Key & News Oct 2017


Writing is an important part of our daily lives. It is, however, also a difficult skill to learn and master. That’s why, when 26 eager registrants signed up for the 2017 Eye Level Literary Award event at Eye Level of Richmond North, the idea of compiling their work into an anthology was conceived. 

From a business perspective, the compilation of an anthology was more of a strategic marketing decision intended to offer visibility and brand awareness. From an educative perspective, it meant providing these 26 young illustrators and storytellers a platform to develop their writing skills. 

The anthology contains a mish-mash of stories, many of which painted unique landscapes and identities that these writers have constructed. There is a very strong connection between these writers and their friends—real or imaginary—as expressed vividly in body text and iconic drawings. Writing became a powerful form of self-expression, and the anthology itself was telling stories that are quite representative of the writers. 


The anthology was published in September 2017, and a copy was given to each participant for free. A copy is also available at the Richmond Public Library (BC), and an eBook version is accessible from the digital publishing platform ISSUU.


We are proud to recognize and honor Aastha Gupta from the Eye Level Center in Westford for completing the Math Program. For her dedication and hard work, she was awarded the Program Completion Award Globe by the New York area regional representative. 

About Aastha

Aastha initially joined the Eye Level program because she felt that she could use some practice with her math schoolwork. Her brother was already enrolled at the Westford center at the time. “From the beginning,” said Michael Kim, owner of the Westford center, “we saw that she was a bright and hard-working student. She moved through the levels very quickly and she rarely made mistakes with her classwork.” As she was an older student, with a busy extra-curricular schedule, the center did not expect her to stay enrolled for a long time. “But one thing I noticed about Aastha was that when she started something, she liked to see it through,” Michael noted. “When she could not come to class because of busy schedules, she took the work home and learned some of the topics on her own.” 

Other than being an excellent math student, Aastha is also a talented writer. She took part in the Eye Level Literary Contest in 2015 and 2016, winning the Gold Medal for New York/New Jersey/Massachusetts region both years. 

Since completing the math program, she has begun to volunteer at the learning center, helping young students. Great work, Aastha. We expect great things from you in the future!


Students in Level G focus primarily on grammar concepts that build from Level F, including adjectives, adverbs, and abbreviations. These grammar and spelling concepts help students develop deeper level writing in terms of body and details. Additionally, they will begin to establish an understanding of in-depth instruction in various genres such as fiction, cross-curricular information texts, and different forms of narrative text. 

Many Level G students will read quickly and comfortably, while others may struggle. Use the comprehension sections, and particularly the fluency section, to assess each student’s reading ability. When students struggle with concepts or comprehension, have them refer to examples, the passage they are reading, or problems they have completed correctly. Use the review booklets to assess the student’s strengths and to consider possible concepts for review. In terms of repetition, take note of booklets 13-17 and 25-29. Booklets 13-17 cover informational text but also the importance of differentiating Main Idea and Details within a text. Utilizing different color highlighters and single/double underlining within the comprehension texts can be a great way for students to differentiate the two. This helps when answering questions and enables the student to recognize that the main idea does not always come at the beginning of the text. 

oward the end of the level, students will be building on spelling concepts. This plays a large role when students are constructing their writing pieces. Students will touch on prefixes and suffixes again from Level F but will further their knowledge of concepts such as homophones. They should be able to understand the different meanings of words like to/too/two and their/there, not just the differences within their spellings. 

Just like in Level F, there are five writing booklets for the level that cover the four writing text types: narrative, information, opinion, and research. Each writing booklet for Level G will continue to span over a three-week period as students are required to complete a first and final draft. Have the student complete the prewriting in class. This will help him have a sense of structure prior to completing the first draft at home. Once completed, the student should make changes and compile a final draft that will then be graded utilizing the rubric on the back of the booklet. The rubric should always be utilized when grading the final draft. If the student’s score does not fall within the proficient or advanced proficient scale, he should be required to complete an additional final draft based on the corrections as explained by the instructor.

The graphic organizer will help students compile their thoughts, as well as add grade level vocabulary and structure their writing to compile their first draft. 

As with previous booklets, each student's progress will vary. However, most students will be able to complete two booklets per week. Students should be able to complete the target pages for two booklets during the class session and finish the rest of the pages for homework. If a student is struggling to complete the target pages for two booklets in class, restructure his session and have him complete one booklet for the week. By completing one booklet each week, the student will move through the level more slowly but should have a better level of mastery prior to completing the Level Test. For the benefit of the student, try to maintain a consistent flow of completing two booklets per week, making adjustments only when needed.


Coach pages: 3 & 4

The concept and methods in these booklets build on those from Level 14 Booklet 24. 

  • In the example, there are 10 tables. Fill in the provided data table by assuming there is one three-legged table; how many four-legged tables would be necessary? Continue to complete the table one-by-one assuming the number of each table. Then use the table to find the condition that satisfies both total number of legs and the total number of tables.
  • Ask the student questions to verify their understanding, as in the example shown below.

Coach Pages: 9 & 10

The second half of the booklet focuses on analyzing two given conditions to determine which objects three people have or like.

  • Read carefully the given statements to determine the answer; once you find something that satisfies the condition, cross off the unnecessary information. This will help conclude which is the correct answer for the others.
  • In the example, since Kerry’s last name is neither Lewis nor Johnson, it must be Bailey. Cross off Bailey to eliminate it as a choice for Jamie and Mandy.