7th Grade - Gateway 1

The instructional materials reviewed for Grade 7 meet the expectations for core (anchor) texts being of publishable quality and worthy of careful reading and considers the range of students’ interests. Many of the core (anchor) texts have won awards or are written by award-winning authors. Core and anchor texts include a variety of genres and consider a range of students’ interests including, but not limited to, planets, astronomy, science fiction, fantasy, social studies (including government, civil rights, and historical events). Texts are rich in language, engaging, and relevant. Furthermore, texts present universal and multiple multicultural themes which integrate other content areas.

The following are texts that represent how these materials meet the expectations for this indicator:

• In Unit 1, We Are the Ship: The Story of Negro League Baseball by Kadir Nelson Kadir Nelson tells the story of Negro League baseball from its beginnings in the 1920s through the decline after Jackie Robinson crossed over to the majors in 1947. The text contains dozens of full-color oil paintings that show rich in emotion and new perspectives of lost heroes of our national game. Kadir Nelson is a two-time Caldecott Honor Award recipient, received the 2014 Coretta Scott King Author Award, and the 2009 Robert F. Sibert Informational Book Award.
• In Unit 2, The Planet Gods by Dr. Jacqueline Mitton and Christina Balit is a book filled with myths and facts about the solar system. Told in the voice of the planets, the text is highly engaging and descriptive. Students will build knowledge about the solar system with this text that integrates Science in an interesting way. Interstellar Pig by William Sleator is a science fiction novel that is highly engaging for readers. This book is an ALA Notable Book, a SLJ Best Book of the Year, and a Junior Literary Guild Selection. Don’t Know Much About Space is an illustrated guide built with pop quizzes throughout to check for understanding as well as hands on how to activities to engage the reader.
• In Unit 3, Girl of Fire and Thorns by Rae Carson. This text was both a Morris Award Finalist and an ALA Top Ten Best Fiction for Young Adults. This text is the first in a Trilogy and will be both of high interest and topics to which Grade 7 students can relate. In addition, this unit includes the text Warriors, Into the Wild, by Erin Hunter, a fantasy novel that students will find engaging.
• In Unit 4, America in the Time of Martin Luther King Jr. by Sally Senzell Isaacs is a text that uses reconstruction illustrations and photographs along with clear text to be of high interest and engaging to students. This text due to the historical time period it covers, 1948-1976, presents history with primary source photos, maps, captions and allows students to utilize informational text features to develop their understanding of the time period.

The instructional materials for Grade 7 meet the expectations for materials reflecting the distribution of text types and genres required by the standards. Each unit in Grade 7 provides students the opportunity to engage in core texts and read-alouds as well as leveled readers, independent reading, supplemental texts. The materials contain 8 baskets of leveled readers and a basket of Hook Books that are intended to engage even reluctant readers. Materials also provide thematic text sets centered around science and social studies themes as well as literary text sets aligned to material topics. These text sets, organized as baskets, are designed to accompany units in the form of research labs.

Anchor texts and supplemental texts include a mix of informational and literary texts reflecting the distribution of text types required by the standards. A wide distribution of genres and text types as required by standards are evident, including, but not limited to, realistic fiction, fantasy, science fiction, and nonfiction (both science and social studies informational text).

The following are examples of literary texts found within the instructional materials:

• In Unit 1, students read the text, Heat (novel) by Mike Lupica.
• In Unit 2, students read the text, Interstellar Pig (science fiction novel) by William Sleator.
• In Unit 3, students read the texts, Warriors Into the Wild (fantasy) by Erin Hunter and The Girl of Fire and Thorns (fantasy) by Rae Carson.
• In Unit 4, students read the texts, Walking to the Bus-Rider Blues (historical fiction) by Harriette Gillem Robinet and Elegy on the Death of Cesar Chavez (poetry) by Rudolfo Anaya.

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

• In Unit 1, students read the text, We Are the Ship: The Story of Negro League Baseball (informational) by Kadir Nelson.
• In Unit 2, students read the texts, Our Mysterious Universe (nonfiction) by Laura Langston and Beyond the Solar System: Exploring Galaxies, Black Holes, Alien Planets, and More (informational) by Mary Kay Carson.
• In Unit 3, students read the text, Now Write! Science Fiction, Fantasy, and Horror (short essays from writers with advice/ activities to practice writing).
• In Unit 4, students read a collection of autobiographies in Freedom’s Children by Ellen S. Levine and All the People, Since 1945 (informational) by Joy Hakim.

The instructional materials reviewed for Grade 7 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.

ARC is designed with flexibility so that consumers can choose and interchange multiple texts sets based on the topics and levels desired. Accompanying task and resource materials are not text-specific so that they apply across multiple text sets and grade bands. The instructional year for ARC begins with a literacy lab that is intended to capture readers' attention with engaging text. The ARC text sets are designed so that students will have access to numerous texts at all reading levels that are read in small and whole group as well as independently. The philosophy of the publishers is self-directed learning and reading through literacy and research labs.

Quantitative and qualitative information for anchor texts is provided in the Teacher’s Edition or online in SchoolPace, and the numerous text sets that accompany each unit are leveled according to the publishers framework--IRLA. The publishers state: “The Independent Reading Level Assessment (IRLA) is a unified standards-based framework for student assessment, text leveling, and curriculum and instruction. The IRLA includes every Common Core Standard for Reading, both in literature and informational text, as well as those Language standards key to reading success, for students in grades PreK through 12.”

Examples of text that are of the appropriate level of complexity for the grade level include, but are not limited to:

• In Unit 2, Space, students read, Our Mysterious Universe by Laura Langston which has a quantitative Lexile measure of 980. There are sophisticated graphics in this text that acts as independent sources of information. Students also read texts such as: Beyond the Solar System: Exploring Galazies, Black Holes, Alien Planets, and More by Mary Kay Carson (IRLA 7th - 8th), The Planet Gods: Myths and Facts about the Solar System by Jacqueline Mitton (IRLA 7th - 8th), and Don’t Know Much About Space by Kenneth C. Davis (IRLA 9th-10th).Students spend each week working on tasks directly connected to the texts they read. Research questions are used to scaffold student research on an astronomical object while providing the content for their final project.

• In Unit 4, Civil Rights, specific components of the quantitative (lexile) and qualitative measures for the core text in the Civil Rights Unit, America in the Time of Martin Luther King, Jr. are outlined. The text includes a quantitative measure of Lexile 810 and is considered in the Grades 4-5 band. The qualitative analysis places this text at the 8th grade level because it has a very complex purpose and structure. The text is organized topically. However, the overall organization of topics is not chronological, with various timelines (the life of Martin Luther King, Jr. and timelines related to social issues and events of the period) that overlap and intersect, adding to complexity of the text. The language is moderately to very complex. Simple sentence construction is seen throughout. However, frequent use of academic vocabulary (i.e. “they hurtled towards the moon”, “the belly of it bulges out toward us”, “terrifying pictures… stirred up feelings”) combined with the density of domain specific vocabulary adds to the complexity of the text.There are very complex knowledge demands. The text requires a breadth of domain-specific knowledge from the reader (Civil Rights, Government, US Geography, World Geography) as it describes from multiple angles life in the United States during this period.Students spend each week working on tasks directly connected to the texts they read. Research questions are used to scaffold student research on a national Civil Rights Era figure while providing the content for their final project. Students also read multiple anchor texts during this unit that include but are not limited to:
  • Elegy on the Death of Cesar Chavez by Rudolfo Anaya - (IRLA 9th-10th)
  • Freedom’s Children by Ellen Levine (IRLA 7th-8th)
  • Walking to the Bus-Rider Blues by Harriette Gillem Robinet (IRLA 7th-8th)

The instructional materials reviewed for Grade 7 meet the expectations that 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).

ARC provides students with access to leveled texts which address a range of science, social studies, history, and literary topics across all grade bands. Rigor of text is appropriate in aggregate over the course of the school year and students will engage with texts at varying levels from unit to unit.

The Publisher Notes explain that the leveled libraries provided with each unit will increase in complexity throughout the school year. The Field Guide explains that students work independently in these libraries; however, teacher guidance supports them to continue to raise their reading levels. Students have access to multiple texts that measure below, at, or above grade level. Scaffolding is not text-specific, but focuses on the skills needed to access texts in that genre (informational text, fantasy novels, argument essays, etc).

The Field Guide (Teacher Manual) directs the teacher to “...read and discuss at least two related grade-level texts, one literature and one informational (texts may be drawn from a school/district’s existing texts and/or those supplied with this unit).” While grade-level texts are recommended there is limited guidance to help schools or teachers choose grade-level texts, apart from the IRLA (Independent Reading Level Assessment Framework) system that accompanies the program.

The instructional materials reviewed for Grade 7 meet the expectation that anchor and series of connected texts are accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level. The American Reading Company (ARC) utilizes their IRLA (Independent Reading Level Assessment) System, drawing on the three measures of text complexity, to level texts. The publisher states, “To determine reading level, every book is double-blind, hand-leveled using the three legs of text complexity and located on our developmental taxonomy of reading acquisition. Books in every collection wear a brightly colored sticker identifying their placement within the IRLA's color-coded leveling system.” Each book has a sticker as to how it was leveled by the IRLA’s System.

For example, Unit 1: Literacy Lab, the core texts is, We Are The Ship: The Story of Negro League Baseball- Kadir Nelson. The text analysis includes:

• Quantitative Measure: 900 Lexile (6th-8th)
• Qualitative: Purpose/Structure: Moderately Complex. Purpose is explicitly stated. Organization contains largely explicit connections between ideas. The beautiful images are not necessary to understand the text.Language: Very Complex Register is for the most part contemporary, yet is written in the voice of someone living in an earlier time, which raises its complexity. The language does contain examples of figurative, ironic, and subject-specific language.Knowledge Demands: Very Complex Text requires moderate levels of discipline-specific content knowledge (baseball jargon) and historical background knowledge surrounding American history pre-Civil Rights Era.
• Rationale for Purpose and Placement:“Although a nonfiction piece, the author chose to recount the key figures and moments surrounding the Negro Leagues as if he were an actual player writing a memoir, which may offer a level of literary complexity not found in a traditional informational text.”

Additional texts to accompany the core texts are to be chosen from the Thematic Leveled Research Library in order for students to research their individual topics. These texts have stickers that reflect the IRLA system’s level.

Instructional materials reviewed for Grade 7 meet the expectations of anchor and supporting texts to provide opportunities for students to engage in a range and volume of reading to achieve grade-level reading.

Instructional materials clearly identify opportunities for students to engage in reading a variety of texts to become independent readers at their grade level. Texts address diverse cultures, differing historical periods as well as other content areas such as the sciences. Within each unit of study, a variety of books are offered at different levels, as indicated by the company’s IRLA leveling system. Reading Log Sheets are provided within units to support the continuation of Independent Reading (divided by Fiction and Nonfiction to keep students reading a variety of types of books). Students are given choice on what book to read, what subtopic to research, what topic to write about, which position to support. Research Lab Baskets: The books are organized by reading difficulty. The basket color and the matching stickers show you where each book belongs. The baskets are arranged from least complex to most complex. Students select 3–5 books from a variety of levels.

Instructional materials also identify opportunities and supports for students to engage in a volume of reading as they grow toward independence.

• The 100 book challenge is a clear indicator/opportunity for students to engage in a volume of reading.
• The ARC Literacy Lab Overview and Unit is focused on getting students engaged in reading and getting them in the habit of reading independently.
• Reading Log Sheets are provided within the other units to support the continuation of Independent Reading and the amount of reading they are actually doing.

Materials include a mechanism for teachers and/or students to monitor progress toward grade level independence.

• Teachers are given explicit direction and guidance in Unit 1 toward determining student’s IRLA for teachers to monitor progress toward grade-level independence. If utilized, this will help students choose “just right” books and progress to achieve grade-level reading experiences.
• Reading Log Sheets are provided within the other units to support the continuation of Independent Reading (divided by Fiction and Nonfiction to keep students reading a variety of types of books) which helps them monitor their progress with what they are reading.
• Students complete tasks and teachers check on a daily basis for understanding and completion of task. The guide suggests asking these two questions:
  • What else do students need to learn from this text in order to master this concept?
  • Is there a common misunderstanding to address?

The instructional materials reviewed for Grade 7 meet expectations that most questions, tasks, and assignments are text-dependent/specific, 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). Materials for the literacy and research labs provide graphic organizers and instructional support tasks for students to engage with text as well as collect textual evidence that builds toward a research topic or literary theme. The general format reading questions (Research Questions), graphic organizers. and instructional tasks are designed to be used across multiple thematic units and across grade levels.

Example text dependent questions include:

• Support conclusions with evidence from text: See how many claims you can make about this book that you can support with evidence.
• What did the author say? Why did s/he say it? How did s/he say it?
• Which parts of the book so far drew your interest? Why? Which parts weren’t interesting? Why?

Additional texts within the unit have questions that are text specific to a genre of text. For example, after a student/teacher has chosen a text of a specific genre, students are to answer the following questions:

• Who wrote the text? What is his/her purpose? How is s/he qualified to write about this topic? Is it related to his/her personal identity? Is it related to his/her field of expertise? How do you know? How could we find out?
• Is it completely true/ factual? How do we know? Who else thinks it’s true/factual besides the author? How could we confirm? What else is presented as fact?
• What words do you notice that explicitly signal an opinion (e.g., I believe, They think)? What words do you notice that implicitly signal an opinion/judgment (e.g., dirty, best)?
• Based on what you know, what information is missing? Whose perspectives are missing? Do you think these exclusions were intentional or unintentional? What makes you think that?

The instructional materials reviewed for Grade 7 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 to demonstrate understanding. Questions and tasks are organized for students to gather details or practice skills needed for the culminating task which integrates skills to demonstrate understanding. Culminating tasks require students to gather details or information using research questions and graphic organizers to write a story or report instead of utilizing specific texts.

The reading for each unit works to extend students’ knowledge of topics. The culminating tasks are research projects which require students to gather information.

Examples include:

• In Unit 1, students read and discuss multiple texts and use knowledge gained to write both a narrative and argument essay process writing.

• In Unit 2, There are text dependent questions in this unit that build to a task requiring students to become an expert on a topic of Space. Students are to select a topic related to space or product to research and be able to describe it by responding to the following questions:
  • Describe the physical nature of this object. Compare each measurement to something familiar. Draw the object to scale. Label the key physical characteristics. Compare the object to something familiar.
  • Draw a diagram of your object’s place in space. Label your diagram.
  • What energy or forces are associated with this object and what effect do they have on earth or other objects in the universe?
  • How is this object studied?
  • Create a timeline depicting key events in the study of this object.
  • What movies or science fiction stories have included the object and why?
  • Write a science fiction story using your object.
  • The United States should spend government money on further research into ______________ because: Write a letter to NASA telling them why we should spend government money on further research into this object.
  • At the end of this unit, the final culminating task is for students to draft, revise, edit, and illustrate an informational book.
• In Unit 3, a novel study uses mini lessons and shared/close reading of grade level novels to teach literature standards and literary analysis. Students read from a leveled library of both books in this genre and informational texts related to the genre.Teacher materials include a genre card with list of questions. Students are directed to read as many fantasies as possible and use the guide to discuss the stories and the cultures that created them. Students write a comparative essay on themes in the genre. Then the culminating task is for students to create their own fantasy.

• In Unit 4, student become an expert on one country in Africa and publish a final project to show their knowledge. Students focus on the geography, historical timelines, ecosystems, ethnic groups, culture, economy, government, and current issues of the country.

The instructional materials for Grade 7 meet the expectations of materials providing multiple opportunities for students to practice their speaking and listening skills in concert with their practice in reading for understanding. Students are provided multiple opportunities to work with partners to have evidence-based discussion across the year

The Literacy Lab Overview for Unit 1 indicates Speaking and Listening Standards are integrated across all four Units of Study. Page 14 of the Literacy Lab Overview for Unit 1 indicates Speaking and Listening Standards 1, 2 and 3 are integrated across all four units of study and page 15 of Literacy Lab Overview indicates Speaking and Listening Standards 4, 5, and 6 are integrated across all four units of study.

Supporting the ongoing integration of Speaking and Listening Standards, on page 50 of the Literacy Lab Overview is a 20-35 minutes daily Read/Write/Discuss Complex Text component. During this time there are options for a whole group, grade-level shared reading/writing or students can work in small groups/pairs to practice applying the day’s focus to the shared text or to writing.

Providing students opportunities to have evidence-based discussions is found on page 112 of the Literacy Lab Overview in Unit 1. The Accountable Talk section guides the teacher to have students share which books hooked them, which did not and why, using text evidence to support their opinions. During the Partner Share component, teachers are asked to model the partner share routine they expect students to participate in every day and to spend extra time establishing this routine. Teachers are guided to give explicit direction on how students can share appropriately (e.g., turn to face your partner, one person speaks at a time, active listening, etc.). Next, teachers are provided with a protocol for students to use when working with a partner.

On page 39 of the Unit 2 Space Unit, students are assigned a partner to work with for this unit and are encouraged to partner share their prior knowledge about the topic. Definitions of accountable talk and evidence-based discussion are provided in the materials. For this lesson, teachers are guided to teach/model the partner share routine expected for students to participate in every day and to spend extra time establishing this. The Teacher’s Guide states, “No matter how old your students are, explicit direction on how to share appropriately (e.g., turn to face your partner, one person speaks at a time, active listening, etc.) is important.” Teachers are guided to explain to students that “every day, you will talk with your peers about what you are reading, writing, and thinking.” The lesson for this day proceeds with a partner share and group share activity and a rubric is provided for reflection and accountability.

Sharing out with peers, presentation of work, and culminating projects at the end of each unit is prevalent in this curriculum. For example, at the conclusion of the Space Unit, teachers are guided to give students options for presentation/sharing. They may choose to share their expertise with research questions with their partners or create a living history/science museum and invite the community. In peer reviews, students ask to read each other’s stories, sign their names to a list of readers, and contribute one or two positive comments about the book. For evaluation/reflection teachers are guided to have students reflect on their own writing and score it using the Final Project Scoring Rubric and to think about their goals for the next project.

Page 50 of the Unit 3 Fantasy Unit provides tips for conversations such as, Conversational Moves: Our conversation should deepen and extend our thinking about the topic.

• "I agree/disagree with ___ because..." "I think the author is trying to..."
• "I infer that ___ because..."
• "I noticed that..."
• "I can connect/relate to that because..."
• "I'd like to go back to what ___ said about..." "I wonder..."
• "Do you think that..."
• "The lesson we can learn is..."
• "I was confused when..."
• "I predict that..."
• "The main idea might be..."

During Weeks 4 and 5 of the Civil Rights Era Unit, students begin to have mini-debates that support the argument focus of the unit. Then, in Week 6, their accountable talk shifts toward questions around their writing decisions:

• What will be the focus of your essay?
• What claim will you make?
• What gap did you find in your research?
• Sharing progress on their argument.
• The final culminating suggestion for this unit is a formal debate in which students demonstrate their ability to present their expertise through oral argument.

The instructional materials reviewed for Grade 7 meet the expectations that materials support students’ listening and speaking about what they are reading (or read-aloud) and researching (shared projects) with relevant follow-up questions and supports. Students have multiple opportunities over the school year to demonstrate through speaking and listening what they are reading (or read aloud) and researching through text-dependent discussions in each unit. Students regularly engage with the teacher during a Read Aloud (listening) and with the teacher and peers in whole group discussions around the Read Aloud text.

Opportunities to talk and ask questions of peers and teachers about research, strategies, and ideas are present throughout the year. At the end of each unit, students are given the opportunity to demonstrate their learning through speaking and listening. Teachers are provided with a menu of suggestions that the teacher or students may choose from. Most lessons in the units provide opportunities for the teacher to pose questions and guide class discussion and opportunities for students to share with peers.

In Unit 2, students engage in a 1-minute partner share to share the day’s focus. Then students will engage in a Group Share/Debate answering the questions, “Who learned something important about this Research Question? or Who found new information or a new perspective related to the issue/controversy we’ve discussed?” Other aspects of speaking and listening found within this unit include, but are not limited to:

• In Week 1, on Day 1, a 5 point response rubric will be used daily to guide students through their discussion of their reading, writing, and thinking.
• In Week 1, on Day 2, the 5 point response rubric will be used to guide the students to share their most interesting example of bias identified in their book.
• In Week 2, on Day 4, after completing Research Question #2 students share the central idea, supporting ideas, and key supporting details for each supporting ideas of one example of a text.
• In Week 4, on Day 2, a 6 point response rubric will be used to guide students’ writing to answer the prompt. What is a central idea of this text? How does the author use supporting details to develop this central idea? Student pairs share their responses and give feedback based on the rubric.

In Unit 3, Week 1, on Day 3, students share through answering several questions to describe characters in the text and generalize about characters in the genre.Sample discussion points include:

• Have we been introduced to a protagonist and an antagonist?
• What other character types have we met so far?
• What is each of these characters like?
• What can you learn about each of these characters through his/her thoughts? Actions?

The instructional materials for Grade 7 meet the expectations that materials include a mix of on-demand and process, grade-appropriate writing (e.g., grade-appropriate revision and editing) and short, focused projects, incorporating digital resources where appropriate. Most of the curriculum embeds a variety of writing types throughout the school year that includes a mix of both on-demand and process writing. The final writing/project in each unit is one that is taken through the phases of the writing process (drafting, revising, editing, and publishing).

Writing is a daily occurrence in the Unit 1 Literacy Lab. On the first day, students establish the purposes for writing. “For the next four weeks, you will write every day and share some part of what you’ve written with a partner. You will write fiction and nonfiction about yourself and about other things.” Students also Write to Task/Prompt Goal such as, “Across the next two weeks, students write on a variety of prompts while they practice using the new vocabulary they are learning in their writing. Each day, choose 1-3 prompts that relate to the reading work in some interesting way. The teacher’s guide directs the teacher to select Argument and Narrative prompts each week so that by the end of the unit students have several pieces in each mode from which to select ones they would like to publish.

In Unit 2, students keep a “writer’s notebook.” For example, on page 50 in the Genre Unit study in the teacher’s guides, the teacher is reminded to tell students to, “Stop periodically to remind them to write down what they are thinking, feeling, and wondering (and share with their partners when appropriate).” Then, immediately following, students are asked to share their writing with their peer and discuss it. The next day students move to a more formal style of writing as they respond to a prompt. For example, on page 52 students have to respond to this prompt, “What about the setting will be most important to this book? Why? Use evidence from the text to support your answer.” Finally, at the end of each week in a genre unit, students write a constructed response. On page 75, students are asked to respond to this prompt: What is the most defining literary element in __(genre)__? Why? Use evidence from multiple texts to support your answer. The process from week one repeats for the first four weeks in the genre unit.

In Unit 3, the unit begins with students picking a research question from a card. Students research by working over the next six weeks to answer research questions. Once the research is established and started for this unit, students, much like the argument writing unit, respond to shorter questions in writing. Students then compile all of the constructed responses in order to write a final essay.

In Unit 4 students learn history content as they learn to make and evaluate proficient arguments. Students respond to weekly constructed responses. Students complete a research essay on a self-selected topic, choose something controversial, and support their position. Students begin writing their argument essay based on the 5 weeks of research and shorter writing

The instructional materials reviewed for Grade 7 meet the expectations for materials providing opportunities for students to address different text types of writing (year long) that reflect the distribution required by the standards. Materials are organized around four units of study. There is a major emphasis on writing throughout all of these units of study and four different types of writing are emphasized in each unit which provides opportunities across the school year for students to learn, practice, and apply four different genres/modes of writing that reflect the distribution required by the standards. Students write expository essays, literary analysis, argumentative speech, narrative, and informative pieces.

Examples of different writing opportunities in the materials include:

• In Unit 1, Literacy Lab, students will begin to review the arguments they have written thus far and choose one to publish. They will rework the argument so the organization is clear and logical.

• In Unit 2, Space, the focus in this unit is building informational knowledge around a topic and writing an informational book to demonstrate that knowledge. Throughout this unit, students are given weekly independent writing opportunities to review their reading and write their own notes related to the day’s research question as well as work on the final project organizer in order to write their final project on informational text.

• In Unit 3, Fantasy, the focus in this unit is literary elements where students write a comparative analysis essay and a short story. Students will write an essay in which they make a claim based on a connection they’ve made between the central text and one of the texts in the genre they read independently. In addition, students will write a short story about something that matters to them while using the rules of the genre to craft a story that conveys this message.

• In Unit 4: Civil Rights Era, students practice making claims and supporting those claims with relevant evidence and logical reasoning. Students produce a final argument essay that makes a claim related to their research topics and defends that claim with evidence and reasons from their research.

The instructional materials reviewed for Grade 7 meet the expectations for writing being embedded in every unit and every day as students learn, practice, and apply using evidence from the texts they are reading either as a whole class or independently. The program addresses evidence-based and evidenced-supported writing in every unit.

In Unit 1, Literacy Lab, there are opportunities for students to write on a daily basis about what they are reading by using specific text evidence to support their ideas. Various graphic organizers are provided that help students organize their thoughts before the daily writing. During the Units of Study, students are expected to engage in Research Writing for 20-40 minutes based on the daily Independent Reading.

Unit 1 examples include:

• Page 49 Literacy Lab Overview - Writing Goal: By the end of this Unit, students will have practiced writing in a variety of genres, both in response to text and writing like the authors they read.

• Page 60 of Week 1 Overview - Writing: Students write daily. The teacher uses student writing as evidence and a feedback loop for assessing success of literacy block instruction.
• Page 211 (Week 3, Days 4 - 5) Write to Task/Prompt: Choose 1-3 prompts that relate to the reading work in some interesting way. Make sure to choose both Argument and Narrative prompts across the Weeks so that students have several pieces in each mode from which to select ones they’d like to publish.
• Page 239 (Week 4, Days 1-3) Goal: Students generate multiple pieces in multiple modes from which they will select two to publish in Weeks 5 (narrative) and 6 (argument).

Unit 2: Geology Informational Writing Instructional Framework examples include:

• Page 20: Overview. Students practice reading, writing, and speaking grounded in evidence in order to produce a final written product demonstrating their expertise in both the Unit and their individual research topics.
• Page 39 Introduction (Week 1, Day 1) We are going to spend the next nine Weeks reading, writing, and talking about the big ideas in __(Unit)__. Each of you will pick one topic on which to become an expert. You will research this topic and write an informational book about it. By the end of this Unit, you will: 1. Be an expert on __(Unit)__. 2. Be an expert on your research topic. 3. Write and publish an informational book on your topic.

Unit 3: Genre Instructional Writing Framework examples include:

• Page 35 (Week 1, Day 1) We are going to spend the next nine Weeks becoming experts in __(genre)__. In this Unit, you will:

1. Read, analyze, and write about one novel in this genre with the class.

2. Read at least four novels in the genre on your own.

3. Write four constructed responses and one longer literary essay analyzing multiple texts in this genre.

4. Write and publish a short story/picture book in the genre.

• Page 128 (Week 3, Day 1) In pairs, students use the “Factual Basis” graphic organizer to collect and analyze the factual basis for the Central Text.
• Page 200 (Week 4, Day 5) Today, you will have a chance to demonstrate your understanding of how authors develop themes through plot by writing a short essay in response to the following prompt: What is a central theme of our Core Novel? How is it conveyed by particular literary elements?

Unit 4: Argument Writing Instructional Framework examples include:

• Page 45 (Week 1, Day 1) We are going to spend the next 2 weeks reading, writing, and arguing about the big ideas in __(Unit)___. Each of you will pick one topic on which to become an expert. You will research this topic and write a research-based argument essay about it. By the end of this Unit, you will:

1. Be an expert on __(Unit)__,

2. Be an expert on your research topic,

3. Find something controversial in your research topic, take a position on this issue, and make a well reasoned, well-researched argument supporting your position.

• The emphasis on ongoing constructed responses and research writing opportunities are focused on students’ analysis and claims developed from reading closely and writing with texts/sources. It is through the multiple writing to text opportunities that students are able to build their writing skills over the course of the school year. The students are required to make claims and reasons and discuss these before they write. All of the shorter writing times are used to decide what they want to write about in the longer research paper that is the culminating task for these units.
• Page 78 (Week 1, Day 4) Set a prompt in response to the text that provides students an opportunity to state a claim and support it with evidence and reasoning. Claim: There is/is not enough information in our Research Library to support my research on…, Evidence, Reasoning
• Page 157 (Week 3, Day 2) Set a prompt that helps students deepen or clarify their learning about Today’s Research Question and relates to the idea of point of view/conflicting viewpoints. Possible writing prompts: Improve upon a passage you read by adding and responding to an additional conflicting viewpoint; Outline two conflicting viewpoints on the issue of _____; Use evidence from our Central Text and at least one other text to support your answer.
• Week 5 Central Text: Argument Mentor Texts To prepare students to draft their essays next Week, select SHORT argument text(s) to serve as a mentor texts for analysis this Week. Introductory and culminating sections of informational texts, editorials, and transcripts of speeches can provide suitable examples of argument writing.

The four units provide students opportunities for evidence-based writing to support careful analyses and well-defended claims.