Alignment to College and Career Ready Standards: Overall Summary

The Expeditionary Learning English Language Arts Grade 8 instructional materials meet the expectations for alignment. Texts and text sets are high quality and at an appropriate level of rigor and complexity and organized to support students' growth in literacy over the course of the school year. The majority of tasks and questions are focused on these texts, and the instructional materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Students build knowledge as they engage integrated reading, writing, speaking and listening, and language study. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. Modules are developed to support and build knowledge, to intentionally address academic vocabulary, and to scaffold supports so that students will independently demonstrate grade-level proficiency at the end of the school year.

*Materials reviewed were created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

See Rating Scale
Understanding Gateways

Alignment

|

Meets Expectations

Gateway 1:

Text Quality

0
17
32
36
35
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

|

Meets Expectations

Not Rated

Gateway 3:

Usability

0
23
30
34
33
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

+
-
Gateway One Details

The Grade 8 instructional materials meet expectations for tech quality and complexity and alignment to the standards with tasks and questions grounded in evidence. The instructional materials meet expectations for text quality and complexity, and the instructional materials include texts that are worthy of student's time and attention. The Grade 8 instructional materials meet expectations for alignment to the standards with tasks and questions grounded in evidence, and the instructional materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. In general, high-quality texts are the central focus of lessons, are at the appropriate grade-level text complexity, and are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language in service to grow literacy skills.

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
+
-
Criterion Rating Details

The instructional materials meet expectations for text quality and complexity. Central texts are of publishable quality and address topics of interests to Grade 7 students. The instructional materials include a variety of literary and informational texts. The level of complexity of most texts is appropriate for Grade 7. The materials support students increasing literacy skills over the year, and students are provided with many opportunities to engage in a range and volume of reading throughout each unit and module. The instructional materials also include a text complexity analysis and rationales for their purpose and placement in the materials. The instructional materials include texts that are worthy of student's time and attention.

Indicator 1a

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

The instructional materials reviewed for Grade 8 meet the expectations for central texts being of publishable quality and worthy of careful reading and considering a range of student interests.

Central texts consider a range of student interests including but not limited to refugees, taking a stand, Shakespeare, historical conflicts, civil rights, and food supply sustainability. Many of the central texts have won awards, are written by award-winning authors, or are considered classics, and all are worthy of careful reading.

Examples of central texts that are worthy of careful reading include the following:

  • Module 1 - Inside Out and Back Again, Thanhha Lai
  • Module 1 - "The Vietnam Wars," Tod Olson
  • Module 2A - To Kill a Mockingbird, Harper Lee
  • Module 2B - A Midsummer Night’s Dream, William Shakespeare
  • Module 2A - Ain’t I a Woman?” Sojourner Truth
  • Module 3A - Unbroken: A World War II Story of Survival, Resilience, and Redemption, Laura Hillenbrand
  • Module 3B - A Mighty Long Way: My Journey to Justice at Little Rock Central High School, Carlotta Walls LaNier and Lisa Frazier Page
  • Module 4 - The Omnivore’s Dilemma: The Secrets Behind What You Eat, Michael Pollan (Young Readers’ Edition)

Indicator 1b

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

The instructional materials reviewed for Grade 8 meet the expectations for materials reflecting the distribution of text types and genres required by the standards.


Central texts include a mix of informational texts and literature. Supplemental text within the modules are also a mixture of literature and informational texts. A wide distribution of genres and text types as required by standards are evident including but not limited to speeches, plays, historical fiction, non-fiction, articles, poetry, periodicals, and blogs.

The following are examples of literature found within the instructional materials:

  • Module 1 - Inside Out and Back Again, Thanhha Lai
  • Module 2A - To Kill a Mockingbird, Harper Lee
  • Module 2B - A Midsummer Night’s Dream, William Shakespeare

The following are examples of informational text found within the instructional materials:

  • Module 2A - "Ain’t I a Woman?” Sojourner Truth
  • Module 3A - Unbroken: A World War II Story of Survival, Resilience, and Redemption, Laura Hillenbrand
  • Module 3B - Little Rock Girl 1957: How a Photograph Changed the Fight for Integration, Shelley Tougas
  • Module 4 - The Omnivore’s Dilemma: The Secrets Behind What You Eat, Michael Pollan

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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 meet the expectations for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.


Most texts have the appropriate level of complexity for the grade. For example, in Module 3A, students read Unbroken by Laura Hillenbrand which has a Lexile measure of 1010 as stated by the publisher. The quantitative measure is within the range indicated by the standards for the grade band 6-8. In addition, this text qualitatively shows evidence that supports placement at this grade level. Some examples of this include but are not limited to complex text structure, vocabulary, and text organization. The text uses a variety of sentence structures, such as simple, compound, and complex sentences. The text is organized with clear development of Louie's journey of survival, resilience, and redemption in his life. Students use structured notes and answer text-dependent questions. Students analyze the text’s thematic concept of “becoming visible again” by following the main character’s journey.

Texts that are quantitatively above grade band have scaffolds in place to ensure student access. For example, in Module 2B students read A Midnight's Summer Dream by William Shakespeare which has a Lexile measure of 1350 as stated by the publisher. The quantitative measure is above the range indicated by the standards for the grade band 6-8. The text has layers of meaning and purpose, varied sentence length and structures, rich language and unfamiliar vocabulary. With support and scaffolding from the teacher, students examine the theme of control as they engage in activities and questions that require them to analyze dialogue, conduct character studies, and review author's craft as they culminate with the development of essays that present an argument and a narrative around Shakespeare's characters' manipulation of control.

Texts that are quantitatively below grade band are accompanied by tasks that increase the level of rigor requiring students to use higher order thinking skills or complete a task more independently.

  • In Module 1, students read Refugee Writing on the Journey by Karim Haidari which has a Lexile measure of 610 as stated by the publisher. The Lexile level of this text is below the complexity band for Grade 8. However, this text qualitatively shows evidence that supports grade-level appropriateness for Grade 8 students. An example of this includes but is not limited to the text structure. The text is written in first person with excerpts from a diary which may confuse some readers. The text is used as a gateway into a research project. It is one text in a larger research folder which include texts of higher quantitative and qualitative measures.
  • In Module 2A, students read “Ain’t I a Woman?” by Sojourner Truth, which has a Lexile of 790 as stated by the publisher. The Lexile level of this text is below the complexity band for Grade 8. However, this text qualitatively shows evidence that supports grade-level appropriateness for Grade 8 students. Some examples of this include but are not limited to vocabulary, dialect, allusions, and mature subject matter. The content of this speech makes it more appropriate for older students. Readers may struggle to read across the text to interpret Truth’s argument. Students determine central ideas and analyze the speech for perspective, structure, and meaning in teams.

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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 meet the expectations for materials supporting students’ increasing literacy skills over the course of the school year. Series of texts are at a variety of complexity levels appropriate for the grade band.


There is a gradual release of responsibility as each unit and module moves forward throughout the year.

  • In Module 1, students read and understand complex text. Students participate in several opportunities to complete deep analyses of characters. Students then study and analyze universal themes across times and cultures. Lessons provide students with opportunities to uncover unifying themes of refugee's experiences and then read the poem "Last Respects" and complete the Note-Catcher looking at key details and key details relating to universal theme. Finally, students study and analyze universal theme across texts. Students write narrative poems based on studies of mentor text.
  • In Module 2A, students read three historical speeches from real people who took a stand leading up to the study of To Kill a Mockingbird. Students analyze the protagonist’s actions, dialogue and other characters’ viewpoints of the main character to complete an in-depth character study over several lessons. Students also connect the biblical theme of “The Golden Rule” to the novel and related poems. The final performance task requires students to form groups to create a Readers Theater montage based on key quotes from the text, write an associated commentary to explain how and why their scripts relate to the quote, and explain their script’s connections to the novel.
  • In Module 3B, students examine the U.S. Civil Rights movement with an emphasis on the Little Rock Nine. Students engage in multiple activities that include analyzing dialogue, various incidents, and perspectives; citing text evidence; determining themes; and summarizing informational texts. Students integrate these skills as they write argumentative essays to gain a deeper understanding of this very significant time in American history.
  • In Module 4, students learn how to make evidence-based decisions as they consider the issue of how to best feed all the people in the United States. They analyze Michael Pollan’s arguments and evidence along with other informational texts and videos to determine whether sufficient and relevant evidence has been used to support the claim. They first read The Omnivore’s Dilemma to build background knowledge about what happens to food before it gets to the consumer and the different choices the consumer can make when buying food. Students then research and investigate the consequences of each of the food chains and the stakeholders affected and use an evidence-based process to take a position. For a culminating project, students write a position paper.

Students revisit and build on knowledge and skills introduced in earlier modules as they progress through the year. Students gradually move towards being able to complete tasks independently after extensive modeling and group activities.

  • In Module 2A students are introduced to the idea of " taking a stand" through various activities including viewing photographs, using graphic organizers, and closely reading a speech by Shirley Chisholm regarding equal rights for women. In Module 4, students use these same skills to write a position paper and create a visual representation of their position paper.
  • In Module 4, Unit 2, lesson 4, the lesson includes a note that teachers should “Be aware that a similar lesson format will be used for the other three food chains with gradual release to allow students to become more independent in the process of identifying stakeholders for each food chain. Each time students complete the stakeholders chart, they will take more responsibility for the work. However, in this lesson they are both heavily teacher modeled. The stakeholders chart for the industrial food chain used in this lesson is partially complete to allow time for teaching how to fill it out, and to show students what a good model looks like."

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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 meet the expectations for materials being accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level. The Curriculum Map includes the quantitative Lexile measure of central texts for each Module.

Rationales for the educational purpose and placement in grade level are provided at the beginning of each unit in the Unit Overview, and includes qualitative information. Some examples include the following:

  • Module 1, Unit 1, Unit Overview - "In this first unit, students will build their close reading skills as they consider the crisis of war coming close to home. They begin the novel Inside Out and Back Again, by Thanhha Lai, focusing on how critical incidents reveal the dynamic nature of Ha, the main character, whose Vietnamese family is deciding whether to flee during the fall of Saigon. The novel is poignantly told in diary entries in the form of short free-verse poems. Students will consider how text structure, figurative language, and specific word choice contribute to a text’s meaning as they closely read selected poems. Their study of the novel is paired with reading a rich informational article, 'The Vietnam Wars,' which gives students key background knowledge about the history of war in Vietnam. Students build their skills using context clues, and also begin the routine of "Quick Writes,” receiving explicit instruction and then practicing writing strong paragraphs in which they effectively cite and analyze text."
  • Module 3A, Unit 2, Unit Overview - "In this second unit, students will continue to closely examine the case study of imprisoned Louie Zamperini as they read Unbroken. They will expand their study as they learn about interned Japanese-American Miné Okubo in a separate biographical account. As students read both Zamperini’s and Okubo’s stories, they will focus on the theme of resisting forced “invisibility” while being imprisoned or interned. This theme concept will be analyzed through a dual lens: the internal struggle to maintain dignity, identity, and self-worth against dehumanizing efforts; and the external isolation of being closed off from the outside world while in captivity."

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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 meet the expectations for texts providing opportunities for students to engage in a range and volume of reading to achieve grade-level reading.


Each unit includes lessons with supplementary texts of varying lengths. These texts are read independently, in groups, aloud, and silently, offering multiple opportunities for students to engage in a range and volume of reading.

  • In Module 3A, Unit 1, lesson 4, students read an excerpt from the article “War in the Pacific” and gain background knowledge about the Pacific Theater in War World II, determine the gist of the text, and identify new vocabulary.
  • In Module 4, Unit 2, lesson 2, students read an article “Lunch or Junk” and determine the overall meaning of the article.

Instructional materials clearly identify opportunities for students to build fluency to become independent readers at the grade level.

  • In Module 2B, Unit 2, lesson 6, students are invited to read along silently as teacher reads aloud the first paragraph of “Pyramus and Thisbe” by Thomas Bulfinch to the class.
  • In Module 2B, students read scenes aloud from A Midsummer Night’s Dream in a drama circle.
  • In Module 3B, Unit 1, students read nightly and record answers to guiding questions in structured notes.
  • The preface offers the following explanation of homework - "Due to the rigors demanded by the CCSS, in Expeditionary Learning’s Grades 3–8 ELA curriculum, students are required to practice the skills they learn in the classroom independently at home every day, for approximately 30–45 minutes. This usually involves a reading activity (e.g., reading or rereading a certain number of paragraphs or pages in a text) with a response task (e.g., highlighting or recording evidence to answer a question). Students also are expected to read independently every evening according to independent reading routines."

Criterion 1g - 1n

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
15/16
+
-
Criterion Rating Details

The Grade 8 instructional materials meet expectations for alignment to the standards with tasks and questions grounded in evidence. Most questions, tasks, and assignments are text-dependent and build towards a culminating tasks that integrates skills. The instructional materials provided frequent opportunities for evidence-based discussion that encourage the modeling and use of academic vocabulary and support student listening and speaking about what they are reading and researching. The materials include frequent opportunities for different types of writing addressing different types of text. Although the instructional materials provide some in context opportunities to address grammar and convention, the materials are not designed to included out of context opportunities. In general, the materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.

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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 meet the expectations that most questions, tasks, and assignments are text-dependent and require students to engage with the text directly and to draw on textual evidence to support both what is explicit as well as valid inferences from the text.


Most questions, tasks, and assignments are structured and designed to encourage understanding of key ideas of texts and determine most important learning from the readings. Instructional materials include questions, tasks, and assignments that are text-dependent over the course of a school year. Teacher materials provide support for planning and implementation by providing exemplar answers.

  • In Module 1, Unit 1, lesson 2, students answer text dependent questions to analyze the relationship between character and events in literary texts and connect themes in a poem and a novel.
  • In Module 1, Unit 1, lesson 13, students find specific images, words, and phrases the author uses that strike them emotionally and then determine the tone of the poem, pulling evidence from the text.
  • In Module 2A, Unit 2, lesson 18, students write gists of what they read and answer a focus question using evidence from the text. Students are asked to complete the following: "How is the Golden Rule illustrated in Chapter 11? Use the strongest evidence from the novel in your answer."
  • In Module 2B, Unit 1, students use key details to write a summary of a scene, and as the play is reread, students are required to give text-based evidence to support their interpretation of Shakespearean quotes from the text.
  • In Module 2B, Unit 2, lesson 5, students collect information from reading material as they a complete a Venn diagram to examine author's craft.
  • In Module 3A, Unit 1, lesson 7, students answer text-dependent questions about the informational text “War with Japan.” Exemplar answers are provided in the teacher's materials. An example question is as follows: "According to Hillenbrand, what belief was central to the Japanese identity?"

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 Grade 8 meet the expectations that materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task that integrates skills.

Materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task. Each module has a Final Performance Task. This is a culminating project that takes place during Unit 3 of every module. Performance tasks are designed to help students synthesize and apply their learning from the module in an engaging and authentic way. Performance tasks are developed using the writing process, are scaffolded, and almost always include peer critique and revision. Performance tasks are not “on-demand” assessments. Students who demonstrate success with sequences of questions can complete the culminating tasks. Culminating tasks are rich and provide opportunities for students to demonstrate what they know and are able to do using speaking and writing.

  • In Module 2B, students answer text-dependent questions and activities to examine the theme of control and write an argument essay using this theme and the text A Midsummer Night's Dream.
  • In Module 3B, students select four photographs form Little Rock Girl 1957: How a Photograph Changed the Fight for Integration to use as key events in a film based on the memoir A Mighty Long Way, and students select a song for the soundtrack. Student present arguments for why each was selected citing evidence from texts to support their arguments.
  • In Module 4, students present a position speech to answer the question, “Which of Michael Pollan’s four food chains would best feed the United States?” Students state a claim and provide two reasons for making that claim based on the consequences and affected stakeholders they have identified for each food chain throughout the unit. They select evidence to support their reasons, and they provide a counterclaim and respond to it. To prepare for this paper, students are shown step-by-step during the lessons how to conduct research, determine consequences, create a claim, and provide evidence.

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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 meet the expectations for evidence-based discussion that encourages the modeling of academic vocabulary and syntax.

Vocabulary addressed in each lesson is noted in teacher planning documents.

There are many opportunities and protocols throughout modules and within lessons that support academic vocabulary and syntax. Teacher materials support implementation of these standards to grow students’ skills.

  • In Module 1, students engage in the Jigsaw small group protocol, requiring students to reread poems, explore vocabulary and answer text-dependent questions.
  • In Module 1, Unit 1, lesson 3 students engage in the "Gist Mix Share" and "Think Pair Share" discussion on text clues supporting affects.
  • In Module 2A, Unit 1, lesson 13, students discuss context clues using a graphic organizer to determine the meaning of words and phrases in Chapter 4 of To Kill a Mockingbird.
  • In Module 2B, Unit 2, lesson 6, students Turn and Talk multiple times while discussing the structure of “Pyramus and Thisbe.” Students then work in pairs to use their “Pyramus and Thisbe” narrative structure note-catcher to write a summary of the story.
  • In Module 3B, Unit 1, lesson 5, students examine key phrases of the document, "Plessy v. Ferguson."
  • In Module 4, Unit 1, lesson 1, students participate in fishbowl discussions to advocate persuasively for either local sustainable or hunter-gatherer to feed their family. Rubrics are provided for speaking and listening using evidence from the text.

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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 meet the expectations for materials supporting students’ listening and speaking about what they are reading and researching with relevant follow-up questions and evidence.


Speaking and listening work requires students to gather evidence from texts and sources. Opportunities to talk and ask questions of peers and teachers about research, strategies and ideas are present throughout the year. The curriculum includes a host of protocols and graphic organizers to promote and scaffold academic discussions.

  • In Module 1, Unit 3, lesson 6, students present two poems describing how the narrator, or refugee, turns "inside out and back again" as he or she flees home and adapts to life in a new country. After presenting, students will be listening for the answers to specific questions to ensure that the prompt was met.
  • In Module 2B, Unit 1, lesson 11, students view a short segment of the film version of A Midnight Summer's Dream and discuss.
  • In Module 3A, Unit 1, lesson 12 students participate in fishbowl discussion comparing conflicting accounts of the Pearl Harbor attack. Students are assessed formally with a rubric.
  • In Module 3B, Unit 3, lesson 8, students present photos and songs that they have chosen as key events for a film about the experiences of The Little Rock Nine.
  • In Module 4, Unit 3, lesson 6, students create a presentation sharing visual representations of their position papers; students create a poster to present at a gallery walk to give and receive feedback.

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
+
-
Indicator Rating Details

TThe instructional materials reviewed for Grade 8 meet the expectations that materials include a mix of on-demand and process writing and short, focused projects. Students write both "on demand" and "over extended periods" throughout every module.

Materials include short and longer writing tasks and projects. Writing tasks and projects are aligned to the grade level standards being reviewed.

  • In Module 1, students write an on-demand narrative poem.
  • In Module 1, Unit 1, lesson 3, students use quick write to write responses to text dependent questions which builds to End-of-Unit Assessment.
  • In Module 2A, students write an extended response to justify a scene selection.
  • In Module 2B, Unit 2, lesson 12, students write to complete an exit ticket that requires them to identify a claim regarding the success of Shakespeare's characters’ attempts to control other people's actions.
  • In Module 2B, Unit 3, lesson 3, students complete an on-demand writing assessment and are required to write a commentary to answer specific questions about the connections between their narrative and A Midsummer Night’s Dream.
  • In Module 3A, students gather information and analyze model narrative to prepare to write their own narrative "Writing from Mine Okubo perspective, tell the story of one episode in her struggle to become visible again after leaving the internment camp."
  • In Module 3B, students write an analysis of language techniques in a short constructed response.
  • In Module 4, students read text and complete series of writing activities that lead them to write a position paper: "Which of Michael Pollan’s Four Food Chains Would Best Feed the United States?

Indicator 1l

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

The instructional materials reviewed for Grade 8 meet the expectations for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.

  • In Module 1, students write a literary analysis: Explain the Significance of the Novel’s Title.
  • In Module 2A, students write an argument: Taking a Stand.
  • In Module 3A, students write an informational essay: Invisibility of Captives during WWII.
  • In Module 3A, students write a research-based narrative: Becoming Visible after Internment.
  • In Module 4, students write a position paper: Which of Michael Pollan’s Four Food Chains Would Best Feed the United States?

Indicator 1m

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

The instructional materials reviewed for Grade 8 meet the expectations that materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.

  • In Module 2A, Unit 1, students follow jigsaw protocol to identify evidence for claims made in a speech.
  • In Module 2A, Unit 1, summary writing graphic organizer directs students to include six details that support the controlling idea of speech text
  • In Module 2B, Unit 1, lesson 3, students complete a "Shakespeare Shakedown" and answer text-dependent questions around perspective.
  • In Module 3A, students determine author's purpose of an information text. Students use evidence from the informational text to support analysis, reflection, and research.
  • In Module 3B, Unit 2, lesson 8, students answer text-dependent questions and collect evidence using structured notes.

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.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 partially meet the expectations for materials including explicit instruction of the grammar and conventions standards for grade level and with opportunities for application both in and out of context.

There are few opportunities are provided for students to demonstrate some application of skills out of context. In the guide, Writing Instruction in Expeditionary Learning Grades 3-8 ELA Curriculum, it states, “The modules do not include decontextualized teaching of writing skills (i.e., stand-alone lessons about parts of a sentence or proper use of commas). Teachers are encouraged to add these specific lessons based on the needs of their particular students. The modules do not include explicit instruction on all parts of speech, phonics, decoding, letter-sound correspondence, etc. Some Common Core language standards are addressed in context, rather than as a separate scope and sequence (e.g., additional literacy instruction that includes small groups and guided reading)”

Opportunities are provided for students to demonstrate skills in context.

  • In Module 2A, Unit 1, lesson 19, students analyze author’s craft in To Kill a Mockingbird: Students analyze allusions, text structure, connections to traditional themes, and figurative language.
  • In Module 3B, Unit 2, lesson 13, students use "I Have A Dream" speech to review sentences in active and passive voices.
  • In Module 3B, Unit 3, lesson 3, students determine the effectiveness of sample language techniques such as the functions and types of verbals, use of the subjunctive and conditional mood in a sentence, and the meaning conveyed by using the active and passive voice.

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Meets Expectations

+
-
Gateway Two Details

TThe instructional materials meet expectations for building knowledge with texts, vocabulary, and tasks. The instructional materials support the building of knowledge through repeated practice with complex text organized around a topic or theme, the building of key vocabulary throughout and across texts, and providing coherently sequenced questions and tasks to support students in developing literacy skills. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. By integrating reading, writing, speaking, listening and language development, students engage in texts to build literacy proficiency in lessons, units, and across the modules. Modules are developed to support and build knowledge, to intentionally address academic vocabulary, and to scaffold supports so that students will independently demonstrate grade-level proficiency at the end of the school year.

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
+
-
Indicator Rating Details

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

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

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

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

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

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

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

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

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.
4/4
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Indicator Rating Details

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

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

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).
4/4
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Indicator Rating Details

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

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

Indicator 2e

Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.
4/4
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Indicator Rating Details

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

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

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 reviewed for Grade 8 meet the expectation for materials supporting students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year. Students are supported through the writing process with mentor text. Feedback is provided by peers, the teacher, and self-evaluations to ensure that students' writing skills are increasing throughout the year

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

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 reviewed for Grade 8 meet the expectations for materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.

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

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

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

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

Gateway Three

Usability

Meets Expectations

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Gateway Three Details

The instructional materials meet expectations for instructional supports and usability. The use and design of the materials facilitate student learning. The materials take into account effective lesson structure and pacing, and the pacing allows for maximum student understanding. Materials are designed to ease teacher planning and support teacher learning and understanding of the standards. Standards addressed and assessed in each lesson are clearly noted and easy to locate, and the teacher’s notes included with each lesson provide useful annotations and suggestions that anticipate both teacher and student needs. The materials reviewed provide teachers with multiple strategies for meeting the needs of a range of learners. Content is accessible to all learners to be supported in meeting or exceeding the grade-level standards. Students who read, write, speak, or listen below grade level or in a language other than English are regularly provided with extensive opportunities to work with grade-level text and meet or exceed grade-level standards. Materials also provide students who read, write, speak, or listen above grade level some extension and advanced opportunities. Materials also support the effective use of technology to enhance student learning.

Criterion 3a - 3e

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8/8
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Criterion Rating Details

The use and design of the instructional materials facilitate student learning. The design of the materials is consistent, simple, and not distracting. The curriculum map and module and unit overviews make lesson structure and pacing clear. The 32 weeks of instruction is reasonable for a school year. All resources include clear directions, explanations, and standards alignments.

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

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

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

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

Indicator 3b

The teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.
2/2
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Indicator Rating Details

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Indicator 3e

The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
0/0
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Indicator Rating Details

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

The material design is simple and consistent. All modules are comprised of materials that display a simple design and include adequate space to capture thoughts as needed. The font, size, margins, and spacing are consistent and readable. All modules include graphic organizers that are easy to read and understand. There are no distracting images, and the layout of the student consumables is clear and concise.

Criterion 3f - 3j

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

The instructional materials meet expectations for teacher learning and understanding of the standards. The materials include a teacher's edition with annotations and suggestions on how to present the content. The materials include adult-level explanations and examples and explanations of the role of specific standards in the context of the overall materials. The instructional approaches of the program are explained in the context of the overall curriculum. Although few strategies for informing stakeholders about the program and about how they can support student progress and achievement are provided, overall, the materials do support teacher learning and understanding of the standards.

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.
2/2
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Indicator Rating Details

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

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

  • In Module 1, Unit 1, lesson 2, the teaching notes on page 59 suggest that teachers group students in heterogeneous groups during this first unit to intentionally support struggling readers and ELLs and to determine the groups ahead of time.
  • In Module 2A, Unit 1, lesson 16 explains the purpose of the lesson on page 335. The notes explain the purpose of the lesson, what will happen in the lesson, and for the teacher to keep in mind that students will come back to the text that is used in this lesson.
  • In Module 2B, Unit 1, lesson 2, the teacher is provided with a Close Reading Guide for teacher reference to be used during classroom discussion to ensure that students gain understanding of the text.
  • In Module 3A, Unit 1, lesson 9, the teaching notes on page 226 clearly explain the purpose of the lesson, what will happen in the lesson, and suggests that teachers prepare for the lesson by deciding how to assign students a focus for discussion. The teacher is prompted to post three pieces of chart paper around the room with headings and to cut out quotes for work time.
  • In Module 3A, Unit 2, lesson 5, the lesson includes a note to teacher to listen for student’s responses that demonstrate student’s ability to explain vocabulary and connect it to the events being discussed.
Technology is listed and/or suggested when appropriate.
  • In Module 3A, Unit 1, the Performance Task Overview on page 33 lists a link to the Library of Congress and Teaching with Primary Sources as a resource for World War II and Japanese Internment. Http://ww.loc.gov/teachers/tps/
  • In Module 2B, Unit 1, the Meeting Students’ Needs notes suggest teachers consider showing the clip of video that is being used for comparison students for a third time if they continue to struggle with recording similarities and differences while watching. It is also suggests that the teacher display graphic organizers on a document camera for students who struggle with auditory processing.
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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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Materials reviewed for Grade 8 contain some strategies for informing stakeholders, including students, parents, or caregivers, about the ELA/literacy program but provide few suggestions for how they can help support student progress and achievement.

  • In Module 3A, Unit 1, the unit overview includes a letter to families on page 25 that explains what students will be studying about during the unit. The letter is meant to be sent home with the reading calendar for independent reading of the text Unbroken.
  • In Module 3B, Unit 1, the unit overview includes a letter to families on page 25 about race. The letter explains what students will be reading about and ask parents to come forward with any feedback they have about the unit.

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

The instructional materials meet expectations for providing teacher resources and tools to collect ongoing data about student progress on the standards. Formative and summative assessment opportunities are provided throughout the materials. All assessments clearly indicate which standards are being emphasized, and teachers are provided guidance on how to interpret student performance and suggestions for follow-up. Routines and opportunities to monitor student progress are included throughout the materials.

Indicator 3k

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

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

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

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

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

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

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

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

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

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

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

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

Materials provide sufficient guidance to teachers for interpreting student performance.

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

Materials provide suggestions for follow-up.

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

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

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

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

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

Indicator 3n

Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.
0/0
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Indicator Rating Details

Materials reviewed for Grade 8 indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. However, there are few ways that independent reading is built into units and lessons with independent reading check-ins. Most units do not mention independent reading with books chosen by the student. Most units include homework for students to independently read class material and complete graphic organizers.

  • In Module 2A, the independent reading structure is formally introduced and students are given expectations including completing an independent reading log.
  • In Module 3A, Unit 3, lesson 7, students participate in a book talk and complete an independent reading book review.
  • In Module 4, Unit 1, lesson 5, students read Chapter 11 of The Omnivore’s Dilemma and fill out a Food Chain graphic organizer.
  • There are two separate documents found on eleducation.org that provide support to independent reading: "The Importance of Increasing the Volume of Reading" and "Launching Independent Reading in Grades 6-8: Sample Plan."

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.
9/10
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Criterion Rating Details

The instructional materials meet expectations for providing teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards. The materials provide teachers with strategies for meeting the needs of a range of learners and opportunities for teachers to use a variety of grouping strategies. Materials regularly provide support for students who read, write, speak, or listen below grade level or in a language other than English, but additional extensions and advanced opportunities are needed for students who read, write, speak, or listen above grade level.

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

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

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

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

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

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

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

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

Indicator 3q

Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.
1/2
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Indicator Rating Details

Materials reviewed for Grade 8 partially meet the requirements for regularly including extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

Materials regularly include optional extensions in the unit overviews that provide advanced opportunities for students in a variety of modalities. In unit overviews, each unit includes optional experts, fieldwork, and service suggestions and extensions to provide more advance opportunities.

  • In Module 2B, Unit 1, the following optional opportunities for students are provided: Experts: Consider inviting actors from a local theater group to perform some of Shakespeare’s works and/or work with students so that students may perform excerpts of Shakespeare’s works. Local actors and directors might also provide expertise on staging, stage directions, and the choices they make when interpreting a script for a performance. Fieldwork: Consider having students attend a live production of A Midsummer Night’s Dream and analyze the choices made by the actors and directors. Service: Arrange for students to perform excerpts or the entire play for various audiences including younger children, nursing homes, shelters, etc. Optional Extensions: With the library media specialist, provide opportunities for students to research other aspects of Elizabethan England, the Globe Theatre, Shakespeare’s background, the authorship of Shakespeare, Shakespeare’s contemporaries, etc. (page 44).
  • In Module 3A, Unit 1, the following optional opportunities for students are provided: Experts: Collaborate with the social studies teacher during this unit, as students build background knowledge about the Pacific theater in World War II; Invite World War II historians or veterans to visit and provide compelling and interesting stories and experiences about the Pacific theater. Fieldwork: Students may study local monuments and the service of community members who were involved in world War II, specifically the Pacific front. Service: Students may organize a benefit or event to recognize the service and sacrifice of veterans in their community. Optional: Extensions: Consider using the Library of Congress Teaching with Primary Sources as a resource for world War II and Japanese internment (page 48).

In daily lessons, limited teacher notes, or Meeting Students’ Needs notes refer to extensions or more advanced opportunities for above level students than to those on level or below level.

  • Module 3B, Unit 1, lesson 7, the Meeting Students’ Needs column suggest that teachers consider providing accelerated students with a blank card so that they may choose an unknown word and independently define it using context clues.
  • In Module 2A, Unit 2, lesson 12, the Meeting Students’ Needs column states, “If students are ready for a challenge, push them to include four body paragraphs in their essay instead of three.”

Indicator 3r

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

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

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

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

Lessons include grouping strategies regularly during instruction.

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

Indicator 3s

0/
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Indicator Rating Details

The instructions materials reviewed for Grade 8 meet expectations that 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.

The curriculum modules are all available for free download at the Expeditionary Learning website. Each module can be downloaded as one folder. Each folder contains Word and PDF files and folders for each individual unit in the module. Lessons can also be viewed online instead of being downloaded.

The Resources tab of the Expeditionary Learning website provides links to Curriculum Overview Documents, Supplementary Curriculum Documents, Teaching Guides, and videos.

Accessibility was tested on Chrome, Firefox, Internet Explorer, Safari, an Android phone, an iPhone, and an iPad. All access was successful.

Indicator 3s3v

0/
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Indicator Rating Details

The instructional materials support effective use of technology to enhance student learning. Materials reviewed are compatible with multiple Internet browsers and operating systems, follow universal programing style, and are accessible on tables and mobile devices. Materials support the effective use of technology throughout modules and lessons and can be easily customized for individual learners when downloaded and modified as a word document. Materials do not support the use of adaptive or other technological innovations and do not include or reference technology that provides opportunities for teachers and/or students to collaborate with each other.

Indicator 3t

0/
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Indicator Rating Details

The instructional materials reviewed for Grade 8 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.

Technology is used throughout Modules and Lessons to enhance student learning and draw attention to evidence and texts.

  • In Module 2A, Unit 1, lesson 12, students complete a text to film comparison using a Film Comparison note-catcher.
  • In Module 3A, Unit 2, lesson 7, primary sources are cited from online encyclopedias. More information can be gathered from these sources as needed. For example, source 1 is: Lippmann, Walter. "Today and Tomorrow: The Fifth Column on the Coast." Washington Post. February 12, 1942. http://encyclopedia.densho.org/sources/en-denshopd-i67-00001-1/.
  • In Module 4, Unit 2, lesson 10, students watch and listen to the video “Birk Baehr- What’s Wrong with Our Food System?” and take notes about what presentation skills make the speech effective.

Indicator 3u

0/

Indicator 3u.i

0/
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Indicator Rating Details

The instructional materials do not meet expectations that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. Adaptive or other technological innovations are not included in the instructional materials. The only digital instructional materials provided are documents which teachers can edit themselves.


Indicator 3u.ii

0/
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Indicator Rating Details

The materials reviewed include opportunities for teachers to personalize learning for all students. The materials can be downloaded from eleducation.org as Microsoft Word documents. These documents can then be edited as necessary to support student learning.

Indicator 3v

0/
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Indicator Rating Details

Materials do not include or reference technology that provides opportunities for teachers and/or students to collaborate. Professional Development is offered at eleducation.org, but does not include observable means of collaboration.

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

The instructional materials support effective use of technology to enhance student learning. Materials reviewed are compatible with multiple Internet browsers and operating systems, follow universal programing style, and are accessible on tables and mobile devices. Materials support the effective use of technology throughout modules and lessons and can be easily customized for individual learners when downloaded and modified as a word document. Materials do not support the use of adaptive or other technological innovations and do not include or reference technology that provides opportunities for teachers and/or students to collaborate with each other.

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

The instructions materials reviewed for Grade 8 meet expectations that 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.

The curriculum modules are all available for free download at the Expeditionary Learning website. Each module can be downloaded as one folder. Each folder contains Word and PDF files and folders for each individual unit in the module. Lessons can also be viewed online instead of being downloaded.

The Resources tab of the Expeditionary Learning website provides links to Curriculum Overview Documents, Supplementary Curriculum Documents, Teaching Guides, and videos.

Accessibility was tested on Chrome, Firefox, Internet Explorer, Safari, an Android phone, an iPhone, and an iPad. All access was successful.

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

The instructional materials reviewed for Grade 8 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.

Technology is used throughout Modules and Lessons to enhance student learning and draw attention to evidence and texts.

  • In Module 2A, Unit 1, lesson 12, students complete a text to film comparison using a Film Comparison note-catcher.
  • In Module 3A, Unit 2, lesson 7, primary sources are cited from online encyclopedias. More information can be gathered from these sources as needed. For example, source 1 is: Lippmann, Walter. "Today and Tomorrow: The Fifth Column on the Coast." Washington Post. February 12, 1942. http://encyclopedia.densho.org/sources/en-denshopd-i67-00001-1/.
  • In Module 4, Unit 2, lesson 10, students watch and listen to the video “Birk Baehr- What’s Wrong with Our Food System?” and take notes about what presentation skills make the speech effective.

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

The instructional materials do not meet expectations that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. Adaptive or other technological innovations are not included in the instructional materials. The only digital instructional materials provided are documents which teachers can edit themselves.


Indicator 3u.ii

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

The materials reviewed include opportunities for teachers to personalize learning for all students. The materials can be downloaded from eleducation.org as Microsoft Word documents. These documents can then be edited as necessary to support student learning.

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

Materials do not include or reference technology that provides opportunities for teachers and/or students to collaborate. Professional Development is offered at eleducation.org, but does not include observable means of collaboration.

Additional Publication Details

Report Published Date: Fri Jul 08 00:00:00 UTC 2016

Report Edition: 2016

Title ISBN Edition Publisher Year
978-0061962790 Copyright: 2016 0
978-0345511010 Copyright: 2016 0
978-0446310789 Copyright: 2016 0
978-0465027538 Copyright: 2016 0
978-0743288507 Copyright: 2016 0
978-0743477543 Copyright: 2016 0
978-0756545123 Copyright: 2016 0
978-0812974492 Copyright: 2016 0
978-1101993835 Copyright: 2016 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.

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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