7th Grade - Gateway 2

Instructional materials reviewed for Grade 7 partially meet the criteria that 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. Materials contain sets of questions and tasks, and they require students to analyze the language, key ideas, details, craft, and structure of individual texts in a coherent sequence related to the standards. Over the course of the year, instructional materials and identified elements are inconsistent and do not grow students' skills toward independence. There are few supports for teachers to identify and account for students' abilities in analyzing these elements.

Knowledge, ideas, and skills showed a coherent sequence of building. The example below from the “Zoom In On” feature from the “Text Complexity: Qualitative Measures” demonstrates a noticeable increase in rigor from Collection 1 to Collection 6:

Collection 1

• Making Inferences, page 3B (students make inferences from details)
• Analyzing Setting and Plot, page 3B Conflict (students create a T-chart to track plot events)
• Using Context Clues, page 3C
• Visualizing Setting, page 3C (students describe the setting they see in their mind)
• Supporting Comprehension, page 3C (scaffolding for unusual nautical terms in text)

Collection 6

• Comparing Perspectives, page 264C (based on textual evidence, students determine perspectives from multiple authors on a similar theme)
• Determining Central Idea and Details, page 264C (collaborative student activity and discussion)
• Analyzing Language: Subjective vs. Objective viewpoint, page 265C (cite textual evidence)
• Building Understanding of Context, page 265C (students discuss implications of specific events within the context of a theme or story)

The following are examples of questions and tasks that help students analyze key ideas and details:

• Collection 1: “Rogue Wave” Ask students to reread lines 175-185 and identify details that support an inference about how Scoot might deal with the situation she is in (page 8).
• Collection 4: “Remarks at the Dedication of the Aerospace Medical Health Center” Ask students to reread lines 31-42 and cite the lines in which Kennedy states his claim. Ask students to restate that claim in their own words.

The following are examples of questions and tasks that help students analyze craft and structure of the texts they are reading:

• Close Reader: Students are asked to look at the structure of the poem and analyze how it contributes to the poem’s meaning (p. 59). Within the text “Teenagers and New Technology,” students are asked to identify similarities in the first three paragraphs of the text (p. 78). Students are also asked to explain how the cause and effect organization of the article is used to connect ideas (p. 81).
• Collection 1: “Rogue Wave” Reread lines 339-354 to identify details that are increasing the suspense and have the students explain how these details create tension and excitement for the reader (p. 13).
• Collection 2: “The People Could Fly” Have students find dialect in lines 64-70 and explain it’s effect.
• Collection 2: “The Song of the Wandering Aengus” Have students reread lines 1-16 aloud. Ask students to find examples of rhyme and explain its effect on the poem.
• Collection 4: “Allied with Green” reread lines 69-71 and identify the figurative expression. Ask what comparison it makes and how this supports the theme.

The following are examples of questions and tasks that help students analyze language within the texts they are reading:

• The feature “Critical Vocabulary” found in the Teacher Edition margins asks students to consider the usage of certain words used within the text. The following is an example of this feature:

• • Collection 4, p. 194, sustain: Ask students how the author feels about sustainable forms of energy.
• Further opportunities for students to use questions that build understanding occur after each text selection in the feature called “Analyzing the Text.” Questions here are identified by addressed skill or focus. The following are the types of questions that are posed after the reading of “Big Rocks’ Balancing Act” from Collection 3:

• • Recognize and analyze
  • Summarize
  • Cite Evidence
  • Analyze
  • Draw Conclusions
• Smaller performance tasks following each reading within collections provide opportunities to integrate knowledge and ideas from the texts they are reading. The following is an example from Collection 5 at this grade level:

• Informative Essay
• Discussion
• Literary analysis
• Narrative

Materials reviewed for Grade 7 partially meet the expectations that 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. The materials include some sets of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. However, most sets of text-dependent questions, both within the reading, and the “Analyzing the Text” section at the end of each reading are text specific. Typically, the end of collection Performance Tasks is stronger with regards to requiring students to integrate knowledge and ideas acquired by the texts they have read. However, not all of the activities students have participated in throughout the collection may support students’ effort to apply the knowledge they may have gained through their reading. Additionally, instructional directions for teachers to support students' success is lacking. Furthermore, the materials do not supply supports for students to self-assess their own knowledge as they work through the collections.

Opportunities for students to practice building integration of knowledge and ideas appear in Performance Tasks following each reading. Some of these work to support students making sense of the information they have been reading about. The following is an example that reflects an integration of knowledge and ideas:

• Collection 4 Performance Task asks students to present an argument using Kennedy’s speech from this collection and other texts to create a speech about the need for greater exploration despite the risks. Students are required to use the knowledge gained from the readings within this collection.

However, not all tasks required students to integrate such knowledge. Below is an example that students could create without using information learned by reading texts within the collection:

• Collection 3 “Nature at work”
  • Performance Task A requires students to write a personal narrative about their own interactions with nature. This task does not require students to use any of the knowledge that they may have gained from reading the texts in this collection.
  • Performance Task B requires students to write a poetry analysis of “Ode to enchanted light” and “Sleeping in the Forest” in which they compare and contrast each poet’s style. While these poems are tied thematically to the focus of the collection, other texts that were rich in knowledge about the power, beauty, and mystery of nature were not included. This task seems limited for the development of knowledge and ideas with only the inclusion of these two brief poems.

The program lacks the consistent support that allows students to build developing knowledge. It also lacks support for students and teachers. There are no student models, rubrics, or checklists included within the smaller performance tasks after each reading. This would make it difficult for both teachers and students to recognize growth or evidence of insufficient or incorrect knowledge. In addition, some of the required tasks are quite challenging and the lack of support may make it difficult for students to successfully complete these activities. Examples include but are not limited to the following:

• After reading “Big Rocks’ Balancing Act” from Collection 4, students are required to give a summary presentation. For this presentation, students choose a geologic concept from the reading, research it, and present their findings. Topics include such things as earthquake tremors, accelerator mass spectrometry, erosion, Ice Age, or geology itself. An example is given “How many ice ages have taken place on Earth?” Challenging and abstract concepts are presented, yet the materials provide little support as to how students find credible and accessible resources on this topic. The summary presentation task would require further instructional support.
• After reading “Remarks at the Dedication of the Aerospace Medical Health Center” from Collection 5, students are asked to research a recent or planned space mission for medical research. No resources for this research are suggested. The task also does not require evidence from any of the sources students may find. This task needs more support.
• After reading “Why Exploring the Ocean is Mankind’s Next Giant Leap” from Collection 5, students are asked to debate the worthiness of further exploration the Mariana Trench. They are also asked to research exploration of the Mariana Trench with no suggested resources and minimal support to complete this activity.

The instructional materials for Grade 7 partially meet the expectations that 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). Materials contain some questions and tasks that 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). Culminating tasks include a range of reading, writing, speaking and listening opportunities. Students complete two Performance Tasks at the end of each collection. The Performance Tasks require students to further analyze the selections that have been read in the collection and to synthesize ideas. Students then present their findings in a variety of products, most often as a written piece. However, there is minimal or no support within the student or teacher materials for students to successfully complete the Performance Task. There is also limited support for teachers to discern if students are prepared to address these tasks. The writing process is not modeled or directly taught in relationship to the performance tasks, and direct connections from the text-dependent questions to the culminating tasks are not always clear.

Examples representative of the program supporting students in demonstrating knowledge through an integrated culminating task include (but are not limited to) the following:

In Collection 1, Performance Task A requires students to write a fictional narrative that includes elements such as characters, setting, plot, conflict, dialogue, pacing, descriptive details, transitions, and a conclusion with a clear theme or message. The Teacher Edition asks the teacher to remind students to create realistic characters that face internal and external conflicts. During the anchor text “Rogue Wave,” teachers are asked to explain external conflict and the materials include text dependent questions that ask students to identify external and internal conflicts within this story.

In Collection 4, the one culminating performance task requires students to present an argument that argues whether major exploration is worth the risk. Students create an engaging introduction with a claim, support key points with reasoning and relevant evidence from a variety of credible sources, use language that effectively conveys ideas and adds interest, and concludes by forcefully summing up the claim. Within this collection, students read a speech by John F. Kennedy and have a collaborative discussion to identify specific language and techniques that Kennedy utilizes to enhance his speech. Students also explore the use of sound reasoning when they read “Why Exploring the Ocean is Mankind’s Next Giant Leap” within this collection.

Examples representative of the need for more support in this area include (but are not limited to) the following:

In Collection 2, Performance Task A requires students to write an argument agreeing or disagreeing with the phrase “seeing is believing” using a counterargument that addresses an opposing claim. While this task asks students to use evidence from texts such as “The People Could Fly,” tasks or text dependent questions do not ask students to contemplate this phrase nor write a counterargument. Another example of a misalignment occurs after the text “Magic and the Brain” when students perform a magic trick. This task could be loosely tied to the theme but does not support the skill of writing an argument.

Teacher supports for tracking student progress are not provided in the Teacher’s Edition. While the questions are pertinent, cogent, and rigorous, the teacher would need to develop a system of data collection to effectively and authentically track student performance and understanding.

The instructional materials for Grade 7 partially meet the criterion that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. There are academic vocabulary assignments and lessons present, but the materials do not include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Each collection introduces five “Academic Vocabulary” terms at the very beginning of each collection. Instructions ask the students to “Study the words and their definitions in the chart below. You will use these words as you discuss and write about the texts in this collection.”

While each collection targets academic vocabulary, the plan for building students’ use of academic terms is general, and specific words for each collection appear to lack intentionality. The program provides general reminders to “do” activities with the five identified words or “use” these terms during the pre-prepared sections such as Applying Academic Vocabulary and end of collection Performance tasks.

An example of the generality and lack of intentionality is provided as follows:

• In Collection 5, the targeted terms are “attitude,” “consume,” “goal,” “purchase,” and “technology.” The Performance Task asks students to create a multimedia presentation that requires students to research a topic related to consumerism and then present their topic. In the margin of the assignment is a reminder for students to be sure to use these words as they plan and create their multimedia presentation. However, there is no specificity about the way students should use these words, nor is there any way to ensure that students are applying these words. The Performance Task Rubric does not evaluate for the use of these academic vocabulary terms (pp 259-262).

In addition to each collection’s five targeted words, the series highlights five “Critical Vocabulary” for each text selection. In the student edition, critical vocabulary words are “glossed” (an explanation is provided), and a longer definition and prompt for discussion are provided in the teacher’s edition. Below is a sample of the glossed definition, the extended definition and prompt for the text “Remarks at the Dedication of the Aerospace Medical Health Center” from Collection 4 that targets the critical vocabulary word “metabolism”:

• Glossed: “The metabolism of a living thing is all the processes that allow for growth and life.”
• Teacher Definition and Prompt: “Kennedy believes that medical space research will teach us about ‘changes in metabolism’ that happen during space travel. Ask students What system of an astronaut’s metabolism does Kennedy imply might be affected by space exploration?” (p. 186)

Critical Vocabulary is reviewed at the end of each text in a featured section by the same name. Students are directed to use their understanding of the vocabulary words to answer the each question. An example for students to demonstrate their understanding of metabolism is provided:

• If a person’s metabolism were not functioning properly, what symptom might be present?
  • Toned muscles
  • Labored breathing
  • Tanned skin
  • Shiny hair

This is an ambitious request as students have only had one exposure and opportunity to consider the meaning of “metabolism.” While they may select the correct response, the word “metabolism” refers to a complex system, and it is likely that students have not obtained a solid understanding of this word. Terms such as these are challenging and would need to be repeated within more contexts to ensure that students could acquire these words. One exposure with one opportunity to apply meaning is a cursory treatment of challenging academic vocabulary.

Close readings also include critical vocabulary and a place for students to write the meaning; however, it is nebulous how they are to determine the meaning. An example from a history writing, “The Most Daring of Our Leaders” from Collection 4 is included:

• The teacher notes ask the students to suggest synonyms of the noun “milieu” as it is used here: Having been raised in a milieu that downplayed her blackness, she now found herself part of a group “suddenly proud to be called ‘black’.”

It is unclear how students will do this if they don’t know the word “milieu.” The context is minimal, and the word is abstract.

While the materials ask teachers to encourage students to practice vocabulary, support that allows a teacher to evaluate and monitor students’ acquisition of the words is missing. Therefore, the program does not clearly demonstrate students’ growth.

The materials for Grade 7 partially meet the expectations that 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. Materials do include writing instruction aligned to the grade-level standards and sufficient writing assignments span the whole year. However, materials do not provide a strategic plan to support the development of students’ skills over the entire year. Teacher materials do not provide protocols, implementation plans, and student mastery tracking to support instruction, differentiation, or student self-monitoring.

The Grade 7 Performance Assessment booklet does provide a breakdown of the writing process for three writing tasks: Argumentative Essay, Informative Essay, and Literary Analysis. It provides a full unit of instruction including support for close reading, extraction of information, and the full experience of the writing process for each mode of writing. However, no guidance is provided regarding how to utilize this resource, nor is it clear that this booklet comes with the textbook. Assurance that this would be provided and available for teachers year after year would need to be confirmed.

The materials for Grade 7 do include opportunities for students to write in all modes required by the CCSS writing standards for the grade (argumentative, narrative, and informative). The following are examples of performance task writing assignments included at this grade level:

• Collection 1: Fictional narrative
• Collection 2: Write an Argument
• Collection 3: Write a Poetry Analysis
• Collection 6: Write an Informative Essay

The materials also require students to complete shorter writing tasks using evidence from multiple sources within the collection as well as research students gather from outside sources. These shorter writing tasks have minimal support. Models, graphic organizers, and rubrics are not included. Teachers would need to create their own system for including these elements. The following is an example of a writing task that demonstrates the insufficiency of support:

• The narrative performance task in Collection 1 requires students to use transitions to convey sequence; however, this skill is not addressed in any of the instruction within the collection.

The instructional materials for Grade 7 partially meet the criterion that 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. While students are asked consistently to analyze and respond to different texts and topics using multiple texts and research materials they utilize, the materials do not include a progression of focused research projects. Research skills are inconsistently assigned through the various Performance Tasks and shorter writings that occur after individual texts within the collections. For example, students are asked in Collection 1, Performance Task B to “Do Research” and search for solid, credible evidence for both sides of the argument. However, no guidance for criteria that makes evidence credible is provided. In Collection 2, “Magic and the Brain” includes a half-page called “Conduct Online Research.” The teacher explains “that finding information on the Internet is easy. The hard part is weeding out the unreliable, useless, or just plain bad information from the reliable, useful, and good information.” This lesson would have been useful to Performance Task B from Collection 1.

The research skills required of Grade 7 students based on the standards are as follows: “Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standards format for citation.” The material found in Collections Grade 7 edition is not complete enough to teach students all of these skills. Teachers will need to add many support materials/graphic organizers and additional instruction to teach the students how to research for required standards. Below are examples of research tasks that show the limitations of support:

• In Collection 4 Performance Task: Present an Argument, students are asked to choose a position on major exploration considering the risks involved. In the section titled “Do Further Research,” students are asked to do research for solid, credible evidence to support their claim. Students are directed to search for facts, quotes, and statistics. They are asked to look for sources which support the counterclaim, and then they are asked to develop a counterargument to address an opposing view. This task requires students apply complex skills; however, supports for teachers and students are minimal. The instructions do not offer support as to the types of sources students should search for, nor does it offer any suggestions to help teachers direct students to valid and accessible sources. Additionally, this task does not provide any criterion that would help students discern the strength or the credibility of the information they gather.
• In Collection 5 Performance Task: Create a Multimedia Presentation, students are asked to independently develop a topic related to the subject of consumerism addressed in prior readings. Then, students create a question and conduct research to answer this question. The focus of research is on using credible sources print or digital, taking notes and identifying multimedia components (i.e., graphics, maps, video, and sound) to help illustrate these points. The anchor text from this collection, Life at Home in the Twenty-First Century, was far above the band for reading at this grade level and minimal supports exist for either the teacher or student. Teacher directions are not included as to how to support students who may have difficulty creating an effective research question. A short sample is offered, and then teachers are directed to tell the students “Make sure your question is open-ended and cannot be answered in a single-word” (p. 259). No modeling or guided practice opportunities exist. Students are provided no guidance regarding possible ways to research other than to use a search engine for Internet sources, keywords, or subjects when using library resources. Additionally, the task asks students to use graphics, maps or videos, but no guidance is available to help students understand how to include these features effectively. The reading for this performance task was exceptionally complex. Pairing it with an equally challenging task and these minimal supports will not result in the successful attainment of these skills by the students.