
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Indicator Rating Details

The materials meet the expectations of indicator 3l.i. Included assessments for Grade 8 clearly denote which standards are being emphasized. On pages T48-T59 of the TE, there is the Standards Correlation noting, by standard, the name of the text or assignment and page number on which it appears. In Lesson Resources prior to each text in the TE, the standards appear in the chart by activity and assessment, broken down by Reading, Language, Writing, and Speaking and Listening.

In the SE, Standards are noted in the margin next to each text, activity, assessment and performance task. Standards identified align with the appropriate tasks and questions students complete.

Indicator 3l.ii

Assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
2/2
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Indicator Rating Details

Assessments for Grade 8 provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

When assessing taught standards, Mid-Year Tests and Unit Tests can be administered online and remediation is assigned automatically. If not administered online, an interpretation guide can be used to assign remediation resources.

The writing portion of each Performance-Based Assessment includes a genre specific rubric in both the TE and SE. The second part of the Performance-Based Assessment, speaking and listening, includes a rubric specific to the type of presentation. The wording in these rubrics is taken directly from the standards. Formative assessment tips and suggestions are included with each activity. A section entitled, Personalize for Learning, located in the bottom margin of the TE throughout each unit, provides support for ELLs, Strategic Support, and Challenge.

Indicator 3m

Materials should include routines and guidance that point out opportunities to monitor student progress.
2/2
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Indicator Rating Details

Materials for Grade 8 include routines and guidance that point out opportunities to monitor student progress.

Prior to the introductory launch text, students complete a self-assessment, rating themselves on how they meet the unit goals.

The first activity students complete at the end of each text during Whole-Group and Small-Group Learning is a Comprehension Check, in which students respond to several open-ended questions following the first read of the text and write a summary of the text. During Small-Group Learning, students respond individually, then review and clarify details with group members.

Formative assessment tips and suggestions are included in the TE in the margins with each of the activities student are to complete following a text. In the lesson plan for each text, teachers are provided the list of resources to go with that text found in the Interactive TE or Unit Resources. The list includes Reteach/Practice documents and Assessment for the text if available.

Indicator 3n

Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.
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Indicator Rating Details

Materials for Grade 8 indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. All texts are read independently for the first and close reads. Students are provided graphic organizers to record notes for both. Students keep an evidence guide throughout the unit to collect evidence supporting their understanding of the unit essential question.

An Independent Learning Strategies video is included in the TE that can be viewed with students prior to the two days of Independent Learning.
The materials include an "Independent Learning Strategy" chart with the strategy and action plan they will follow. Strategies include: Create a schedule, Practice what you’ve learned, and Take Notes. The materials include detailed instructions and supports for these strategies.

A trade book alignment is included with each unit for suggestions for integrating longer works within the unit and lesson plans for each title are available.

Criterion 3o - 3v

Materials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.
10/10
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Criterion Rating Details

Materials provide teachers with strategies for meeting the needs of a range of learners, so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards. All students have extensive opportunities to read, write, speak, and listen to grade level text and meet or exceed grade level standards. Lessons provide whole class, small group, and independent learning opportunities throughout the school year.

Indicator 3o

Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.
2/2
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Indicator Rating Details

Materials for Grade 8 provide teachers with strategies for meeting the needs of a range of learners, so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.

Each unit begins with a Launch Text that is a lower Lexile, so that students can read independently and complete the assigned homework. There is also an audio summary for students to build additional background for students before reading.

There is a Personalize For Learning: Reading Support section that gives the Text Complexity rubric for that reading selection and a Decide and Plan section which gives teachers additional information for:

  • English Language Support with suggestions for Knowledge Demands and Language
  • Strategic Support with suggestions for Knowledge Demands and Language/Clarity
  • Challenge support with suggestions for Text Analysis and Written Response

As part of supporting the standards throughout the unit’s teaching and learning cycle, under Decide and Plan is the standard being taught.

  • Next to the standard under Catching Up, selection scaffolds are provided before the lesson is assigned in the SE to scaffold learning for students who are below grade level or students who need English Language support.
  • The Looking Forward section provides activities to practice mastered skills in depth

There are also notes in the TE under the heading Personalize For Learning to provide extra support. There is a Vocabulary Development section that focuses on multiple meaning words and gives examples for several meanings of selected word.

Under Lesson Resources in the TE there are Reteach/Practice materials available online for students who may need extra teaching and practice with author’s craft, word study, conventions and writing/discussion. Each selection has the option to listen to the audio online as well as the Word Network graphic organizer and the Evidence Log.

Author’s Perspective gives teachers pertinent information to assist with providing differentiated instruction.

Indicator 3p

Materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.
4/4
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Indicator Rating Details

Materials for Grade 8 regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.

All students have extensive opportunities to read, write, speak, and listen to grade level text and meet or exceed grade level standards. The students read the same grade level texts throughout each unit, with the teacher modeling and scaffolding instruction during whole group learning and facilitating during small group learning. The students do have a choice of selections during Independent Learning. These selections vary in genre and Lexile but are all tied to the unit’s Essential Question and have a similar lesson plan and expectations.

There are supports built into the series to help make students who are not at grade level and students who speak a language other than English successful with the grade level text and grade level standards. For example, when introducing a unit, there is an introduction video and a Launch Text that is always a model of the type of writing students will be expected to write at the end of the unit. Audio Summaries are also available in both English and Spanish to help build background knowledge before reading.

Indicator 3q

Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.
2/2
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Indicator Rating Details

Materials for Grade 8 regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

All students have extensive opportunities to read, write, speak, and listen to grade level text and meet or exceed grade level standards. The students read the same grade level texts throughout each unit, with the teacher modeling and scaffolding instruction during whole group learning and facilitating during small group learning.

Under Personalize For Learning: Reading Support the Decide and Plan section gives teachers additional information for Challenge support with suggestions for Text Analysis and Written Response.

Under Standards Support Through Teaching and Learning Cycle, the Looking Forward section provides activities to practice mastered skills in depth for those students exceeding grade level standards. Within the Teacher’s Edition (TE), there is a chart that has the CCSS grade level standard listed that includes a column called “Looking Forward.” This gives advanced opportunities for students who have mastered the standard to go deeper into the standard.

Indicator 3r

Materials provide opportunities for teachers to use a variety of grouping strategies.
2/2
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Indicator Rating Details

Materials for Grade 8 provide opportunities for teachers to use a variety of group strategies. Examples include (but are not limited to) the following:

Unit

Whole-Class Learning: After reading The Diary of Anne Frank, Act II, students are asked to practice “Dramatic Reading” with classmates. Under “Choose a Scene,” the directions are as follows: “With other students, choose a scene from either Act I or Act II of the play.” Then under “Prepare for Delivery,” students are asked to choose a character to portray and practice delivery with their selected or chosen classmates.”

Small-Group Learning: After reading Elie Wiesel’s acceptance speech for the Nobel Peace Prize, students are asked to have a collaborative discussion based on evidence in the speech. The text lists instructions of things to “keep in mind” as they hold their group discussion.

Small-Group Learning Performance Task: Students are assigned to present an Explanatory Essay. Below are the instructions for how students should work with groups to complete the task:

Rehearse With Your Group: Before you present your explanation to the class, practice delivering your presentation as a group. Ensure that each member uses a formal tone, appropriate eye contact, adequate volume, and clear pronunciation. As you deliver your portion of the explanation, use this checklist to evaluate the effectiveness of your group’s first run-through. Then, use your evaluation and the instruction here to guide your revision.

Practice With Your Group: Encourage groups to pair up to practice their presentations before giving their presentation in front of the whole class. While one group presents, the other can note areas that could be improved. Make sure that groups include any multimedia that will be used in the final presentation in this first run-through.

Unit 4

Whole-Class Learning: After viewing a video adaptation of “Flowers for Algernon,” students are asked to do a Close Review. The directions are as follows: “With your revisit the video and your first-review notes. Record any new observations that seem important. What questions do you have: What can you conclude?”

Small-Group Learning: After reading an excerpt of Daniel Tammet’s “Blue Nines and Red Words,” students are asked to do research in their group. The assignment is as follows: “With your group, create a brief informational report, using a variety of print and digital sources.”

Independent Learning: After choosing a text from the selections offered as independent readings for this unit, students are asked to share what they have learned with classmates (pairing or small groups). The task is as follows: “Reflect on the text you explored independently and write notes about its connection to the unit. In your notes, consider why this text belongs in the this unit.” Under “Learn From Your Classmates,” students are asked to “Share your ideas about the text you explored on your own. As you talk with others in your class, jot down a few ideas that you learned from them.”

Indicator 3s

0/
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Indicator Rating Details

Digital materials for Grade 8 are web-based, compatible with multiple Internet browsers, “platform neutral” follow universal programming style, and allow the use of tablets and mobile devices.

Students can use the BouncePage app whenever you see “Scan for Multimedia” to access. Additionally, they can access multimedia resources directly from print by using their mobile or tablet device.

Additional digital resources can be found in Interactive Student Edition and myPerspectives website. Digital resources, including editable worksheets, can be found in myPerspectives website.

Assessments can be administered in print and/or online. Pearson Realize provides data reporting.

Indicator 3s3v

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Indicator Rating Details

Digital materials are web-based, compatible with multiple Internet browsers, “platform neutral” follow universal programming style, and allow the use of tablets and mobile devices.

Effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate is supported. There are multiple opportunities for teachers to differentiate instructional materials for multiple student needs, including supports for before during, and after each selection.

The materials can be easily customized for local use. Digital Perspectives identifies online resources for each lesson.

Indicator 3t

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Indicator Rating Details

Materials for Grade 8 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate. The Student Edition gives instructions for downloading Pearson’s BouncePages App from the Apple App or Google Play Store. When a student aims their camera at the Student Edition, they can tap the screen to scan the page. When they press “Play,” a video or audio can be listened to of that particular text. Also, students can access digital novels, interactive lessons, and games using this app.

Audio Summaries: Audio summaries of The Diary of Anne Frank, Act II are available online in both English and Spanish in the interactive Teacher’s Edition or Unit Resources. Assigning these summaries prior to reading the selection may help students build additional background knowledge and set a context for their first read.

Audio Summaries: Audio summaries of “Barrington Irving, Pilot and Educator” are available online in both English and Spanish in the interactive Teacher’s Edition or Unit Resources. Assigning these summaries prior to reading the selection may help students build additional background knowledge and set a context for their first read.

Indicator 3u

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Indicator 3u.i

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Indicator Rating Details

My Perspectives: English Language Arts - Grade 8 includes digital materials that give opportunities for teachers to personalize learning for all students, using adaptive technological innovations.

There are multiple opportunities for teachers to differentiate instructional materials for multiple student needs, including supports for before during, and after each selection. Digital Perspectives offers suggestions for using digital resources to strengthen concepts being taught. Pearson Realize gives teachers access to manage and customize units by rearranging content, uploading their own content, adding links to online media, and edit resources and assessments.

Indicator 3u.ii

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Indicator Rating Details

The instructional materials, My Perspectives: English Language Arts - Grades 6-8, can be easily customized for local use. Differentiation and extension opportunities available throughout the instructional materials allow many opportunities to personalize learning as appropriate for students. Teachers are also able to add notes to the materials.

Indicator 3v

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Indicator Rating Details

Digital Perspectives identifies online resources for each lesson. The Student Edition is Interactive with access to online annotations tools for reading selections. Students also have access to embedded, interactive graphic organizers and activities that allow for interaction when students are working with a particular text. Additionally, the Integrated Student Notebook gives students opportunities to share their work.

Criterion 3s - 3v

Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0
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Criterion Rating Details

Digital materials are web-based, compatible with multiple Internet browsers, “platform neutral” follow universal programming style, and allow the use of tablets and mobile devices.

Effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate is supported. There are multiple opportunities for teachers to differentiate instructional materials for multiple student needs, including supports for before during, and after each selection.

The materials can be easily customized for local use. Digital Perspectives identifies online resources for each lesson.

Indicator 3s

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.
0/0
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Indicator Rating Details

Digital materials for Grade 8 are web-based, compatible with multiple Internet browsers, “platform neutral” follow universal programming style, and allow the use of tablets and mobile devices.

Students can use the BouncePage app whenever you see “Scan for Multimedia” to access. Additionally, they can access multimedia resources directly from print by using their mobile or tablet device.

Additional digital resources can be found in Interactive Student Edition and myPerspectives website. Digital resources, including editable worksheets, can be found in myPerspectives website.

Assessments can be administered in print and/or online. Pearson Realize provides data reporting.

Indicator 3t

Materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.
0/0
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Indicator Rating Details

Materials for Grade 8 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate. The Student Edition gives instructions for downloading Pearson’s BouncePages App from the Apple App or Google Play Store. When a student aims their camera at the Student Edition, they can tap the screen to scan the page. When they press “Play,” a video or audio can be listened to of that particular text. Also, students can access digital novels, interactive lessons, and games using this app.

Audio Summaries: Audio summaries of The Diary of Anne Frank, Act II are available online in both English and Spanish in the interactive Teacher’s Edition or Unit Resources. Assigning these summaries prior to reading the selection may help students build additional background knowledge and set a context for their first read.

Audio Summaries: Audio summaries of “Barrington Irving, Pilot and Educator” are available online in both English and Spanish in the interactive Teacher’s Edition or Unit Resources. Assigning these summaries prior to reading the selection may help students build additional background knowledge and set a context for their first read.

Indicator 3u

Materials can be easily customized for individual learners.
0/0

Indicator 3u.i

Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
0/0
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Indicator Rating Details

My Perspectives: English Language Arts - Grade 8 includes digital materials that give opportunities for teachers to personalize learning for all students, using adaptive technological innovations.

There are multiple opportunities for teachers to differentiate instructional materials for multiple student needs, including supports for before during, and after each selection. Digital Perspectives offers suggestions for using digital resources to strengthen concepts being taught. Pearson Realize gives teachers access to manage and customize units by rearranging content, uploading their own content, adding links to online media, and edit resources and assessments.

Indicator 3u.ii

Materials can be easily customized for local use.
0/0
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Indicator Rating Details

The instructional materials, My Perspectives: English Language Arts - Grades 6-8, can be easily customized for local use. Differentiation and extension opportunities available throughout the instructional materials allow many opportunities to personalize learning as appropriate for students. Teachers are also able to add notes to the materials.

Indicator 3v

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
0/0
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Indicator Rating Details

Digital Perspectives identifies online resources for each lesson. The Student Edition is Interactive with access to online annotations tools for reading selections. Students also have access to embedded, interactive graphic organizers and activities that allow for interaction when students are working with a particular text. Additionally, the Integrated Student Notebook gives students opportunities to share their work.

Additional Publication Details

Report Published Date: Fri May 19 00:00:00 UTC 2017

Report Edition: 2017

Title ISBN Edition Publisher Year
My Perspectives English Language Arts Grade 8 Teacher's Edition 978-0-13-333867-6 Copyright: 2017 0
My Perspectives English Language Arts 2017 Student Edition Grade 08 978-0-13-333875-1 Copyright: 2017 0

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

The publisher has not submitted a response.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

ELA 3-8 Rubric and Evidence Guides

The ELA review rubrics identify the criteria and indicators for high quality instructional materials. The rubrics support a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For ELA, our rubrics evaluate materials based on:

  • Text Quality and Complexity, and Alignment to Standards with Tasks Grounded in Evidence

  • Building Knowledge with Texts, Vocabulary, and Tasks

  • Instructional Supports and Usability

The ELA Evidence Guides complement the rubrics by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

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