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Report Overview
Summary of Alignment & Usability: CommonLit 360 6-8 | ELA
ELA 6-8
The instructional materials for CommonLit 360 6-8 meet the expectations of alignment, building knowledge, and usability.
The materials include anchor texts that are well-crafted, content-rich, and rich in language and academic vocabulary. The tasks, questions, and assignments are connected to the texts students read and require students to collect textual evidence. Units are grouped around topics/themes to grow students’ knowledge over the course of the school year. Throughout the program, there are culminating tasks and research opportunities that require students to expand and show their knowledge and understanding of the topics/themes in each unit. Instructional time is spent on questions, tasks, and assessments that are aligned to grade-level standards, and by the end of the academic year, most standards are addressed. The implementation schedules align with the core learning and can reasonably be completed in the time allotted.
There is sufficient support provided for teachers to implement the program with fidelity. The materials provide comprehensive teacher guidance and correlation information to the ELA standards. In addition, the materials include explanations of the instructional approaches and include and reference research-based strategies. While the materials include include some strategies, supports, and resources for diverse learners to work with grade-level content, guidance is general and lesson-specific guidance is lacking.
The visual design of the materials supports learning and is easy to navigate, as the student materials mimic the teacher materials.
6th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
7th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
8th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
Report for 7th Grade
Alignment Summary
The grade 7 CommonLit 360 materials meet the expectations for alignment. The materials include anchor texts that are well-crafted, content-rich, and rich in language and academic vocabulary and texts reflect the distribution of text types and genres required by the standards. There are consistent opportunities for students to respond to text-dependent questions and tasks that require evidence collection.
Throughout the program, students have varied opportunities to demonstrate knowledge about what they are reading and learning through various speaking and listening protocols. Students also have many opportunities to practice their writing both in on-demand and process writing tasks. However, students do not engage in learning informative or expository, argumentative, and narrative writing at the distribution required by the standards.
While the materials include grammar and usage activities, there is limited explicit grammar instruction and few opportunities for students to demonstrate the application of grade-level grammar and usage skills. The materials include a year-long plan for students to interact and build vocabulary, including vocabulary activities, vocabulary quizzes, and a word wall.
The materials are grouped around topics/themes across six units to grow students’ knowledge over the course of the school year. Throughout the course of the year, most sets of questions and tasks support students’ analysis of knowledge and ideas. Learning builds throughout the unit toward the culminating tasks, so most questions build on student knowledge to prepare them for the culminating task. The materials also provide opportunities for students to complete research activities tied to topics and core unit texts.
The pacing for the six units in the program is generally reasonable, and the suggested implementation schedule can be reasonably completed in one school year. Optional tasks do not distract from student learning and generally enhance it.
7th Grade
Alignment (Gateway 1 & 2)
Usability (Gateway 3)
Overview of Gateway 1
Text Quality and Complexity and Alignment to the Standards with Tasks and Questions Grounded in Evidence
Anchor texts are well-crafted, content-rich, and rich in language and academic vocabulary; texts reflect the distribution of text types and genres required by the standards. Over the course of the school year, materials include 19 informational texts and 13 literary texts, resulting in a 59/41 balance of informational and literary texts, which should support achieving the 55/45 balance of informational and literary texts across the school day that is required by the standards. Throughout the program, there are opportunities for students to read a variety of texts at various levels of complexity throughout each unit and throughout the school year.
The materials provide students with opportunities to respond to text-specific and text-dependent questions and tasks that require students to collect textual evidence.
The program provides varied protocols to support students in speaking and listening skills. Throughout the course of the year, students participate in turn and talk, whole class discussions, small group discussions, debates, and culminating discussions.
Throughout the program, there are various on-demand and process writing opportunities that cover a year’s worth of instruction. There are frequent opportunities across the school year for students to learn, practice, and apply writing using evidence with explicit teacher instruction. While materials include opportunities for students to learn, practice, and apply different genres of writing, the writing genre distribution is 27% argumentative, 73% informational/explanatory, and 0% narrative, which does not align with the grade-level writing distribution of 35/35/30 required by the standards.
While the materials include grammar and usage activities, they provide limited explicit grammar instruction and few opportunities for students to demonstrate the application of grade-level grammar and usage skills. The materials include a year-long plan for students to interact and build vocabulary, including vocabulary activities, vocabulary quizzes, and a word wall.
Gateway 1
v1.5
Criterion 1.1: Text Quality and Complexity
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.
Anchor texts are well-crafted, content-rich, and rich in language and academic vocabulary; texts reflect the distribution of text types and genres required by the standards. Over the course of the school year, materials include 19 informational texts and 13 literary texts, resulting in a 59/41 balance of informational and literary texts, which should support achieving the 55/45 balance of informational and literary texts across the school day that is required by the standards.
The materials contain 32 core unit texts throughout the six units spanning various text types and genres. Texts have the appropriate level of complexity according to quantitative and qualitative analysis, as well as the relationship to their associated student task. Text complexity is mixed throughout the units. The quantitative measures range from 570L-1340L and generally increase throughout the year, and the qualitative measures range from slightly complex to very complex.
The materials provide independent reading resources for the teacher and student to utilize. The materials provide best practices for independent reading, a suggested independent reading list for each unit, and a reading response notebook template.
Indicator 1A
Anchor texts are of high quality, worthy of careful reading, and consider a range of student interests.
The materials reviewed for Grade 7 meet the criteria of Indicator 1a.
Anchor texts are of high quality, are engaging, and are worthy of multiple reads. The unit texts tie closely to essential questions over the course of the year. A variety of texts consider a range of student engagement and interest such as a novel, speeches, informational texts, essays, poems, and short stories.
Anchor texts are of high-quality and consider a range of student interests, are well-crafted, content rich, and engage students at their grade level. Examples include, but are not limited to, the following:
In Unit 1, students read “The White Umbrella” by Gish Jen. The short story helps students reflect on the essential question, “How do a community’s shared values create both belonging and rejection?” The young Chinese-American character longs for an umbrella that she believes will provide her with a certain image and sense of community belonging. Students will relate to the main character’s need for material desires and the task of persuading parents to provide those material items in order to fit in at school or another community. The text offers practice and guidance in analyzing character motivations and interactions, which will be applied to other texts in this unit.
In Unit 2, students read “The Party” by Pam Muñoz Ryan. The text is written from the perspective of a middle school student who has not been invited to another student’s party. The story is written in first-person perspective and provides insight into the narrator’s thoughts and opinions. The story contains a variety of sentence structures and dialogue. The experience could resonate with many middle school students.
In Unit 3, students read the complete memoir, Brown Girl Dreaming, by Jacqueline Woodson. Jacqueline Woodson tells the story of her childhood in verse and addresses how she has always felt halfway home, raised in South Carolina and New York, which ties into the unit’s essential questions about belonging and rejection in a community. Brown Girl Dreaming has earned the National Book Award and is a Newbery Honor winner. Students gain an understanding of the historical time period relating to segregation.
In Unit 4, students read “This is Your Brain on Instagram: Effects of Social Media on the Brain” by Kelly McSweeney. The text discusses the science behind how social media impacts our brains. This is a topic relevant to many students that should engage them with the topic and the essential question for the unit, “Is social media more risky or more rewarding for teens? How can we promote teens making better decisions online?”
In Unit 5, students read the speech “Ain’t I a Woman?” by Sojourner Truth. The text ties to the unit’s essential question, “How does a speaker motivate or persuade their audience?” as she makes a strong case for equality for women. This well-known speech challenges students to understand tone, rhetorical devices, and allusion in order to understand how Sojourner Truth influences an audience.
In Unit 6, students read “Five Life Skills I Learned in Marching Band” by Donna Krache. In this opinion essay, a former band student writes about her experience. The text is broken into five sections that focus on the lessons Krache learned while in the band. The text discusses lessons that can be applied to students’ lives, and many middle school students could relate to the author’s experience.
Indicator 1B
Materials reflect the distribution of text types and genres required by the standards at each grade level.
The materials reviewed for Grade 7 meet the criteria for Indicator 1b.
The materials reflect the distribution of text types and genres required for the grade level. Text types include, but are not limited to, short stories, speeches, memoirs, and informational texts. Over the course of the year, materials include 19 informational texts and 13 literary texts, resulting in a 59/41 balance of informational and literary texts. This should support achieving a 55/45 balance of informational and literary texts as required by grade-level standards. In addition to core texts in each unit, some units include choice texts where students read additional texts based on their interest level.
Materials reflect the distribution of text types/genres required by the grade-level standards. Examples include, but are not limited to, the following:
In Unit 1, students read “Where I’m From” by Misa Sugiura. This short story has a Japanese American narrator who describes situations where she must respond to the question, “Where are you really from?” The story moves through the narrator’s various ages.
In Unit 3, students read Brown Girl Dreaming by Jacqueline Woodson. In this award-winning memoir, Woodson tells about her life in a series of poems. This memoir covers Woodson’s life growing up in the 1960s and 1970s in South Carolina and New York.
In Unit 4, students read “Why Young Adults Are Taking a More Mindful Approach to Social Media” by Jessica Matlin. In this article, the teens describe how they are more mindful of the way they approach social media. This lesson builds reading independence and practice in research note-taking that students will use for the culminating unit task.
In Unit 5, students read “Ain’t I a Woman” by Sojourner Truth. In this impromptu speech, Truth makes a case for women’s rights. The speech was delivered at the Ohio Women’s Rights Convention in 1851.
In Unit 6, students read “The Value of Taking Electives” by Ashleigh Lutz. This essay reflects on the importance of electives for students. Students read and respond to the essential question, “How do different electives motivate students and prepare them for the future?” and gain knowledge about the “lifelong value of exposure to different electives.”
Materials reflect a 55/45 balance of informational and literary texts. Examples include, but are not limited to, the following:
In Unit 1, students read eight core texts. In this unit, 25% of the texts are informational, and 75% of the texts are literary.
In Unit 2, students read eight core texts. In this unit, 25% of the texts are informational, and 75% of the texts are literary.
In Unit 3, students read one core text. In this unit, 100% of the core texts are literary.
In Unit 4, students read four core texts. In this unit, 100% of the texts are informational.
In Unit 5, students read six core texts. In this unit, 100% of the texts are informational.
In Unit 6, students read five core texts. In this unit, 100% of the texts are informational.
Indicator 1C
Core/Anchor texts have the appropriate level of complexity for the grade according to documented quantitative analysis, qualitative analysis, and relationship to their associated student task. Documentation should also include a rationale for educational purpose and placement in the grade level.
The materials reviewed for Grade 7 meet the criteria for Indicator 1c.
The materials have the appropriate level of complexity according to quantitative and qualitative analysis and the relationship to their associated student task. The materials provide a core unit text list for each unit that provides the title, author, and genre for each core text, as well as the Lexile level and description. A rationale for educational purposes for most of the core unit texts can be found in the Unit Guide for each unit. The description of each text includes how students will use most texts and how the text supports knowledge and understanding of other texts within the same unit. Materials include a text complexity analysis and an explanation of the relationship of texts to the associated student task in an additional spreadsheet. The text analysis spreadsheet contains the text, author, text type, and text description; quantitative measures such as Lexile and length; and qualitative measures such as text structure, language features, purpose/meaning, knowledge demands, and reader and task.
Anchor/core texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. Examples include, but are not limited to, the following:
In Unit 1, students read “How the Need to Belong Influences Human Behavior” by Kendra Cherry. The publisher-provided verified quantitative measure of this informational text is 1240L. The overall qualitative measure is moderately complex. Students engage in three associated student tasks that meet grade-level expectations for this text, including a final task that entails a partner discussion around text-based prompts.
In Unit 2, students read “First Day Fly” by Jason Reynolds. The publisher-provided quantitative measure of this short story is 880L, with a verified Lexile of 870L, placing it below grade level. The overall qualitative measure is very complex. Students read this text partially independently and partially with partners. During the Further Analysis Questions section, students are asked to reread parts of the text to understand figurative language further. Four student tasks are associated with this text, and the final task is a discussion where students compare the narrator in this text to the speaker in “Saturday at the Canal” by Gary Soto.
In Unit 4, students read “Teens Say Social Media Isn’t as Bad for Them as You Might Think” by Katie Notopoulos. The publisher-provided quantitative measure of this informational text is 1240L, with a verified Lexile of 1270L, placing it above level. The overall qualitative complexity level is moderately complex. Students read this text independently and complete a research note-taking graphic organizer that they use to help answer the unit’s essential questions: “Is social media more risky or more rewarding for teens? How can we promote teens making better decisions online?”
In Unit 6, students read “Dinner At Home Is Main Ingredient For Healthy Eating” by Meredith Cohn. The publisher-provided quantitative measure is 1270L, with a verified level of 1260L. The summary of the qualitative measure of this news article is moderately complex. Students read this text independently with some guidance on taking notes. The students take notes on a graphic organizer to help them with the culminating task, where they respond to the prompt, “Which of the following three electives would you save and why: Computer Science, Cooking, or Music?”
Anchor/Core texts and series of texts connected to them are accompanied by an accurate text complexity analysis and a rationale for educational purpose and placement in the grade level. Examples include, but are not limited to, the following:
The beginning of each unit includes a Core Unit Texts list. This list provides the title, author, and genre for each core text, as well as the Lexile level and description.
A publisher provided spreadsheet includes quantitative and qualitative analysis data for each text, as well as reader and task consideration information. This spreadsheet includes tabs for each Grade and Unit in the program. Information provided in this spreadsheet is as follows:
Text Summary information
Grade Level
Unit
Title
Author
Text Type
Text Description
Quantitative measurement
Lexile Level
Word Count
Qualitative Measurement
Text Structure
Language Features
Purpose/Meaning
Knowledge Demands
Reader and Task
Considerations for Reader and Task
Each unit includes a Unit Guide that lists the Unit Texts and Supplemental Texts and their titles, genres, Lexile, and descriptions. The description includes information on what the student will do with the text. For example, in Unit 4, students read the informational text “Why Young Adults Are Taking a More Mindful Approach to Social Media” by Jessica Matlin. The description includes a section that states, “As students read, they will track details to determine the author’s point of view.”
The accuracy of the provided quantitative measures was verified using MetaMetrics or determined using the Lexile Text Analyzer on The Lexile Framework for Reading site. The accuracy of the provided qualitative measures was verified using literary and informational text rubrics.
Indicator 1D
Series of texts should be at a variety of complexity levels appropriate for the grade band to support students’ literacy growth over the course of the school year.
The materials reviewed for Grade 7 meet the criteria for Indicator 1d.
The materials provide a variety of texts at appropriate complexity levels for the grade band, which supports students’ literacy growth. The complexity is mixed throughout the units. The quantitative measures generally increase throughout the year, and the qualitative measures range from slightly complex to very complex. The overall quantitative complexity measures across the year range from 570L–1340L. Over the course of the year,13% of texts lack quantitative ratings because they are Non-Prose. All units provide an opportunity for students to grow their literary skills. Reading includes whole group, partner reading, and independent reading. Tasks include During Reading Questions, Turn and Talk Partner Discussions, and Independent Questions. The Teacher’s Copy of the resource provides directions on how to facilitate the lesson, such as recommendations on what reading modalities to use, when to use supportive During Reading Questions, and when to circulate to check for understanding. The recommended lesson facilitation is provided for all texts.
The complexity of anchor texts students read provides an opportunity for students’ literacy skills to increase across the year, encompassing an entire year’s worth of growth. Examples include, but are not limited to, the following:
In Unit 1, the Lexile range is 570L–1240L. The qualitative range is Slightly Complex to Moderately Complex. In Unit 2, the Lexile range is 760L–1170L. The qualitative range is Moderately Complex to Very Complex. In Unit 3, students read one longer text with a Lexile range of 990L. The text is qualitatively Very Complex. In Unit 4, the Lexile range is 1080L–1280L. The qualitative range is Slightly Complex to Moderately Complex. In Unit 5, The Lexile range is 650L–1230L. The qualitative range is Moderately Complex to Very Complex. In Unit 6, The Lexile range is 1050L–1340L. The qualitative range is Slightly Complex to Very Complex. The overall quantitative complexity measures across the year range from 570L–1340L. The overall qualitative range across the year is Slightly Complex to Very Complex.
In Unit 1, Reading Lesson: “The White Umbrella,” students read a short story, “The White Umbrella,” by Gish Jen (570L). The qualitative complexity is moderately complex. Students analyze character motivations and interactions through a class read with teacher guidance, which meets grade-level expectations. Students respond to questions about character development during reading, such as “How does the narrator’s family background affect her sense of belonging in her town community?”
In Unit 3, Section 1: During Reading Questions, students read the memoir Brown Girl Dreaming by Jacqueline Woodson (990L) and “...analyze how the setting develops the character” with recommended teacher-led and scaffolded modalities, which meets grade-level expectations. The qualitative complexity is very complex. Students refer to the text and answer During Reading questions, such as, “What ideas does the poem ‘The Woodsons of Ohio’ develop about what it means to be a Woodson (8-9)?” to better understand how Woodson’s setting impacted her character.
In Unit 4, Reading Lesson: “Teens Say Social Media Isn’t As Bad for Them As You Might Think,” students read “Teens Say Social Media Isn’t as Bad for Them as You Might Think” by Katie Notopoulos (1270L) and take notes on “the ways that social media use is affecting teens” while reading independently in order to arrive at the central idea of the text. The qualitative complexity is moderately complex. After reading, students add to their Research Note-Taking Graphic Organizer to respond to the research question, “Is social media more risky or more rewarding for teens? How can we promote teens making better decisions online?” Although the term central idea is not used, the Arc of Reading Instruction states that in this reading lesson, “Students determine the central idea and analyze its development through supporting details.” In Unit 6, Reading Lesson: “Reading, Writing And Roasting: Schools Bring Cooking Back Into The Classroom,” students read “Reading, Writing and Roasting: Schools Bring Cooking Back Into The Classroom” by Allison Aubrey (1200L). The qualitative complexity is slightly complex. While reading with partners, students take notes on the benefits of taking a cooking class. After reading, students add their notes to their graphic organizer to help them respond to the culminating task prompt, “Which of the following three electives would you save and why: Computer Science, Cooking, or Music?” While the student copy never mentions central ideas, the Arc of Reading Instruction says, “Students read to analyze central and supporting ideas in a text.”
As texts become more complex, appropriate scaffolds and/or materials are provided in the Teacher Edition (e.g., spending more time on texts, more questions, repeated readings, skill lessons). Examples include, but are not limited to, the following:
In Unit 1, Reading Lesson: “The White Umbrella,” students read a short story, “The White Umbrella,” by Gish Jen (570L), and analyze character motivations and interactions as a whole class read with teacher guidance. The qualitative complexity is moderately complex. The notes for teachers state, “This lesson is designed to be a whole class lesson because it provides students with more guidance on analyzing character motivations and interactions, which they will apply more independently in the next reading lesson.” The instructions indicated appropriate scaffolds in place as the standard is first introduced, and then less support is suggested for the next reading. After reading, students move to a Paired activity for a Student-Led Discussion.
In Unit 3, students read Brown Girl Dreaming by Jacqueline Woodson (990). The qualitative complexity is very complex. Whole Class reading with scaffolds is suggested throughout this unit. Teacher notes suggest, “This passage contains sensitive material which may evoke strong emotions. Consider how you will handle this content sensitively with your students.” Appropriate scaffolds, such as teacher guidance through the reading experience, are implemented to address the text’s sensitive content. Students move from teacher-led to independent work when responding to questions during reading and partner work for student-led discussion.
In Unit 6, Reading Lesson: “Arlington Heights parents oppose District 25's Plan to Cut Electives”, students read the article “Arlington Heights Parents Oppose District 25’s Plan to Cut Electives” by Karen Ann Culotta (1200L). The qualitative complexity is slightly complex. The materials suggest the lesson should be taught in a teacher-led format. The notes state that teachers should “facilitate a guided reading of this text” and “model how to annotate the text for the reasons behind the proposed change in electives.” Throughout the lesson, students move from whole-class reading and answering questions to independently reading and answering questions to partner-led reading and answering questions. Then, students move to independent practice.
Indicator 1E
Materials provide opportunities for students to engage in a range and volume of reading to support their reading at grade level by the end of the school year, including accountability structures for independent reading.
The materials reviewed for Grade 7 meet the criteria for Indicator 1e.
The materials provide students with opportunities and support to read a wide variety and volume of texts. The materials contain 32 core unit texts throughout the six units. These texts range in text types and genres. Text types include, but are not limited to, novels, informational texts, news articles, short stories, poetry, and speeches. The materials provide independent reading resources for the teacher and student to utilize. The materials provide best practices for independent reading, a suggested independent reading list for each unit, and a reading response notebook template.
Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and genres. Examples include, but are not limited to, the following:
In Unit 1, the texts include but are not limited to an essay, “What is ‘community’ and why is it important?” by Toby Lowe; an informational text, “How the Need to Belong Influences Human Behavior,” by Kendra Cherry; five short stories and a poem, “Violin,” by Nikki Wallschlaege.
In Unit 2, the texts include the short story “The Party” by Pam Muñoz Ryan, the poem “Saturday at the Canal” by Gary Soto, and the informational text “How the Teen Brain Transforms Relationships” by Daniel Siegel.
In Unit 4, the texts include a variety of informational pieces, including “This is Your Brain on Instagram” by Kelly McSweeney, “Teens Say Social Media Isn’t As Bad for Them As You Might Think” by Katie Notopou, “This Muslim-American Teen Turned His Suffering Into A Full-Fledged Battle Against Stereotypes” by Rae Paoletta, and “Why Young Adults Are Taking a More Mindful Approach to Social Media,” by Jessica Matlin.
In Unit 6, the texts include the news article, “Arlington Heights Parents Oppose Disctrict’s 25’s Plan to Cut Electives,” by Karen Ann Cullotta; the informational text “Coding–It’s All Around Us” by Michael Signal; and the essay, “The Value of Taking Electives” by Ashleigh Lutz.
Instructional materials clearly identify opportunities and supports for students to engage in a volume of reading. Examples include, but are not limited to, the following:
In Unit 1, students read eight core texts over the course of five to seven weeks. Students engage in various ways from text to text. Many texts begin with whole-class reading and then transition to paired and independent reading. For example, in the essay, “What is ‘community’ and why is it important?” by Toby Lowe, students begin with Whole Class Reading and respond to two “during reading” questions. They then work with a partner to read a few paragraphs and respond to the written prompt, “How does Lowe’s example of belonging to the Newcastle community support his definition?” Students then finish the text in Whole Class Reading mode.
In Unit 2, students read eight core texts over the course of five to seven weeks. Although the unit does not include any choice texts, students can select from various supplemental texts that include a short story, informational texts, memoirs, and a poem.
In Unit 4, students read four core texts over the course of five to seven weeks. The unit also includes five choice texts. Students engage with at least two of these texts beginning in reading lesson assignment 13. The materials state, “In this activity, students choose at least two texts about teens and social media (from a set of five). Students will add notes from these texts to their Research-Note Taking Graphic Organizer.”
In each unit, the materials provide supplemental texts. The materials state, “These texts range in both their complexity and thematic links to the unit. Each text is available digitally and prepared with an annotation task, Guided Reading Mode multiple choice questions, and Assessment multiple choice and short-answer questions.”
There is sufficient teacher guidance to foster independence for all readers (e.g., independent reading procedures, proposed schedule, tracking system for independent reading). Examples include, but are not limited to, the following:
In the Independent Reading and Book Club Resources, the materials contain a document titled “Best Practices for Independent Reading.” This document contains suggestions for the teacher, including, but not limited to, “Provide class time for students to self-select their next book” and “monitor and support readers during independent reading time through small-group and 1:1 conferences.” In the Independent Reading and Book Club Resources, the materials contain a suggested independent reading list for each unit, a reading response notebook template, a “Books I’ve Read” template, and a teacher resource on how to run a student book club. The materials also include a reading response notebook template where students write the title and author of their independent book, the category (nonfiction, literary, etc.), and a reading response. Unit-specific reading response questions are also included.
Choice Board texts foster independence for readers while providing teachers with tools and guidance. In Unit 5, Choice Board texts can be found under lesson 17. When teachers access this lesson, they view assignment materials, including a slide deck, a student copy, and a teacher copy. The slide deck guides the students through the independent process of reading the speech and demonstrating an understanding of the text. For example, one slide guides students to annotate, “As you read, annotate for the claims the speaker made and the rhetorical choices that support each of them.” The teacher copy provides a student view for teachers and also options for facilitation depending upon the skill level of students.
Criterion 1.2: Tasks and Questions
Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
The materials provide students with opportunities to respond to text-specific and text-dependent questions and tasks that require students to collect textual evidence.
The materials provide a variety of protocols to support students in speaking and listening skills. Throughout the course of the year, students participate in turn and talk, whole class discussions, small group discussions, debates, and culminating discussions. The materials provide opportunities across a variety of speaking and listening skills for students to demonstrate knowledge of what they are reading.
The materials provide a variety of on-demand and process writing opportunities that cover a year’s worth of instruction. On-demand writing is included throughout the reading lessons. Each unit contains a process writing piece that includes time for planning, drafting, and editing/revising. While materials include opportunities for students to learn, practice, and apply different genres of writing, the writing genre distribution is 27% argumentative, 73% informational/explanatory, and 0% narrative, which does not align with the grade-level writing distribution of 35/35/30 required by the standards. There are frequent opportunities across the school year for students to learn, practice, and apply writing using evidence with explicit teacher instruction.
While the materials include grammar and usage activities, they provide limited explicit grammar instruction and few opportunities for students to demonstrate the application of grade-level grammar and usage skills. The materials include a year-long plan for students to interact and build vocabulary, including vocabulary activities, vocabulary quizzes, and a word wall.
Indicator 1F
Most questions, tasks, and assignments are text-specific and/or 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).
The materials reviewed for Grade 7 meet the criteria for Indicator 1f.
The materials provide students with opportunities to respond to text-specific and text-dependent questions and tasks such as During Reading questions, Independent Reading multiple choice questions, note-taking around text content, and completion of graphic organizers that require textual evidence. The majority of the During Reading questions are text-dependent. Text-specific discussion prompts are included. The materials provide support for teachers in planning and implementation of text-based questions and tasks through tools such as the Unit Guide and the teacher copy of the Lesson Overview. Teachers can access notes to plan lesson tasks and example responses to guide students.
Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the texts being studied. Examples include, but are not limited to, the following:
In Unit 1, Reading Lesson: “What is ‘community’ and why is it important?,” students read the informational text, “What is ‘Community’ and Why is it Important?” by Toby Lowe, and find evidence during the reading process. One example asks, “What claim does Lowe make about the word ‘community’ in paragraph 1?”
In Unit 3, students read “Brown Girl Dreaming” by Jacqueline Woodson. In the lesson Section 2: During Reading Questions, students answer During Reading Questions, such as,” Describe the shift in mood between the scene in ‘home’ (32) and the previous scene on the bus in ‘greenville, south carolina, 1963’ (30-31).”
In Unit 5, Reading Lesson: Second Annual Back to School Speech,” students read “Second Annual Back to School Speech” by Barack Obama. During the Independent Practice, students answer questions about the speech. One question asks, “Which piece of evidence best supports Obama’s claim that we should be proud of our differences?” Multiple-choice answer options include four different excerpts from the text.
In Unit 6, Reading Lesson: “Arlington Heights parents oppose District 25’s plan to cut electives,” students read the news article “Arlington Heights Parents Oppose District 25’s Plan To Cut Electives” by Karen Ann Cullotta. Students read paragraphs 1–7 and participate in a Think Share task. The text-dependent question asks, “What does paragraph 4 suggest about the proposed change?”
Teacher materials provide support for planning and implementation of text-based questions and tasks. Examples include, but are not limited to, the following:
In Unit 1, Reading Lesson: “Island Rodeo Queen,” students read “Island Rodeo Queen” by Yamile Saied Méndez. In the notes to teachers in the Lesson Overview, the materials state, “The Further Analysis Questions section of the lesson supports students by asking them to reread sections of the text and pay particular attention to unit themes about community.” The materials include three Further Analysis Questions with example answers for the teacher to use.
In Unit 2, Reading Lesson: “How the Teen Brain Transforms Relationships,” students read the informational text “How the Teen Brain Transforms Relationships” by Daniel Siegel and answer During Reading questions. The materials provide teachers guidance to help students respond to the During Reading questions. Under the How to Facilitate These Lessons section, option 1 suggests, “Pause to answer the During Reading Questions during reading.”
In Unit 3, students read the memoir “Brown Girl Dreaming” by Jacqueline Woodson. The materials include a Lesson Overview document, which contains several resources that support teachers in helping students experience success in responding to text-based questions. For example, the section titled Independent Practice includes a student checklist for summarizing evidence and writing that guides students with prompts, such as, “Highlight or bold each example of summarized evidence.”
In Unit 4, Reading Lesson: “Teens Say Social Media Isn’t As Bad for Them As You Might Think,” students read and annotate “Teens Say Social Media Isn’t As Bad for Them As You Might Think” by Katie Notopouloa. The materials provide teachers with notes suggesting how to model annotating texts. The materials provide sentence starters such as, “Social media…and Teens say that…” and sample annotations for paragraphs 1–3, such as, “Social media is helping teens connect with friends and show their creativity.”
In the Professional Development section under How-To Guidance, the materials provide a PDF called Annotating Effectively. This document describes the research on annotating, how to navigate struggles, and how to get started. For example, the Getting Started section includes the following guidance, “Model by verbalizing your thought process for determining what to highlight or what notes to write.”
Indicator 1G
Materials provide frequent opportunities and protocols for evidence-based discussions.
The materials reviewed for Grade 7 meet the criteria for Indicator 1g.
The materials provide a variety of protocols to support students in speaking and listening skills. Throughout the course of the year, students participate in turn and talk, whole class discussions, small group discussions, debates, and culminating discussions. The materials provide a variety of PDFs in the Professional Development section titled “How-To Guidance.” These PDFs provide protocols for discussions, debates, and presentations. The materials include the student’s reflection documents and data trackers for the teacher. Speaking and listening opportunities are provided throughout the course of the year.
Materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. Examples include, but are not limited to, the following:
The “Facilitating a Productive Debate” PDF provides the stages of a debate. The stages include Before the Debate, Round 1, Round 2, and Reflect.
Before the Debate, “students are assigned or select sides and are placed in partners or teams. They establish claims and gather evidence.”
For Round 1, the materials state, “Each side presents their claims and evidence, while the opposing side takes notes.”
For Round 2, “Each side presents their claims and evidence, while the opposing side takes notes.”
For Reflect, “students complete a post-reflection independently and use their new knowledge to inform the culminating task.”
The “Facilitating Productive Discussions” PDF explains how a productive discussion should function.
The materials state, “Discussion lessons often start with a teacher-led instruction on a speaking and listening skill. This portion of the lesson prepares students for the student-led discussion that follows.” A handout with sentence starters and a place for students to take notes is also provided.
The “Facilitating Productive Discussions” PDF provides tips for derailment:
“Be Realistic and Persistent” suggests that discussion will fall flat and the discussion practice will lead to fluent class discussions.
“Redirect when Needed” suggests using questions to breathe life into stale discussions. For example, “Did anyone else interpret that quote differently? Can you explain?”
“Have a Plan B” suggests depending upon the discussion, students may need to regroup and gather more evidence or create new discussion questions.
“Share Ownership…Solicit class reflection regarding the success of the discussions. Privately enlist ‘discussion leaders’ to notice and respectfully engage their quieter classmates.”
The “Facilitating a Student Presentation” PDF provides presentation models for whole-class presentations, small group presentations, gallery walk presentations, and pre-recorded presentations. The materials include but are not limited to an instructional practice overview, instructions on preparing for presentation days, active listening strategies, and teacher verbal prompts.
Whole Class Presentations: “Students present to a whole class. Teachers circulate to ensure active listening.”
Small Group Presentations: “Students present to a small group. Teachers circulate to pace presenters and ensure active listening.”
Gallery Walk Presentations: “Students develop visual presentations only. The audience circulates and reviews presentations with an established purpose. Teachers circulate to pace and ensure engagement.”
Pre-recorded Presentations: Students create a video, audio, or screencast for an audience to watch and reflect on asynchronously. Teachers circulate to pace and ensure engagement.”
Speaking and listening instruction includes facilitation, monitoring, and instructional supports for teachers. Examples include, but are not limited to, the following:
Teachers have access to a variety of How-To Guidance PDFs. The “Facilitating Productive Discussions” guide includes a section about getting started, dealing with discussion derailments, and assessment. The PDF provides a few questions to help keep the conversation going. Questions include, but are not limited to, “Did anyone else interpret that differently? Can you explain? What in the text makes you say that? Can anyone else build upon ____’s idea that…?” Other PDFs include, but are not limited to, “Facilitating a Productive Debate” and “Facilitating a Student Presentation.”
The teacher materials include a “Student Voice Tracker.” This template provides a spot for the focus discussion skill and a chart where the teacher can record student names, the number of times each student has spoken, and a place to mark additional notes.
The materials provide a Teacher Guide on “5 Ways to Have a Great Class Discussion.” The materials provide the following five discussion options: Silent Discussion (Distance Learning Option), Concentric Circles, Conversations Stations, Fishbowl, and Socratic Seminar. The document provides the how-to, preparation considerations, and variations for each type of discussion.
In Unit 4, Discussion Lesson, students participate in a discussion skill lesson. The Discussion Skill Lesson Teacher Copy includes activities to support students with the skill of “Acknowledging New Ideas and Changing Your Thinking.” The first part of this lesson includes analyzing a sample student discussion and answering questions about it. In the second part, students use sentence stems to participate in a discussion, and at the end of the lesson, they go over the key points of the lesson, which are
“Listen for and acknowledge new information expressed by others.
Share how your thinking has changed based on new information.”
In this Teacher handout, the exemplar answers are in blue text for the teacher to refer to.
Indicator 1H
Materials support students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence.
The materials reviewed for Grade 7 meet the criteria for Indicator 1h.
The materials provide opportunities across a variety of speaking and listening skills for students to demonstrate knowledge of what they are reading. Throughout the course of the year, students have opportunities to come to discussions prepared, follow discussion rules and protocols, and include multimedia components for presentations. Students participate in discussion lessons in almost every unit, as well as culminating tasks. Most discussions and presentations emphasize using and interpreting text evidence.
Students have multiple opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following:
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Examples include, but are not limited to, the following:
In Unit 3, Discussion Lesson, students prepare for a class discussion in a discussion preparation handout. Students revisit parts of the novel, finding evidence and explaining it in response to the discussion question, “In an interview about Brown Girl Dreaming, Jacqueline Woodson says, ‘If you know where you’ve been, you’ll know where you’re going.’ What do you think this means? How does this idea show up in Brown Girl Dreaming?” On the handout, students complete a brainstorm. Then, they complete a graphic organizer where they have space to include evidence and their own explanations.
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Examples include, but are not limited to, the following:
In Unit 1, Discussion Lesson, students complete a discussion lesson. Students complete the document, How to Introduce New Ideas and Check Your Understanding. The document starts by asking the students to respond to the following prompt, “What expectations should we follow to have a strong class discussion?” The materials tell students to “add to your notes as your teacher reviews a set of discussion expectations.” Then, students review a sample discussion and consider why it is effective. Afterward, they are given discussion sentence starters to introduce new ideas and check their understanding. Lastly, students apply this learning in a class discussion on the prompt, “What is the effect of acceptance and rejection in the different texts?” After this discussion, students complete a reflection where they track their progress on the discussion skills they learned at the beginning of the lesson. Students check off and then reflect on the following statements:
“I used the discussion skill sentence starters to introduce new ideas.
I used the discussion skill sentence starters to check my understanding.
I respected other people’s ideas.
I responded to my classmates’ ideas, not just my teacher’s.”
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Examples include, but are not limited to, the following:
In Unit 4, Discussion Lesson, students engage in discussion on a culminating argumentative presentation where they develop a social media campaign that promotes a message about social media. The components of the campaign required four unique posts that included a user profile, an image, a caption, and three hashtags. Students present their campaigns to a partner. Prior to presenting, students consider the following questions:
“What visual and writing choices did you make within your social media campaign?
What was effective about the choices you made to present your research and argument?”
Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following:
Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Examples include, but are not limited to, the following:
In Unit 4, Related Media Exploration: Status Update, students engage in a “Related Media Exploration: Status Update” whole class discussion. After gathering evidence to respond to questions during the reading process, students are expected to “Share your answer to the question from Part 5 with the class. Then, keep the conversation going by discussing the following optional questions.” One suggestion to keep the discussion going is, “Do you feel it is necessary to curate the pictures and content you post online?”
Acknowledge new information expressed by others and, when warranted, modify their own views. Examples include, but are not limited to, the following:
In Unit 4, Discussion Lesson, students engage in a discussion lesson on their social media campaigns. Prior to sharing their campaigns with a peer, students are introduced to the discussion skills of “acknowledging new ideas and changing your thinking.” They receive a handout with sentence starters for both of these skills. Students respond to the prompt, “What visual and writing choices did you make within your social media campaign? What was effective about the choices you made to present your research and argument?” Students practice two key skills during the discussion: “acknowledging new information” and “sharing how [their] thinking has changed.” After the discussion, students reflect on how they integrated these skills and others into the discussion.
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. Examples include, but are not limited to, the following:
In Unit 1, Related Media Exploration: What role do we play in creating community? students participate in the “Related Media Exploration: What role do we play in creating community?” task. Students watch three videos related to the unit theme, community and belonging. After watching the videos, students participate in a whole class discussion. Discussion questions include, but are not limited to:
“Which video(s) show an example of belonging? Explain your reasoning.
Which video(s) illustrate the damaging effects of feeling rejection? Explain your reasoning.
Based on Toby Lowe’s assertion that a community shares an ‘identity-forming narrative,’ is it possible for a community to be fully inclusive? Explain your reasoning.”
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Examples include, but are not limited to, the following:
In Unit 6, Culminating Task Part B: Delivery of Argumentative Presentation, students deliver a culminating argumentative presentation on the prompt, “Imagine your school is considering cutting some elective courses. Which of the following three electives would you save and why: Computer Science, Cooking, or Music?” As students present, their peers complete the Argumentative Presentation Student Tracker handout, where they collect information on the elective each peer chose, the overall effectiveness of the presentation, and one thing they want to remember about each presentation (such as evidence, claims, visuals, delivery, and ethos/pathos/logos).
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Examples include, but are not limited to, the following:
In Unit 4, Discussion Lesson, students engage in a discussion lesson on their social media campaigns. After presenting, students reflect on their presentations using a checklist. One of the things they reflect on is “I supported my ideas by referring to specific pieces of text evidence.”
Indicator 1I
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.
The materials reviewed for Grade 7 meet the criteria for Indicator 1i.
The materials provide a variety of on-demand and process writing opportunities that cover a year’s worth of instruction. On-demand writing is included throughout the reading lessons. Students pause and write about sections they have read or respond to their reading in the independent practice prompts. Each unit contains a process writing piece that includes time for planning, drafting, and editing/revising. Materials include digital resources when appropriate. Most graphic organizers or planning documents allow students to type their thinking or draft, and digital copies of checklists are included.
Materials include on-demand writing opportunities that cover a year’s worth of instruction. Examples include, but are not limited to, the following:
In Unit 1, Reading Lesson: “The Stolen Party,” students read “The Stolen Party” by Liliana Heker. After reading paragraphs six through nine, students respond to the following writing prompt, “Explain the different understandings Rosaura and her mother have about the rich family.”
In Unit 2, Narrative Writing Prompt, students write a short narrative responding to the prompt, “You have read the short story “Popularity” by Adam Bagdasarian. In paragraphs 31-32 of the story, the narrator describes an interaction that occurs between himself and Mitch Brockman on the playground. Rewrite this part of the story from Mitch’s perspective. Use details from the paragraphs and add elaboration of your own to show Mitch’s thoughts and feelings.”
In Unit 3, Writing Lesson: Writing About Visual Sources, students respond to the following prompt, “In Brown Girl Dreaming, Woodson says, ‘I do not know if I will be strong like Ruby’ (4). Using at least two details from the photograph of Ruby Bridges with the U.S. marshals, explain why Woodson calls Ruby ‘strong.’” The lesson includes example student responses, how to write about visual sources, and a graphic organizer to help students prepare to write.
In Unit 4, Reading Lesson: “This Muslim-American Teen Turned His Suffering Into a Full-Fledged Battle Against Stereotypes,” students read an informational text and respond to an Independent Practice prompt, “You have just read ‘This Muslim-American Teen Turned His Suffering Into a Full-Fledged Battle Against Stereotypes,’ by Rae Paoletta. According to the article, how can social media create a community for teens? Use text evidence to support your response.” Students are guided on creating strong evidence in their writing, for example, “Did you choose strong evidence that is testimonials or interviews from others?”
In Unit 5, Reading Lesson: “Senate Statement on Rock Lyrics and Record Labeling,” students read “Senate Statement on Rock Lyrics and Record Labeling” by John Denver. While reading the text, paragraphs five through eight, the students respond to the prompt, “How did Denver’s rhetorical question in paragraph 8 support his point of view?”
Materials include process writing opportunities that cover a year’s worth of instruction. Opportunities for students to revise and edit are provided. Examples include, but are not limited to, the following:
In Unit 1, Planning the Culminating Task, Drafting the Culminating Task: Literary Analysis Essay, and Revision, students complete a literary analysis essay. Students respond to the prompt, “In the article, ‘What is ‘community’ and why is it important?’ Toby Lowe argues that ‘a community is a group of people who share an identity-forming narrative.’ Explain how this idea can be seen in the community’s view of the painter lady in ‘The War of the Wall.’ Use evidence from both texts in your response.” Over four lessons, students plan, draft, and revise their literary analysis essay.
In Unit 2, Planning the Culminating Task, Drafting the Culminating Task, and Peer Reviewing the Culminating Task: Literary Analysis Essay, students write a literary analysis essay responding to the prompt, “In this unit, you have learned from both fiction and nonfiction texts about experiences that many adolescents have in common. Explain how author Adam Bagdasarian uses at least two literary devices in the short story ‘Popularity’ to show what those experiences are like. Support your response with textual evidence.” The writing process includes planning, drafting, and peer reviewing.
In Unit 3, Planning the Culminating Task, Drafting the Culminating Task, and Peer Reviewing the Culminating Task: Literary Analysis Essay, students read Brown Girl Dreaming By Jacqueline Woodson. For the culminating task, students write an essay responding to the prompt, “Jacqueline Woodson grew up during a time of great change. How did the world around Woodson shape her dreams for her future? Use evidence from Brown Girl Dreaming and at least one additional unit source to support your analysis.” The writing process includes planning, drafting, and peer reviewing.
In Unit 4, students engage in an Argumentative Presentation culminating task that entails, “In this final project, convince other teens to make more positive decisions while online. Create a social media campaign in order to inform teens of the effects of frequent social media usage—positive or negative.” Students follow a step-by-step process to polish their final draft through lessons that teach visual presentation techniques, outlining a presentation, writing engaging captions, drafting, and citing sources.
In Unit 5, Planning the Culminating Task, Drafting the Culminating Task: Rhetorical Analysis Essay and Revision, students write a Rhetorical Analysis Essay. Students respond to the prompt, “You have learned about how the speakers in this unit develop their central idea and purpose through specific rhetorical choices. Write an essay about the Choice Board text you read in which you explain the rhetorical choices the speaker made that helped them accomplish their purpose. Include evidence from text and video to support your essay.” Students work on the essay for three lessons, including a planning and drafting lesson.
Materials include digital resources where appropriate. Examples include, but are not limited to, the following:
In Unit 2, Related Media Exploration: What experiences do middle schoolers share?, students have access to a digital slideshow and a digital handout. The digital handout allows students to record short responses to questions relating to a video, a podcast, and a recording of “Act Two: Stutter Step.” On this same digital document, students record an Independent Reflection responding to an on-demand writing opportunity.
In Unit 4, for the culminating task of creating an Argumentative Presentation, students have access to a digital template through Google Slides or canva.com to create a social media post.
In Unit 5, Writing: Revision: Finishing Strong in a Body Paragraph, students revise their rhetorical analysis essay to finish a strong body paragraph. The materials include a checklist students can use to check their work. Students highlight aspects of their essays on the document and check off the items on the checklist through the online student copy of the materials.
In Unit 6, students are provided a digital template for the Culminating Task Presentation. The slides allow students to input their research and evidence from the culminating task argumentative presentation work. The slides include options for text, images, video, and headlines with supporting text.
Indicator 1J
Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.
The materials reviewed for Grade 7 partially meet the criteria for Indicator 1j.
The materials provide opportunities across the school year for students to learn, practice, and apply different genres of writing. The writing genre distribution is 27% argumentative, 73% informational/explanatory, and 0% narrative. This does not align with the grade-level writing distribution of 35/35/30 required by the standards. There are multiple opportunities for writing instruction for informational/explanatory and argumentative writing, but there is no instruction for narrative writing. Almost all writing connects to text or text sets.
Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes/types of writing that reflect the distribution required by the standards. Examples include, but are not limited to, the following:
Percentage or number of opportunities for argumentative writing: Over the course of the year, four units address argumentative writing. This equates to 27% of writing opportunities over six units.
Unit 1: 0
Unit 2: 1
Unit 3: 0
Unit 4: 1
Unit 5: 1
Unit 6: 1
Percentage or number of opportunities for informative/explanatory writing: Over the course of the year, four units address informative/explanatory writing. This equates to 73% of writing opportunities over six units.
Unit 1: 3
Unit 2: 2
Unit 3: 3
Unit 4: 0
Unit 5: 3
Unit 6: 0
Percentage or number of opportunities for narrative writing: Over the course of the year, zero units address narrative writing. This equates to 0% of writing opportunities over six units. While some units include on-demand narrative writing prompts, there is no instruction connected with those assignments.
Unit 1: 0
Unit 2: 0
Unit 3: 0
Unit 4: 0
Unit 5: 0
Unit 6: 0
Explicit instruction in argumentative writing: Four units contain explicit instruction to guide teachers. In Unit 4, the prompt states, “In this final project, convince other teens to make more positive decisions while online. Create a social media campaign in order to inform teens of the effects of frequent social media usage—positive or negative.” Teachers access explicit instruction for argumentative writing in five different lessons, such as Planning the Culminating Task: Argumentative Presentation, Communicating Your Message, Outlining the Culminating Task: Argumentative Presentation, Writing Engaging Captions, and Citing Your Sources. Each lesson provides instruction relating to how the lesson fits into the arc of the writing process, identifies skill focus and materials needed, and how to facilitate each part of the lesson.
Explicit instruction in informative/explanatory writing: Five units contain opportunities for explicit instruction guidance for teachers in informative/explanatory writing. Unit 2 provides explicit instruction for a literary analysis essay. The culminating prompt states, “In this unit, you have learned from both fiction and nonfiction texts about experiences that many adolescents have in common. Explain how author Adam Bagdasarian uses at least two literary devices in the short story ‘Popularity’ to show what those experiences are like. Support your response with textual evidence.” Teachers access three separate lessons that provide instruction step by step through the process, such as Introducing Evidence With Context, Planning the Culminating the Task: Literary Analysis Essay, and Peer Reviewing the Culminating Task: Literary Analysis Essay. Each lesson provides instruction relating to how the lesson fits into the arc of the writing process, identifies skill focus and material needed, and how to facilitate each part of the lesson.
Explicit instruction in narrative writing: Three units contain on-demand opportunities for students to practice narrative writing. Although students are provided narrative writing checklists and a holistic rubric that guides students in their writing, there is no explicit instruction to guide students through the narrative writing process. There is How-to Guidance found under professional development. Teachers have access to Using Rubrics Masterfully, which, if used during the narrative writing prompts, will help teachers guide students through the process before and during instruction and for and beyond assessment.
Different genres/modes/types of writing are distributed throughout the school year. Examples include, but are not limited to, the following:
Students have opportunities to engage in argumentative writing. Examples include, but are not limited to, the following:
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Examples include, but are not limited to, the following:
In Unit 6, students create a multimedia presentation to deliver strong and compelling reasons to save their chosen elective. As students read engaging texts, watch videos, and participate in debates, they will build a balanced view of the topic and take a position in their argumentative presentation. Before students plan their culminating task, they Draft their Claims to Persuade their Audience. Students use a graphic organizer to place the evidence they’ve collected with the appropriate claims.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Examples include, but are not limited to, the following:
In Unit 4, Drafting the Culminating Task: Argumentative Presentation, students use the handout from the Planning the Culminating Task: Argumentative Presentation to support their message. For example, “Based on your message, draft two claims to support your message. Then, use your ‘Research Note Taking Graphic Organizer’ to find evidence to support your claims.”
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Examples include, but are not limited to, the following:
In Unit 4, Culminating Task: Argumentative Presentation, students draft a social media campaign that creates, “...a cohesive message and purpose with captions and hashtags.” Students reference the Presentation Rubric as they work. Under Visual Design in the Presentation Rubric, students are prompted to ensure that “Text is concise, easy to read, and formatted to emphasize key messages.”
In Unit 2, Writing Lesson: Adding Reasoning to Your Writing, students look at examples of strong reasoning and weak reasoning. Students read a sample response to “Saturday At the Canal” by Gary Soto that is missing reasoning. Students are prompted to add the missing reasoning. The materials state, “Use these helpful sentence starters in your response: The imagery reveals that… The imagery of ____ reveals that…”
Establish and maintain a formal style. Examples include, but are not limited to, the following:
In Unit 6, students create an argumentative presentation. Students reference the “Project Presentation Rubric” as they work. The rubric illustrates that students can earn a four, the highest score, for their Claim, Evidence, and Reasoning in the following manner: “Language choices are appropriate to the audience and task, demonstrating command of formal English conventions and grade-level appropriate sentence structure and vocabulary.”
Provide a concluding statement or section that follows from and supports the argument presented. Examples include, but are not limited to, the following:
No evidence found.
Students have opportunities to engage in informative/explanatory writing. Examples include, but are not limited to, the following:
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Examples include, but are not limited to, the following:
In Unit 5, students plan their culminating task, a rhetorical analysis essay. Students respond to the prompt, “You have learned about how the speakers in this unit develop their central idea and purpose through specific rhetorical choices. Write an essay about the Choice Board text you read in which you explain the rhetorical choices the speaker made that helped them accomplish their purpose. Include evidence from text and video to support your essay.” Students outline their essays and use an outline template that includes an introduction, three body paragraphs, and a conclusion. Each body paragraph section of the outline includes a section for students to write the claim and two to three pieces of evidence to support the claim.
In Unit 1, Revision: Introductions, students work to revise the introduction for their literary analysis essay. Students learn how to write an introduction using the upside-down triangle strategy. Students then revise their introduction to use the upside-down triangle method. Students check their work with a checklist that asks students to highlight sections in their introduction, including, but not limited to, their thesis and their text statement where they identify the title and author.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Examples include, but are not limited to, the following:
In Unit 5, Writing Lesson: Summarizing Evidence, students analyze a student model and practice summarizing evidence. They learn why writers may choose to summarize the evidence, such as “when a piece of evidence is very long, they want to add variety to their paragraph, [and] the evidence spans over multiple paragraphs.” They also learn that summarized evidence should “be shorter than the original text, maintain the original text’s meaning, [and] use different words than the original text.” Then, students practice this skill as they answer the prompt, “In your opinion, why is it sometimes harder to be the ‘man in the arena’ than the ‘critic’? Use both direct and summarized evidence from the text.” Students are also able to apply this skill to the culminating task for the unit.
Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Examples include, but are not limited to, the following:
In Unit 3, Writing Lesson: Transitions That Connect Ideas, students analyze the transitions in a student writing sample and their purpose. Later in the lesson, students use what they learned to respond to the prompt, “In the poem ‘believing,’ Uncle Robert encouraged Woodson’s storytelling, while her mother ‘accuse[d] [her] of lying’ (175-176). In your opinion, is there a difference between making up stories and lying? Explain your opinion.” Later in the unit, students can apply their learning again in the culminating task.
Use precise language and domain-specific vocabulary to inform about or explain the topic. Examples include, but are not limited to, the following:
In Unit 2, Writing Lesson: Drafting the Culminating Task: Literary Analysis Essay, students draft their culminating task, a literary analysis essay. Students respond to the following prompt, “In this unit you have learned from both fiction and nonfiction texts about experiences that many adolescents have in common. Explain how author Adam Bagdasarian uses at least two literary devices in the short story ‘Popularity’ to show what those experiences are like. Support your response with textual evidence.” Students reference The Grade 7 Literary Analysis Rubric as they write, which includes a section on writing conventions and craft. For students to earn a 4, the rubric states, “Includes carefully selected academic and domain-specific words and phrases, including from the text, while avoiding wordiness and redundancy.”
Establish and maintain a formal style. Examples include, but are not limited to, the following:
In Unit 2, Writing Lesson: Drafting the Culminating Task: Literary Analysis Essay, students draft their culminating task, a literary analysis essay. Students respond to the following prompt, “In this unit you have learned from both fiction and nonfiction texts about experiences that many adolescents have in common. Explain how author Adam Bagdasarian uses at least two literary devices in the short story ‘Popularity’ to show what those experiences are like. Support your response with textual evidence.” Students reference The Grade 7 Literary Analysis Rubric as they write, which includes a section on writing conventions and craft. To earn a 4 for Writing Conventions and Craft, the rubric states that “Register is clearly appropriate for the task, audience, and purpose.”
Provide a concluding statement or section that follows from and supports the information or explanation presented. Examples include, but are not limited to, the following:
In Unit 1, Revision: Conclusions, students revise their literary analysis essay’s conclusion. Students learn the triangle strategy to write strong conclusions where they reset the thesis, summarize the key ideas from the text, and connect the essay’s big idea back to the world. The materials then state, “Return to the draft of your easy. Revise your conclusion to include the triangle method.”
Students have opportunities to engage in narrative writing. Examples include, but are not limited to, the following:
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Examples include, but are not limited to, the following:
In Unit 1, Narrative Writing Prompt, students respond to the narrative prompt, “You have read the short story ‘The Stolen Party’ by Liliana Heker. In the story, Señora Ines insults Rosaura by offering her money in exchange for her help. What will happen the next time Rosaura comes to Señora Ines’s house after school to do her homework with Luciana? Write the scene in third person, limited to Rosaura’s perspective. Use details from the story and add your own ideas to show how Rosaura feels as she interacts with Luciana.” The materials include a checklist for students to reference as they draft, which includes the following bullet points: “Establish a problem, situation, or setting” and “Use correct pronouns to establish point of view (such as using I, me, or mine for first person point of view or she, her, they for third person point of view).”
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Examples include, but are not limited to, the following:
In Unit 3, Narrative Writing Prompt, students respond to the prompt, “Reread ‘hope onstage,’ in which Woodson describes the surprising moment when she realizes that her quiet brother can sing (232-233). Write a narrative in which you describe this night from Hope’s perspective.” Students focus on description in order to represent Hope’s point of view about her experience with her brother. Students are guided to use the narrative writing checklist to “Use dialogue, thoughts, pacing, and description to develop your narrative.”
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Examples include, but are not limited to, the following:
Every 7th-grade narrative prompt comes with a Narrative Writing Rubric. Under Narrative Technique and Language, for a score of 4 out of 4, students must “Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another.”
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Examples include, but are not limited to, the following:
In Unit 2, Narrative Writing Prompt, students respond to the narrative prompt, “You have read the short story “Popularity” by Adam Bagdasrian. In paragraphs 31-32 of the story, the narrator describes an interaction that occurs between himself and Mitch Brockman on the playground. Rewrite this part of the story from Mitch’s perspective. Use details from the paragraphs and add elaboration of your own to show Mitch’s thoughts and feelings.” Students are encouraged to use details and add elaboration in order to show the characters’ thoughts and feelings. One requirement on the student narrative writing checklist states, “Use precise words, telling details, and sensory language to create a vivid picture of events, setting, and characters.”
Provide a conclusion that follows from and reflects on the narrated experiences or events. Examples include, but are not limited to, the following:
Every 7th-grade narrative prompt comes with a Narrative Writing Rubric. Under Narrative Structure, for a score of 4 out of 4, students “Provide a conclusion that follows from and reflects on the narrated experiences or events.”
Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Examples include, but are not limited to, the following:
All narrative on-demand writing practice references narrative texts. In Unit 3, students read the memoir Brown Girl Dreaming by Jacqueline Woodson and rewrite the event “hope onstage” from Hope’s perspective. While narrative opportunities are present in the curriculum, there is no narrative writing instruction.
All informative/explanatory and argumentative writing opportunities require students to reference and/or use the text(s) they read in that unit.
Indicator 1K
Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.
The materials reviewed for Grade 7 meet the criteria for Indicator 1k.
Materials include frequent opportunities across the school year for students to learn, practice and apply writing using evidence and include explicit instruction to guide teachers step by step. Many evidence-based writing opportunities are found in writing lessons that support the culminating task as well as the culminating final task of each unit. These writing tasks require students to revisit paragraphs within a unit text for evidence to use when responding to prompts. Teacher materials include how to facilitate each part of the writing lesson and notes to guide students in their writing. Evidence-based writing lessons are found across the school year and include multiple opportunities to support analysis and claims linked to unit texts. Writing prompts include requirements such as, “How does the evidence support the use of this literary device?” and “Explain your evidence and how it connects to the claim.”
Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Examples include, but are not limited to, the following:
In Unit 2, Writing Lesson: Introducing Evidence with Context, teachers guide students in learning about context in writing and why it matters. Students compare two writing samples “in order to identify how a lack of context about evidence can be confusing.” Then, students review notes on how to add context. Next, teachers prompt students to engage in partner practice, where they answer three questions about how a fictional student is applying context to their evidence. Last, students independently apply their learning as they draft a response to the prompt: “Author Pam Muñoz Ryan intentionally leaves the ending of ‘The Party’ up for the reader’s interpretation. Based on your interpretation of this story, what does the narrator’s smile indicate?”
In Unit 2, Writing Lesson: Adding Reasoning to Your Writing, teachers guide students in learning about strong reasoning. Students work in pairs to analyze a sample piece of writing where the reasoning is weak. The Teacher Copy provides the following notes for this activity: “Students work collaboratively to analyze an example of weak reasoning.” Students learn that this particular reasoning is weak “because it repeats the evidence almost exactly. It doesn’t explain how the evidence supports the claim.” Next, students analyze a writing sample where the reasoning is strong. The Teacher Copy provides the following notes for this activity: “Students will read exemplary reasoning and answer questions to help them understand why the reasoning is strong.” Next, students independently take notes on strong versus weak reasoning. They learn that strong reasoning “explains what the evidence means or shows (without repeating it exactly) and connects the evidence to the claim.” Lastly, students practice writing strong reasoning by revising a paragraph missing reasoning with a prompt based on the text “Saturday at the Canal” by Gary Soto. The Teacher Copy of the lesson includes the following notes for this section: “Now students apply their learning by completing the missing reasoning in a paragraph about ‘Saturday at the Canal.’”
In Unit 5, Writing Lesson: Summarizing Evidence, teachers guide students in learning about how to summarize evidence. Students work in pairs to analyze a model piece of writing and identify why writers might choose to do this, as well as how summarizing evidence and using direct evidence strengthen writing. Then, teachers lead students in note-taking on this topic. Students learn that writers might choose to summarize when “a piece of evidence is very long” and alternating how evidence is presented “adds variety” and makes writing “flow better.” Last, students apply their learning as they independently draft responses to the prompt, “In your opinion, why is it sometimes harder to be the ‘man in the arena’ than the ‘critic’? Use both direct and summarized evidence from the text. Make sure to incorporate relevant unit vocabulary in your writing.” The Teacher Copy of the lesson includes the following notes for this section: “Students apply their knowledge of how to summarize evidence to a prompt about ‘The Man in the Arena.’”
In Unit 6, Writing Lesson: Drafting Your Pitch, students analyze an example of an argumentative pitch in order to draft their own writing. One of the things students learn they must include in their pitches is the “key points and evidence to share to convince your audience.” Teachers guidance states, “Follow the guidance on each section of the lesson. Each part has clear facilitation directions that indicate if the section should be teacher-led or assigned as partner work or independent practice.” In the note to teachers sections, the material states, “There are a few ways that students could draft their pitch. Methods include (a) using this handout, (b) using speaker notes in the Google deck or (c) notecards or sticky notes. Make sure to show students how to access their speaker notes if you elect to have them add them to their deck.”
Writing opportunities are focused around students’ careful analysis and claims developed from reading closely and working with evidence from texts and sources. Examples include, but are not limited to, the following:
In Unit 1, Reading Lesson: “Where I’m From,” students read “Where I’m From” by Misa Sugiura. During reading, students respond to the following prompt, “Find Evidence: Highlight two pieces of evidence that show the other kids at camp view Eriko as different. Write: How does the conversation in this section add to the conflict established in paragraphs 12-18?”
In Unit 1, Planning the Culminating Task: Literary Analysis Essay, students begin planning their literary analysis essay. Students respond to the prompt, “In the article, ‘What is ‘community’ and why is it important?’ Toby Lowe argues that ‘a community is a group of people who share an identity-forming narrative.’ Explain how this idea can be seen in the community’s view of the painter lady in ‘The War of the Wall.’ Use evidence from both texts in your response.” One example states, “Review ‘The War of the Wall’ for three pieces of evidence that reveal the community’s views of the painter lady. Jot your evidence below.”
In Unit 3, Peer Reviewing the Culminating Task: Literary Analysis Essay, students peer review their culminating task. Students respond to the following prompt, “Jacqueline Woodson grew up during a time of great change. How did the world around Woodson shape her dreams for her future? Use evidence from Brown Girl Dreaming and at least one additional unit source to support your analysis.” During peer revisions, students need to discuss questions with their partners. One question asks, “Which example of introducing evidence from a text or visual was strongest? Why?” After the discussion, students revise their essays.
In Unit 5, Reading Lesson: “Ronald Reagan on the Challenger Disaster,” students read “Ronald Reagan on the Challenger Disaster” by Ronald Reagan. After reading, students respond to the following prompt, “You have just read ‘Ronald Reagan on the Challenger Disaster’ by Ronald Reagan. How did Reagan’s shift in tone develop one of his central ideas? Use text evidence to support your response.”
Indicator 1L
Materials include explicit instruction of the grade-level grammar and usage standards, with opportunities for application in context.
The materials reviewed for Grade 7 partially meet the criteria for Indicator 1l.
The materials provide limited explicit grammar instruction and few opportunities for students to demonstrate the application of grade-level grammar and usage skills. Practice for some grade-level standards is very limited or not addressed at all. All units, except Unit 6, contain a grammar and usage activity set and a quiz covering the concepts from the activities. The materials usually do not prompt for direct instruction of the grammar and usage activities in the curriculum. Teacher guidance prompts the teacher to “assign the activities as warm-ups, homework, or practice to prepare students for the grammar quiz.” Many of the grammar and usage activities do not contain any teacher-led instruction. There are some opportunities for students to demonstrate grade-level grammar skills in writing activities. Writing rubrics contain a section on Writing Conventions and Craft that scores on spelling and grammar usage.
Materials include limited explicit instruction of the grade-level grammar and usage standards. Materials include authentic opportunities for students to demonstrate application of skills in context, including applying grammar and convention skills to writing. Examples include, but are not limited to, the following:
Students have opportunities to explain the function of phrases and clauses in general and their function in specific sentences. Examples include, but are not limited to, the following:
In Unit 1, Grammar and Usage Activities, students complete a grammar lesson that contains “...6 activities that focus on phrases and clauses, which will help students identify the building blocks for writing strong, complete sentences.” In part 2 of this lesson, which is teacher-led, students compare, contrast, and define phrases and clauses. Students respond to questions that help them define and understand phrases and clauses, “What’s the difference between phrases and clauses? As you read the examples in the chart, underline each noun and circle (or bold) each verb.”
Students have opportunities to choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Examples include, but are not limited to, the following:
In Unit 3, Grammar and Usage Activities, students complete a grammar activity that contains “... 7 activities that focus on writing compound-complex sentences.” These seven opportunities do not involve direct instruction but instead provide review and practice. The grammar activity begins reviewing compound, complex and compound-complex sentence structure. In Part 4 of this seven-part lesson, students “Choose the best conjunctions to combine the three independent clauses into one compound-complex sentence. Remember to add commas. Use the example below as a guide.” The grammar quiz, a later lesson in the unit, asks students to “...Write a compound-complex sentence about your dream job.”
In Unit 2, Grammar and Usage Activities, students complete a grammar activity that contains “...8 activities that focus on compound sentences and complex sentences. Seven out of eight of these activities are teacher-led. In part 3 of this lesson, students “create a compound sentence by connecting the two independent clauses with a coordinating conjunction.”
Students have opportunities to place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Examples include, but are not limited to, the following:
In Unit 5, Grammar and Usage Activities, students complete a grammar activity lesson that states, “Grammar is an essential component too often missed. This 360 Unit’s grammar and usage materials contain five activities focusing on recognizing and correcting misplaced and dangling modifiers. Great for a quick warm-up activity or homework!” and “How to Facilitate: Assign the five activities as warm-ups, homework, or practice to prepare students for the grammar quiz.” Students practice placing phrases and clauses in sentences and correcting misplaced and dangling modifiers using a student copy online worksheet. For example, “Using the methods above, fix the example sentence: Eager for answers, Jack faced many questions.” Another part of this grammar lesson, Dangling Modifiers, is teacher-led. Student instructions state, “Follow along as your teacher reviews the key points about dangling modifiers. Then answer the question that follows.” In part 5 of this grammar activity, students practice writing sentences using modifiers correctly.
Students have opportunities to use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). Examples include, but are not limited to, the following:
No evidence found.
Students have opportunities to spell correctly. Examples include, but are not limited to, the following:
In Unit 3, students write a Literary Analysis. In Unit 5, students write a Rhetorical Analysis Essay and reference a Grade 7 Literary Analysis Rubric in order to include all grade-level components in their writing. In the rubric, under Writing Conventions and Craft, the criteria states, “Reflects exceptional control of grade level conventions; errors are few and minor.” Although the expectation is represented in the rubric and expected to be practiced in writing, no other explicit instructions exist for spelling correctly across all 7th-grade units to support, practice, and/or teach this skill.
Students have opportunities to choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. Examples include, but are not limited to, the following:
In Unit 3, students write a Literary Analysis. In Unit 5, students write a Rhetorical Analysis Essay and reference a Grade 7 Literary Analysis Rubric in order to include all grade-level components in their writing. In the rubric, under Writing Conventions and Craft, the criteria states, “Includes carefully selected academic and domain-specific words and phrases, including from the text, while avoiding wordiness and redundancy.” Although the expectation is represented in the rubric and expected to be practiced in writing, no explicit instructions exist across all 7th-grade units to support, practice, and/or teach this skill.
Indicator 1M
Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.
The materials reviewed for Grade 7 meet the criteria for Indicator 1m.
The materials include a year-long plan for students to interact and build vocabulary. The materials include a vocabulary routine for the teacher, which discusses the use of the vocabulary activities, vocabulary quizzes, and word wall. Every unit includes the Grade 7 Key Terms Glossary, which focuses on academic and literary key terms. Each unit also includes unit vocabulary words and introduces them using the vocabulary activity set, the activity slide deck, word wall, and word wall teacher guidance. The slide deck is used to introduce all the new vocabulary words to the whole class at the beginning of the unit. Unit vocabulary words are listed at the beginning of every text in which they appear. Every unit includes at least one multiple-choice vocabulary quiz. The materials also include other key terms lists, such as poetry terms, when relevant to the text. Other potentially unfamiliar words or terms are listed with their definition in the footnotes of the texts. Some during reading questions use the unit vocabulary words and students are asked to incorporate vocabulary words in various writing assignments. Literary and Content terms are repeated across the school year, and Academic Vocabulary words are repeated across unit texts.
Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:
In the Program Guide, the materials communicate the importance of vocabulary development. In this section, the materials discuss the vocabulary routines and materials, which include a Vocabulary Introductory Activity and a Word Wall. For the Vocabulary Introductory Activity, the materials state, “A slide deck guides students through the first unit vocabulary activity, supporting students in inferring the meaning of vocabulary words through the use of context clues in an example sentence.” Under Word Wall, the materials state, “The Word Wall Teacher Guidance also suggests ways for teachers to extend student practice and application of unit vocabulary throughout protocols beyond the word wall.”
Each unit provides a link to the Unit Key Terms Word Wall Cards, which focus on the key terms in that specific unit. The Teacher Copy Directions state, “Use these Word Wall Cards to build a classroom visual of key terms for this unit and throughout the year” to support attention to high-value academic words across the school year.
Each unit contains at least one Vocabulary Activity Set. This includes the Student Vocabulary Activity set, Activity Slide Deck, Word Wall, and Word Wall Teacher Guidance. The materials state, “Use the Slide Deck to facilitate the Vocabulary Activity whole-class. Flexibly assign the remaining activities as warm-ups, homework, or practice to prepare students for the Vocabulary Quiz.”
Vocabulary is repeated in contexts (before texts, in texts) and across multiple texts. Examples include, but are not limited to, the following:
In Unit 1, the materials provide a Vocabulary Activity Set. The activity set asks students to predict the definition of the vocabulary words, including the vocabulary word motivation. Students also need to fill in the blanks using the vocabulary word and determine synonyms for each vocabulary word. Students read “How the Need to Belong Influences Human Behavior and Motivation” by Kendra Cherry. Motivate is included in the list of vocabulary words for the text. Students respond to prompts such as, “What motivates people to belong to a group?”
In Unit 4, the materials provide two Vocabulary Activity Sets containing 17 high academic vocabulary words found in unit texts. These words are bolded within texts and addressed before reading, indicating the need to focus on meaning and pronunciation. The Reading lesson addressing the text “Why Young Adults Are Taking a More Mindful Approach to Social Media” by Jessica Matlin provides additional opportunities for students to review academic vocabulary when responding to an independent writing prompt regarding lessons learned from social media. Students are prompted to “Also, make sure to incorporate relevant unit vocabulary in your writing.”
In Unit 5, the materials provide a Vocabulary Activity Set that will “help students master the ten high-impact academic vocabulary words they will see in the texts as they read.” One high-impact academic vocabulary word for unit 5 is intellect. The first vocabulary activity asks students to make an in-context prediction about the meaning of the word. The teacher then provides the correct definition. The word intellect is a vocabulary word in “Ain’t I a Woman” by Sojourner Truth, and intellectual is a vocabulary word in “Steve Job’s Stanford University Commencement Speech” by Steve Jobs. Students also complete the Vocabulary Quiz that checks their understanding of the vocabulary words, such as intellect, with a multiple choice quiz. Students complete a rhetorical analysis essay. The rubric states, “Includes carefully selected academic and domain-specific words and phrases, including from the text while avoiding wordiness and redundancy.”
In Unit 6, Vocabulary Activity Set, the set contains ten academic vocabulary words and five activities to introduce vocabulary. The word overwhelm is a focus across two texts in this unit, including the essay “The Value of Taking Electives” by Ashleigh Lutz and the news article “Dinner At Home is the Main Ingredient for Healthy Eating” by Meredith Cohn. Before reading the text, students note overwhelm under vocabulary and view the pronunciation of the word. The word is also bolded in the text.
Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Examples include, but are not limited to, the following:
Each unit includes a Key Terms Glossary for the grade level focusing on literary-based vocabulary and a unit vocabulary list for high-frequency words used within the unit. Students complete activities with these vocabulary words and are expected to use them when responding to writing prompts. Definitions for text-specific vocabulary are included in the footnotes of every text.
Each Unit includes one or two Vocabulary quizzes depending on the number of Vocabulary Activity Sets. Quizzes assess understanding of high-value academic words as they select vocabulary that best fits the scenario for each question. The words assessed are then included in the texts in the following lessons.
In each Unit Introduction, students are introduced to the Grade 7 Key Terms Glossary reference sheet. These key terms are almost exclusively literary or academic terms. Directions state, “These terms will appear throughout the year. Some terms may appear in more than one unit. Use this reference sheet as needed.” Seventh-grade key terms include hyperbole, conflict, juxtaposition, memoir, and resolution.
In Unit 3, students read Brown Girl Dreaming by Jacqueline Woodson. The materials include the words movement, emancipate, and inherit. Students predict the words’ meaning in context, learn the definition, and complete fill-in-the-blank and matching activities. These academic vocabulary words cross the content area to social studies and history. For example, movement is a vocabulary word in “The First Time John Lewis and I Integrated the Buses” by Bernard Lafayette Jr. The passage states, “Along with others in the Nashville Student Movement, they put their lives at risk again and again, in nonviolent protests in Nashville, and as Freedom Riders…”
Overview of Gateway 2
Building Knowledge with Texts, Vocabulary, and Tasks
The materials are grouped around topics/themes across six units to grow students’ knowledge over the course of the school year. The sequence of texts and activities helps students build knowledge over the course of each unit. Throughout the course of the year, most sets of questions and tasks support students’ analysis of knowledge and ideas. Learning builds throughout the unit toward the culminating tasks, so most questions build on student knowledge to prepare them for the culminating task. The materials include research and writing activities and projects from the beginning to the end of the year. While writing lessons are included in every unit, the materials do not match the distribution required by the standards, and instruction in narrative writing is especially lacking.
The materials spend instructional time on content that falls within grade-level aligned instruction, practice, and assessments. Over the course of each unit, the majority of questions, tasks, and assessments are aligned to grade-level standards, and by the end of the academic year, most standards are addressed. The implementation schedules align with the core learning and can reasonably be completed in the time allotted.
Gateway 2
v1.5
Criterion 2.1: Building Knowledge
Materials build knowledge through integrated reading, writing, speaking, listening, and language.
The texts in each unit are connected by a grade-appropriate and cohesive topic/theme. Each unit also includes a related essential question. The sequence of texts and activities helps students build knowledge over the course of the unit. Materials require students to analyze the key ideas, details, craft, and structure within individual texts and across multiple texts, using coherently sequenced, high-quality questions and tasks. Throughout the course of the year, most sets of questions and tasks support students’ analysis of knowledge and ideas. Learning builds throughout the unit toward the culminating tasks, so most questions build on student knowledge to prepare them for the culminating task. Culminating tasks require students to demonstrate a variety of reading, writing, and speaking and listening standards. Almost all culminating tasks require students to use evidence from texts read throughout the unit. While the culminating task is often introduced towards the end of each unit, the materials require students to record evidence from texts they read throughout each unit that will support them as they respond to prompts.
Each unit includes a unit introduction that lists unit focus standards for writing. Writing lessons are included in every unit, focusing on grade-specific skills. Most culminating tasks are writing assignments, and the unit includes writing lessons that are built to help students with their culminating tasks. Although informative/explanatory and argumentative writing standards align to grade level instruction and support writing growth over the course of the year, narrative writing instruction is not present throughout the year.
The materials include research and writing activities and projects from the beginning to the end of the year. Materials provide opportunities for students to complete research activities tied to topics and core unit texts. Research standards are present in the Scope and Sequence for each unit.
Indicator 2A
Texts are organized around a cohesive topic(s) to build students’ ability to read and comprehend complex texts independently and proficiently.
The materials reviewed for Grade 7 meet the criteria for Indicator 2a.
The texts in each unit are connected by a grade-appropriate and cohesive topic/theme. Each unit also includes a related essential question. The sequence of texts and activities helps students build knowledge over the course of the unit. Activities and prompts throughout the materials focus on the themes, topics, and essential questions.
Texts are connected by a grade-appropriate cohesive topic/theme/line of inquiry. Texts build knowledge and the ability to read and comprehend complex texts across a school year. Examples include, but are not limited to, the following:
In Unit 1, students focus on the essential question, “How do a community’s shared values create both belonging and rejection?” According to the Unit Overview description, “Students will read fiction, nonfiction, and poetry about what makes a community, the struggle to belong, and navigating multiple communities. By the end of the unit, students write a literary essay that analyzes how the idea of community is developed in a short story.”
In Unit 3, students read Brown Girl Dreaming by Jacqueline Woodson and focus on the essential question, “How does the time and place in which we live shape our story?” Materials help build historical knowledge relating to the author and how the world around her influenced her future.
In Unit 6, the content focuses on which school electives matter most and the essential question, “How do different electives motivate students and prepare them for the future?” Knowledge building centers on a hypothetical situation where schools cut all electives except for one, leaving students to decide which one should be saved: computer science, cooking, or music. Students read “Arlington Heights Parents Oppose District 25’s Plan to Cut Electives” by Karen Ann Cullotta, “Middle School Music And Theater Students Get Better Grades” by Tom Jacobs, “Reading, Writing, and Roasting: Schools Bring Cooking Back Into The Classroom” by Allison Aubrey, “Coding-It’s All Around Us” by Michael Signal, and “The Value of Taking Electives” by Ashleigh Lutz.
Indicator 2B
Materials require students to analyze the key ideas, details, craft, and structure within individual texts as well as across multiple texts using coherently sequenced, high quality questions and tasks.
The materials reviewed for Grade 7 meet the criteria for Indicator 2b.
Materials require students to analyze the key ideas, details, craft, and structure within individual texts and across multiple texts using coherently sequenced, high-quality questions and tasks. Multiple reading standards for this indicator are represented in each unit text. Teacher copies of lessons indicate the lesson skill focus is aligned to the standard. Independent tasks such as multiple choice and short response writing indicate standard alignment to analyzing key ideas, details, craft, and structure. Each unit guide indicates the reading lessons and aligned reading standards. The 7th Grade Scope and Sequence also references all standards addressed across all six units, including RL/RI 1-6.
For most texts, students analyze key ideas and details (according to grade-level standards). Examples include, but are not limited to, the following:
In Unit 1, Reading Lesson: “What is ‘community’ and why is it important?”, students read “What is ‘Community’ and Why is it Important?” by Toby Lowe. During the first read, students complete a Think & Share where they respond to the following prompt: “What claim does Lowe make about the word ‘community’ in paragraph 1?” Students then write about the following: “What is the relationship between the claim above and the bulleted list in paragraph 2?” In the Independent Practice section, students answer the following multiple-choice question: “Which piece of evidence best illustrates the central idea of the article?”
In Unit 2, Reading Lesson: “How the Teen Brain Transforms Relationships,” students are introduced “to key unit knowledge about adolescence. Students will learn about teens’ increased emotionality, attachment to peers, and risk-taking and reward-seeking behaviors.” Students analyze key ideas about changes in the adolescent brain and respond to the prompt: “You have just read ‘How the Teen Brain Transforms Relationships’ by Daniel Siegel. According to the article, what challenges arise as a result of changes to the adolescent brain?”
In Unit 4, Reading Lesson: “This is Your Brain on Instagram: Effects of Social Media on the Brain,” students read “This is Your Brain on Instagram” by Kelly McSweeney and analyze how an author makes connections between ideas. After reading paragraphs two to four, students respond to the question, “Based on paragraph 4, how does the idea apply to social media?” Students are provided a box to respond to the question.
In Unit 5, Reading Lesson: “The Man in the Arena,” students read “The Man in the Arena” by Theodore Roosevelt. Students write a response to the following prompt: “As noted in the About this Text section, this is an excerpt from a longer speech called ‘Citizenship in a Republic.’ What message was Roosevelt trying to convey about being a citizen in a republic, a country like the United States.”
In Unit 6, Reading Lesson: “Middle School Music And Theater Students Get Better Grades,” students analyze the connection between music and theater electives and student achievement. After reading “Middle School Music and Theater Students Get Better Grades” by Tom Jacobs, students consider the essential question, “How do different electives motivate students and prepare them for the future?— and whether taking a music elective is most beneficial for students.”
For most texts, students analyze craft and structure (according to grade-level standards). Examples include, but are not limited to, the following:
In Unit 2, Reading Lesson: “How the Teen Brain Transforms Relationships,” students “build an understanding of the challenges of adolescence and how they contribute to our growth.” One example of analyzing craft and structure is the Independent Practice. After reading “How the Teen Brain Transforms Relationships” by Daniel Siegel, students review paragraphs 8 to 12 and answer the question, “How does Siegel structure paragraphs 8-12 of the text?”
In Unit 4, Reading Lesson: “This Muslim-American Teen Turned His Suffering Into a Full-Fledged Battle Against Stereotypes,” students analyze how details develop an author’s main point of view. The purpose of the text is “To learn about how one teen is using social media to impact others so that we can build an understanding of how social media can create a community.” After reading “This Muslim-American Teen Turned His Suffering Into a Full-Fledged Battle Against Stereotypes” by Rae Paoletta, students respond to questions to analyze how the subject uses social media to impact the reader’s point of view. For example, “Ziad Ahmed is using social media to help teens learn acceptance and tolerance.”
In Unit 5, Reading Lesson: “Ain’t I a Woman,” students read “Ain’t I a Woman” by Sojourner Truth. After reading, students answer the following question: “First, navigate back to the Lesson Overview and review the ‘About this Text’ section; then reread paragraphs 7-9 of the text. In this section, how does Truth make the difference between her point of view and her audience’s point of view clear?” Then, students respond to the prompt, “Explain how Truth’s use of a rhetorical question at the end of this section helped her accomplish her purpose.”
Indicator 2C
Materials require students to analyze the integration of knowledge within individual texts as well as across multiple texts using coherently sequenced, high quality text-specific and/or text-dependent questions and tasks.
The materials reviewed for Grade 7 meet the criteria for Indicator 2c.
Throughout the course of the year, most sets of questions and tasks support students’ analysis of knowledge and ideas. The materials build throughout the unit toward the culminating tasks, so most questions build on student knowledge to prepare them for the culminating task. The materials also include choice texts that provide opportunities for students to build knowledge through reading, answering questions, and responding to writing prompts. The related media explorations also provide knowledge-building opportunities. The materials provide opportunities for students to analyze across multiple texts. However, the materials do not clearly identify the appropriate standards (RL.9 and RI.9).
Most sets of questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to, the following:
In Unit 1, Related Media Exploration: “What role do we play in creating community?,” students watch videos and relate them to what they have learned about in the unit. For example, after students watch “Group Identity- Ingroup and Outgroup Formation,” they respond to the following: “In ‘How the Need to Belong Influences Human Behavior,’ Kendra Cherry says the desire for belonging ‘plays a role in many of people’s social behaviors, such as self-presentation and social comparison.’ What behaviors do you observe in this video that relate to ‘self-presentation’? What examples of ‘social comparison’ do you observe in this video?”
In Unit 3, Choice Board: Texts, students select a text and read about it to learn about the historical context to help them understand Brown Girl Dreaming by Jacqueline Woodson better. Students can choose to read “The First Time John Lewis and I Integrated the Buses” by Bernard Lafayette Jr. or “Transcript of Full Joseph McNeil Interview” by Newsday. After reading, students respond to the prompt, “How did the activists you read about create change?” Students also complete an Independent Reflection where they respond to the following prompt: “In ‘south carolina at war,’ Woodson’s grandfather tells her, ‘This is the way brown people have to fight...You can’t just put your fist up. You have to insist/ on something gently. Walk towards a thing / slowly.’ How do the actions of the activists in the text you read demonstrate these ideas?”
In Unit 4, Choice Board: Texts, “students conduct a short research assignment and gather relevant information from multiple sources.” Students select two texts from a choice of five in order to gather evidence and analyze how the text supports “the ways using social media can be beneficial.”
In Unit 6, Related Media Exploration: “What is the power of electives?,” students “collaboratively engage with seven videos, build knowledge about the unit topic, discuss and reflect on new learning.” Students analyze videos and core unit texts in order to use the evidence to respond to this prompt: “Based on the videos in this exploration, why is it important for students to take electives? Write a paragraph convincing a friend that students need elective classes. Summarize evidence from the videos in your response.”
Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Examples include, but are not limited to, the following:
In Unit 2, Reading Lesson: “The Party,” students analyze an article and short story from the unit in order to respond to a student-led cross-textual question that asks, “The article, ‘How the Teen Brain Transforms Relationships’ describes intense emotions, increased risk-taking, and the need for peer attachment as key changes that adolescents experience. Explain how the narrator of ‘The Party’ demonstrates these changes.”
In Unit 3, Choice Board: Texts, students selected a text and read about it to learn more about the historical context to help them better understand Brown Girl Dreaming by Jacqueline Woodson. Students can choose to read “The First Time John Lewis and I Integrated the Buses” by Bernard Lafayette Jr. or “Transcript of Full Joseph McNeil Interview” by Newsday. After reading, students respond to the prompt, “How did the activists you read about create change?” Students also complete an Independent Reflection where they respond to the following prompt, “In ‘south carolina at war,’ Woodson’s grandfather tells her, ‘This is the way brown people have to fight...You can’t just put your fist up. You have to insist/ on something gently. Walk towards a thing / slowly.’ How do the actions of the activities in the text you read demonstrate these ideas?”
In Unit 4, Choice Board: Texts, students choose two texts from a list of five to gather relevant information and conduct a short research project. Directions state, “Select two texts to read and annotate. Then, take out your Research Note-Taking Graphic Organizer and gather evidence.” Students choose from five texts that relate to the possible impact of social media on mental health. They gather evidence across two texts and record relevant information in their note-taking graphic organizer.
Indicator 2D
Culminating tasks require students to demonstrate their knowledge of a unit's topic(s) through integrated literacy skills (e.g., a combination of reading, writing, speaking, listening).
The materials reviewed for Grade 7 meet the criteria for Indicator 2d.
The materials provide culminating tasks for each unit. Culminating tasks require students to demonstrate a variety of reading, writing, and speaking and listening standards. Almost all culminating tasks require students to use evidence from texts read throughout the unit. While the culminating task is often introduced towards the end of each unit, the materials require students to record evidence from texts they read throughout each unit that will support them as they respond to prompts. Culminating tasks often require students to present their tasks and utilize technology in some way. Culminating tasks are varied and often try to mirror real-life situations. The culminating tasks are broken into multiple lessons with lesson copies for both the teacher and the student.
Culminating tasks are evident and varied across the year and they are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). Examples include, but are not limited to, the following:
In Unit 1, Planning the Culminating Task: Literary Analysis Essay, students break down the prompt, discuss ideas with partners, find evidence from two texts, draft their thesis statements, and outline their essays. In Drafting the Culminating Task: Literary Analysis Essay, students write their drafts to the prompt “In the article, ‘What is ‘community’ and why is it important?’ Toby Lowe argues that ‘a community is a group of people who share an identity-forming narrative.’ Explain how this idea can be seen in the community’s view of the painter lady in ‘The War of the Wall.’ Use evidence from both texts in your response.” In Revision: Introductions and Revision: Conclusions: students read an exemplar essay introduction and conclusion, respectively, discuss a triangle strategy with a partner, and revise the introductions and conclusions of their literary analysis essay. Students read a model introduction and conclusion independently and determine key components needed in an opening and closing paragraph in an essay. With a partner, students view the diagram of the triangle strategy and then respond and discuss answers to questions such as, “Why do you think writers often start essays with a statement about the world?... How is a conclusion different from an introduction?” The last steps involve students revising their introductions and conclusions using the triangle strategy. This culminating writing task requires students to demonstrate mastery of reading, writing, speaking and listening.
In Unit 5, Planning the Culminating Task: Rhetorical Analysis Essay, students respond to the prompt, “Write an essay about the Choice Board text you read in which you explain the rhetorical choices the speaker made that helped them accomplish their purpose. Include evidence from text and video to support your essay.” Students review one of three speeches and respond to questions, such as, “What was the speaker’s overall purpose in your speech?” to prepare for the discussion. Students work in groups based on the chosen speech and take notes during the discussion in order to integrate peer ideas into their essays. In Drafting the Culminating Task: Rhetorical Analysis Essay, students draft an essay to the prompt, “You have learned about how the speakers in this unit develop their central idea and purpose through specific rhetorical choices. Write an essay about the Choice Board text you read in which you explain the rhetorical choices the speaker made that helped them accomplish their purpose. Include evidence from text and video to support your essay.” In a later lesson, students analyze a model body paragraph and revise their own. This culminating writing task requires students to demonstrate mastery of reading, writing, speaking and listening.
In Unit 6, Culminating Task Part A: Argumentative Presentation Deck, students begin drafting their presentations based on the prompt “Imagine your school is considering cutting some elective courses. Which of the following three electives would you save and why: Computer Science, Cooking, or Music? Prepare a multimedia presentation for your local school board to convince them which elective should be saved. Be sure to make a pitch about why your chosen elective is best, including evidence, appeals, and visual messaging to support your argument.” In Writing Lesson: Expanding Your Pitch, students analyze a pitch script, learn how to create powerful pitches, and plan and draft their elevator pitches. In later lessons, students rehearse their presentations and review their works cited pages. In Culminating Task Part B: Delivery of Argumentative Presentation, students present their culminating task. The teacher copy suggests that students can present their argumentative presentation live or pre-recorded. While students are presenting, the rest of the class is filling out the “Argumentative Presentation Student Participation Tracker” and taking notes on all the other presentations. Students are presenting on the following prompt, “Imagine your school is considering cutting some elective courses. Which of the following three electives would you save and why: Computer Science, Cooking, or Music? Prepare a multimedia presentation for your local school board to convince them which elective should be saved. Be sure to make a pitch about why your chosen elective is best, including evidence appeals and visual messaging to support your argument.” This culminating writing task requires students to demonstrate mastery of reading, writing, speaking and listening.
Indicator 2E
Materials include a cohesive, year-long plan for students to achieve grade-level writing proficiency by the end of the school year.
The materials reviewed for Grade 7 partially meet the criteria for Indicator 2e.
Each unit includes a unit introduction that lists unit focus standards for writing. Writing lessons are included in every unit, focusing on grade-specific skills. Most culminating tasks are writing assignments, and the unit includes writing lessons that are built to help students with their culminating tasks. The Unit Guide includes an Arc of Writing Instruction that includes all the writing lessons in the unit as well as the culminating task. Each unit includes lessons and materials with teacher copies to guide instruction. Materials include writing exemplars as models to instruct students. Teachers can access How-To-Guidance, explaining how to use writing and research tools with students. Although informative/explanatory and Argumentative writing standards align to grade level instruction and support writing growth over the course of the year, narrative writing instruction is not present in the materials.
Materials include some writing instruction that aligns to the standards for the grade level and supports students’ growth in writing skills over the course of the school year. Examples include, but are not limited to, the following:
Each unit includes an introduction that includes information about the writing skills students will learn along with the culminating writing task. Each culminating task references how each writing lesson fits into the arc of writing for the unit. Each writing lesson requires text-based evidence and aligns to grade-level standards while supporting writing growth over the course of the year. The Culminating task for each unit allows students to transfer practiced writing skills and integrate evidence from unit texts to draft a final writing task aligned to grade-level writing standards.
In each unit, students complete a culminating task aligned to argumentative or informative/explanatory writing standards. There are no culminating tasks aligned to narrative writing standards, and there are no additional opportunities for students to practice narrative writing with instruction. All culminating tasks include a rubric that students can reference as they write. Most culminating tasks include exemplar writing samples that students analyze before beginning their planning and drafting.
In Unit 1, writing lessons include an on-demand narrative writing prompt and two other writing lessons before the culminating task. The culminating task for this unit is a literary analysis essay, and the previous writing lessons on drafting a complete paragraph and an exemplar essay review prepare students for this task. Later in the unit, students plan and draft their literary analysis essays and revise them with a focus on their introductions and conclusions. Students use the triangle strategy to make those revisions.
In Unit 3, writing lessons include an on-demand narrative writing prompt and two writing lessons prior to the culminating task. One of these lessons, Writing About Visual Sources, introduces students to that skill. Afterward, students complete a short response to apply their learning. In the second lesson, Transitions that Connect Ideas, students learn how to use transition words to increase clarity and cohesion in their writing. Students immediately apply this skill in a short answer journal response. Later in the unit, the culminating task is a literary analysis essay. In this essay, students apply this skill again.
Instructional materials include a variety of well-designed guidance, protocols, models, and support for teachers to implement and monitor students’ writing development. Examples include, but are not limited to, the following:
All culminating tasks include a rubric that teachers can reference to provide students with feedback. Most culminating tasks include exemplar writing samples that teachers can analyze to align their feedback with the intended grade-level expectations.
Writing lessons usually begin with the analysis of writing samples. These lessons include exemplary responses to all student questions for teachers to reference. These exemplary responses include the key knowledge students should be concluding about a writing skill or topic. Writing lessons usually include checklists that can be referenced by both teachers and students. All writing lessons include a facilitation guide for teachers.
In Unit 2, Writing Lesson: Adding Reasoning to Your Writing, teachers guide students in learning about “how to add reasoning to their writing, clarifying and connecting their evidence to their claim.” Materials include a Teacher Copy of the lesson with exemplary responses for all student work. In this lesson, students analyze two separate writing samples provided in the materials, one with weak reasoning and one with strong reasoning. After analyzing, students stamp the differences in the writing samples. Later, they apply this thinking by revising weak reasoning in a third writing sample. Because the Teacher Copy includes exemplary student responses, teachers can support students with their thinking.
In Unit 5, Writing Lesson: Exemplar Essay Review, teachers guide students in reviewing an exemplar essay before the culminating task. Under “How do I facilitate this lesson?” in the Teacher’s Copy, the materials state, “Students gain a better understanding of the expectations for their own rhetorical analysis essays by analyzing a writing sample. “Later in this lesson, students synthesize the key point of the lesson with partners. The Teacher Copy of the materials states, “Students synthesize their learning by drafting reminders for their own essays.” The materials provide questions for students, such as “Find Evidence: Highlight two examples of context the writer includes about the occasion of the speech.” Sample answers are provided for teachers to reference.
Indicator 2F
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.
The materials reviewed for Grade 7 meet the criteria for Indicator 2f.
The materials include research and writing activities and projects from the beginning to the end of the year. Materials provide opportunities for students to complete research activities tied to topics and core unit texts. Research standards are present in the Scope and Sequence for each unit. The language of research standards is referenced in all Unit Guides. Research is integrated throughout the curriculum and can be found in Related Media Exploration lessons and Culminating unit lessons. Students synthesize multiple texts and source materials to gain knowledge and understanding of the topic and record this information in a note-taking graphic organizer to be accessed in the culminating unit tasks. Materials provide opportunities for students to draw evidence from literary or informational texts to support analysis, reflection, and research. Professional development materials in PDF format, found under How-to Guidance, support teachers in guiding students to use graphic organizers to gather relevant information, writing exemplars, and understanding the Research Process. Guidance is available in the digital teacher resources found in the series of culminating tasks at the end of the unit.
Research projects are sequenced across a school year to include a progression of research skills according to grade-level standards. Examples include, but are not limited to, the following:
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 standard format for citation. Examples include, but are not limited to, the following:
In Unit 2, Writing: Planning the Culminating Task: Informational Presentation, students respond to the following prompt: “What will it take to achieve success this school year? Prepare a presentation explaining how you will use the ingredients from the recipe for success to be successful this school year. Use examples from the texts and videos in this unit to support the information in your presentation.” During the planning stages, students are prompted to find evidence from various texts used throughout the unit.
In Unit 4, Planning the Culminating Task: Argumentative Presentation, students consider what message they want to promote about social media. The materials contain a graphic organizer for students to put their claims and evidence that supports their message. Students gather evidence from the “Research Note Taking Graphic Organizer” they have used throughout the unit. Students use evidence from a variety of texts used throughout the unit.
In Unit 6, Review: Formatting Your Works Cited Page, students learn the standard format for citation. The lesson contains four parts: Identifying Texts and Multimedia Sources Referenced in Your Task, Review Works Cited Formatting for Texts, Independent Practice: Starting Your Works Cited with Reading Texts, and Finishing Your Works Cited List. When students create their own work cited page, there is a list of requirements to follow, for example, “Use a hanging indent: the first line of each entry should begin at the margin; all following lines should be indented by 0.5 inches.”
Materials support teachers in employing projects that develop students’ knowledge of different aspects of a topic via provided resources. Examples include, but are not limited to, the following:
Materials support teachers in employing projects by providing tools found under Professional Development in How-To Guidance. One PDF teacher resource, Using a Note Taking Graphic Organizer Effectively, provides a list of teacher tips to guide students in using the evidence-gathering tool, such as, “Pace your lesson by dedicating at least 10 minutes after reading a text to reviewing, organizing, and summarizing ideas.”
In Unit 4, Choice Board: Texts, the materials provide a list of five choice texts students can use to conduct their research for their culminating task. For each text, except “Using Social Networks Safely,” the materials provide the text, paired texts, and related media for more information about that topic all in one place.
In Unit 6, Note Taking Graphic Organizer, students gather evidence from multiple print and digital sources to record evidence. The teacher guide, Using a Note-Taking Graphic Organizer Effectively, provides guidance in quoting and paraphrasing data with the following: “Some key connections within a text can get lost in the process of jotting them down. Model a think-aloud to show your thinking process for identifying key details, citing evidence, and summarizing and synthesizing their importance.”
Materials provide many opportunities for students to synthesize and analyze content tied to the texts under study as a part of the research process.
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Examples include, but are not limited to, the following:
In Unit 1, Related Media Exploration: What role do we play in creating community?, students “collaboratively engage with three videos, build knowledge about the unit topic, reflect on their lives, and discuss what they’ve learned.” Students conduct research relating to the community and respond to questions such as: “What problems might arise from people interacting without understanding each other’s community stories?”
In Unit 4, Outlining the Culminating Task: Argumentative Presentation, students respond to the prompt, “In this final project, convince other teens to make more positive decisions while online. Create a social media campaign in order to inform teens of the effects of frequent social media usage -positive or negative.” Students are asked to check off the requirements for the project. Two of the requirements state: “Do you have evidence from the research that supports your claims? Do you know what research article this evidence comes from?” Students use their Research Note-Taking Graphic Organizer for this activity, which they have used throughout the unit to collect evidence from texts.
In Unit 6, Planning Your Culminating Task: Argumentative Presentation, students research to answer the question: “Imagine your school is considering cutting some elective courses. Which of the following three electives would you save and why: Computer Science, Cooking, or Music?” Students draw on a number of sources, including five core informational texts, one of three Choice Board Texts, and three videos to gather evidence to respond to the research question.
Opportunities to generate individual research questions for further research and investigation are not present in the materials.
Draw evidence from literary or informational texts to support analysis, reflection, and research. Examples include, but are not limited to, the following:
In Unit 1, Planning the Culminating Task: Literary Analysis Essay, students draw on evidence from literary and informational texts to support analysis, reflection, and research. For example, students read the short story “The War of the Wall” by Toni Cade Bambara and gather “three pieces of evidence that reveal the community’s views of the painter lady.” Analysis of this text follows as students support how their evidence explains “...how the identity-forming narrative of the community in ‘War of the Wall’ influences their views of the painter lady.”
In Unit 2, Drafting the Culminating Task: Literary Analysis Essay, the materials provide a rubric for the culminating task. The category for a four says, “Includes strongest, most relevant text evidence to support [the] thesis and overall analysis of the text(s). Includes support of explicit and implicit points. Evidence is introduced, contextualized, quoted, or paraphrased accurately.”
In Unit 4, Choice Board: Texts, students select two texts to read and annotate. Texts include, but are not limited to, “Teens Using Social Media for Good Deeds” by Smart Social and “Social Media: What’s Not to Like?” by Alison Pearce Stevens. Students fill out their Research Note-Taking Graphic Organizer and take notes for their culminating project. The graphic organizer asks students to find examples and evidence from the texts that show the rewards of social media and the risks of social media.
In Unit 6, Note Taking Graphic Organizer, students draw evidence from informational texts, news articles, essays, and three videos to learn about computer science and coding. For each text/video, students record reasons for saving music, cooking, and computer science electives and then record specific evidence from the unit texts and videos to support their reasons.
Criterion 2.2: Coherence
Materials promote mastery of grade-level standards by the end of the year.
Materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments. Aligned grade-level standards are stated clearly in the materials. Questions and tasks are aligned to reading, writing, language, and speaking and listening standards in a majority of the lessons. Grade-level standard-aligned assessments are found in vocabulary quizzes, grammar quizzes, and culminating writing tasks at the end of each unit.
The implementation schedules align with the core learning and objectives and can reasonably be completed in the time allotted. The materials contain six units, with each unit taking five to seven weeks to complete, assuming 45 minutes of instruction a day. Optional tasks include writing prompts, book clubs, and additional texts. These tasks relate to the unit’s essential questions, focus on the skills students are learning in the unit, and do not distract from core learning.
Indicator 2G
Materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments.
The materials reviewed for Grade 7 meet the criteria for Indicator 2g.
Materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments. Aligned grade-level standards are stated clearly in the materials. Questions and tasks are aligned to reading, writing, language and speaking and listening standards in a majority of the lessons. Grade-level standard-aligned assessments are found in vocabulary quizzes, grammar quizzes, and culminating writing tasks at the end of each unit. Multiple reading and writing and speaking and listening standards are repeatedly addressed within and across units to ensure mastery of grade-level standards. Although the Scope and Sequence indicate most of the standards are represented, some standards are missing or only represented once.
Over the course of each unit, the majority of instruction is aligned to grade-level standards. Examples include, but are not limited to, the following:
Most Common Core State Standards (CCSS) are taught throughout the school year as recorded in all Unit Guides: Unit at a Glance, Skill Focus, Arc of Reading and Writing Instruction, Vocabulary, Discussion, and Grammar Sections. Materials record standards in brackets next to skills in Reading, Writing, Speaking and Listening and Language. Grade level standards are indicated in the teacher copy of unit lesson overviews, specifically in the skill focus and Independent multiple choice and short answer questions.
In Unit 1, Related Media Exploration: “What role do we play in creating community?” students learn about how communities use differences to bring people together. The skill focus of this lesson states, “Students collaboratively engage with three videos, build knowledge about the unit topic, reflect on their lives, and discuss what they’ve learned” (RI.3, RI.7, W.2, W.7, W.8, SL.1, SL.2) is aligned to numerous grade-level standards. The Teacher Copy includes facilitation information, including how long students should work on each section of the lesson and the recommended modality, which is student pairs. The “slide deck” includes slides that help teachers pace through the lesson and an optional set of discussion questions that teachers can use at the end, such as
“Which video(s)show an example of belonging? Explain your reasoning.
Which video(s) illustrate the damaging effects of feeling rejection? Explain your reasoning.
How are Sara from “What It’s Like to Be an Outsider” and the narrator from “The White Umbrella” similar? How are they different?”
In Unit 2, Writing Lesson: “Adding Reasoning to Your Writing,” students practice providing reasoning that explains their evidence, which addresses standards W.7.1b. Students begin by analyzing and taking notes on weak and strong reasoning. Students also practice adding reasoning to a sample response. The Teacher Copy includes exemplar responses for both of these parts of the lesson. The Facilitation suggestions prompt teachers to require students to analyze the weak reasoning in pairs. The suggestions prompt teachers to facilitate the analysis of the strong reasoning in a teacher-led format. The Teacher Copy notes suggest that students complete the rest of the lesson independently. Students use this skill to complete their culminating task later in the unit.
In Unit 4, Writing Lesson: Choosing Strong Evidence, students learn how to gather strong evidence from research. They begin by looking at types of evidence and then practice choosing strong evidence. The Teacher Copy provides the notes, passages, and possible answers. The facilitation guidance for this lesson suggests that teachers lead most of this lesson or have students complete it independently. This lesson addresses standard W.7.8.
In Unit 5, Related Media Exploration 1: Introduction to Rhetoric, students are introduced to rhetorical analysis. The lesson’s skill focus requires students to “...collaboratively engage with three videos, build knowledge about the unit topic, and discuss what they’ve learned” (RI.4, RI.6, RI.7, W.2, W.7, W.8, SL.1, SL.2). Students practice analyzing rhetoric and end the lesson in discussion around questions like “How can multiple appeals work together to inspire or influence an audience? Explain using an example from one of the movie clips.” In the first part of this lesson, students are introduced to rhetorical analysis by watching a video clip. Then, teachers lead students through a series of questions to analyze this clip. In the Teacher Copy, there are exemplar student answers to the questions provided for the teacher.
Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. Examples include, but are not limited to, the following:
In Unit 1, Discussion Lesson, “Students will receive explicit instruction on how to introduce new ideas and check their understanding in a discussion” (SL.7.1). The task focuses on teaching students how to introduce new ideas and modeling statements that check and clarify understanding. In the first part of this lesson, students learn discussion expectations. In the second part of this lesson, students analyze a sample discussion transcript and answer questions like “Why does Reza use the words “I’m wondering” to introduce a new idea?” One part of the lesson prompts students to answer questions about effective discussions, for example, “Based on these sentence starters and discussion skills, list three things that you think will make a class discussion stronger.”
In Unit 3, Section 1: During Reading Questions, students focus on how the setting develops the character. Students begin by reading and responding to During Reading questions such as, “In your own words, explain what Hughes says life is like when dreams die” (RL.7.4). Students are tasked with a student-led discussion at the end of this lesson in which they refer to text evidence to support their ideas.
In Unit 6, Reading Lesson: “Coding - It’s All Around Us,” students read the text by Michael A. Signal. While reading, students take notes on the benefits of learning to code. During Independent Practice, students respond to multiple questions, including, “How does the author illustrate the importance of exposing students to coding and computer science?” (RI.7.3) Standards addressed in this section also include R.7I.1, RI.7.2, and R.7I.5.
Over the course of each unit, the majority of assessment questions are aligned to grade-level standards. Examples include, but are not limited to, the following:
In Unit 1, Grammar and Usage Quiz, students are assessed on the unit’s grammar skills: understanding the function of phrases and clauses. Students take a 20-question assessment that starts with multiple choice and then finishes with rewriting sentences to address the L.7.1a standard.
In Unit 2, Reading Lesson: “First-Day Fly,” students read “First-Day Fly” by Jason Reynolds. The lesson focuses on how an author develops a theme (RL.7.2). Students respond to the Independent Practice Prompt, “In ‘How the Teen Brain Transforms Relationships,’ Daniel Siegel explains, ‘The adolescent brain transforms our relationships so that we no longer look to parents or caregivers alone for our oatmeal. Instead we look also to our friends and to society.’ Explain the narrator’s experiences with this change in Jason Reynolds’s story ‘First-Day Fly.’” The question addresses standard RL.7.2. The independent practice also has students address standards R.7l.1, Rl.7.4, RL.7.5, and RL.7.6. This entire lesson is meant to be completed independently by students.
In Unit 4, Reading Lesson: “This Muslim-American Teen Turned His Suffering Into a Full-Fledged Battle Against Stereotypes,” students independently read the text by Rae Paoletta. During Independent Practice, students respond to a variety of multiple choice questions, including but not limited to, “Why does the author describe Redefly as ‘a multi-platform organization’?” (RI.7.4) and “What is the relationship between social media and Redefy’s success?” (RI.7.3). Students then answer the following short response prompt: “You have just read ‘This Muslim-American Teen Turned His Suffering Into a Full-Fledged Battle Against Stereotypes’ by Rae Paoletta. According to the article, how can social media create a community for teens? Use Text evidence to support your response” (RI.7.2). This entire lesson is meant to be completed independently by students.
In Unit 5, Drafting the Culminating Task: Rhetorical Analysis Essay, students are assessed on the grade level standard W.7.2 as they respond to the culminating task prompt, “You have learned about how the speakers in this unit develop their central idea and purpose through specific rhetorical choices. Write an essay in which you explain the rhetorical choices the speaker of the Choice Board text you read made that helped them accomplish their purpose. Include evidence from text and video to support your essay.” Students use the Grade 7 Literary Analysis Rubric to guide their writing.
By the end of the academic year, standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Examples include, but are not limited to, the following:
In Unit 1, standard W.7.2., writing informational and explanatory texts, is found in every unit and repeatedly addressed within Unit 1. Examples of lessons that ensure mastery of standard W.7.2 are Writing a Complete Paragraph, Exemplar Essay Review, and the Culminating Task Essay Prompt. Culminating tasks in Units 2 and 3 require students to write a literary analysis essay, and in Unit 4, students write an informative essay.
In Unit 2, Reading Lesson: “How the Teen Brain Transforms Relationships,” students read “How the Teen Brain Transforms Relationships” by Daniel Siegel. During reading, students focus on determining details that help explain aspects of the text. During Independent Practice, students respond to the following prompt: “Select two statements below that best express the central ideas of this passage.” This addresses standard RI.7.2. In Unit 4, Reading Lesson: “Teens Say Social Media Isn’t As Bad for Them As You Might Think,” students also work on standard RI.7.2. In the Independent Practice, students respond to the following two questions: “What is the central idea of the article?” and “Which statement best describes how the author develops her central idea?”
In Unit 3, standard SL.7.2, interpreting information presented in diverse media and formats is repeated throughout the unit and across all of the units. Speaking and Listening standards are integrated into a majority of the unit lessons during turn and talk, student-led discussions, whole group discussions, During Reading Questions, and Related Media Exploration lessons. For example, in a During Reading Questions lesson, directions state, “Discuss the questions with a partner. Record both of your answers to the questions. Practice speaking with academic language by using the discussion sentence starters.”
In Unit 4, Reading Lesson: “This is Your Brain on Instagram: Effects of Social Media on the Brain,” students read the text and answer questions, such as “You have just read ‘This is Your Brain on Instagram’ by Kelly McSweeney. How does the connection between brain chemistry and behavior support McSweeney’s central argument? Use evidence to support your response.” This addresses standards RI.7.3 and RI.7.2. In Unit 6, students read “Middle School Music And Theater Students Get Better Grades” by Tom Jacobs. During the Independent Practice, students answer questions that address RI.7.3 and RI.7.2. Questions include, but are not limited to, “What is the thesis of this text?” (RI.7.2) “Why did the researchers choose to focus on middle school students in their study?’ (RI.7.3),” and “How does the author develop his argument?” (RI.7.3)
The following standards are missing or only taught once throughout the school year: RL.7.9, RI.7.9, W.7.3, W.7.4, W.7.6, W.7.9, L.7.3, L.7.5, SL.7.3, and SL.7.5.
Indicator 2H
Materials regularly and systematically balance time and resources required for following the suggested implementation, as well as information for alternative implementations that maintain alignment and intent of the standards.
The materials reviewed for Grade 7 meet the criteria for Indicator 2h.
The implementation schedules align with the core learning and objectives and can reasonably be completed in the time allotted. The materials contain six units, with each unit taking five to seven weeks to complete, assuming 45 minutes of instruction a day. The pacing guide includes flextime for teachers to utilize for completing previous activities, independent reading, supplemental text activities, or additional unit writing options. Optional activities are provided. They do not distract from learning, and they enhance core instruction. Most optional tasks can be found under the Additional Materials tab. Optional tasks may include writing prompts, book clubs, and additional texts. Optional tasks relate to the unit’s essential questions and focus on the skills students are learning in the unit.
Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. Examples include, but are not limited to, the following:
The resource Scope and Sequence outlines materials for the units over the course of the year. There are six units: three thematic units, one research, one novel, and one argumentative. Each unit includes focus skills for reading, writing, and speaking and listening. An instructional time frame of five to seven weeks is suggested. Evidence of alignment to core learning and objectives can be found in the standards addressed per unit. The Pacing Guide for each unit provides some options for flex time. The materials say, “Supplemental texts, independent reading, vocabulary activities, and grammar activities can often be assigned as homework or completed during flex time. Teachers should expect to revise pacing as needed.”
In each Unit Guide, core learning can be seen under the Unit at a Glance. The guide provides an essential question, the length of the unit with the link to the pacing guide, unit texts, and focus skills tied to grade-level standards addressed for all core learning and objectives.
Each Unit Guide provides a suggested implementation guide broken out week by week. For example, Unit 1, Week 1 suggests a writing baseline assessment on Monday, an introduction to the unit and a vocabulary activity set on Tuesday, a reading lesson on Wednesday, another vocabulary activity set and reading lesson on Thursday, and flex time on Friday. Week 1 aligns with core standards in reading, writing, language, and speaking and listening skills.
Suggested implementation schedules can be reasonably completed in the time allotted. Examples include, but are not limited to, the following:
In Unit 1, under lesson materials, suggested implementation times at a glance can be seen before opening the text and instructional material. For example, Reading Lesson: “The White Umbrella” suggests 85 minutes for implementation. This information, in conjunction with the pacing guide in the unit, breaks the lesson up into two days with specifics such as a slide deck, reading, and independent practice. The two days provided to read the text and complete the comprehension activities should suffice for students to complete these tasks.
In Unit 3, Planning the Culminating Task: Literary Analysis Essay, the suggested implementation time is 80-105 minutes. The unit pacing guide suggests two days to complete the planning steps for writing. Students are allotted two class periods to “Break down and review key terms from the prompt, Discuss their ideas, Find evidence from unit sources, Draft their thesis statements, and Outline their essays.”
In Unit 4, the pacing guide provides suggestions for what to include in a daily lesson. For example, on Tuesday of Week 1, the pacing guide suggests the following activities: “Vocabulary Activity Set List 1: Activity 2, Related Media Exploration: ‘Status Update’-Day 2.”
In Unit 6, the pacing guide suggests students spend one day on “Coding – It’s All Around Us” by Michael Signal. On the first day, students complete the “Coding – It’s All Around Us” slide deck, read “Coding – It’s All Around Us,” and complete the Vocabulary Activity Set: Activity 4. The allotted time for the reading lesson is about 30 minutes; therefore, students should be able to complete both the reading lesson and vocabulary activity in a 45-minute class period.
Optional tasks do not distract from core learning. Examples include, but are not limited to, the following:
In Unit 1, Additional Unit Writing Options found under Additional Materials can be used to offer creative writing practice. These tasks should not distract from core learning as they are to be used in addition to the culminating unit task. One optional writing task includes a Personal Reflection Essay. The essay refers to a core unit text, “Where I’m From” by Misa Sufiura, that offers a description of a community. The prompt asks students to “Write an essay in which you describe the different communities you are from.”
In Unit 2, Supplemental Texts and Lessons under Additional Materials, the materials provide a Guidance for Supplemental Text Sets document. Under the heading “Why use supplemental texts?” the materials state, “...teachers can use the texts to support and challenge a wide range of learners.” The materials also provide four suggestions for how to implement the texts: Independent In-Class reading, Small Group or Partner In-Class Reading, Homework, or Student Choice.
In Unit 6, Supplemental Texts and Lessons under Additional Materials, the materials provide five texts related to the Unit. The essential question for Unit 6 is, “How do different electives motivate students and prepare them for the future?” Supplemental texts include, but are not limited to, “A Lesson in Farming, Classroom to Cafeteria” by Steven Yaccino, “The Band Room” by Jazmine Hughes, and “Freedom, Respect and High Expectations” by Esther Wojcicki.
Optional tasks are meaningful and enhance core instruction. Examples include, but are not limited to, the following:
In Unit 1, Theme Review Lesson, students learn the protocol for determining the theme. Although this lesson is optional, if implemented, students will use this protocol to analyze how character interactions and conflict develop a theme when reading a required reading lesson, “The Stolen Party.”
In Unit 2, Independent Reading and Book Club Resources under Additional Materials, the materials provide the Independent Reading Materials Unit 2: Adolescence Independent Reading Teacher Guide. The materials provide general questions and unit-specific questions. Unit-specific questions relate to what students have been learning about over the course of the unit. One question asks, “In this unit, you learned that adolescents’ relationships with family and friends are affected by their extreme emotions, risk-taking, and drive for peer connections. How are the relationships in your book affected by the changes in the adolescent brain? Explain your answer.”
In Unit 4, Additional Unit Writing Options under Additional Materials, the materials provide an additional writing prompt that teachers may choose to use. The Teacher Copy provides a Note to Teachers that states, “Included here is an additional writing opportunity. This optional prompt is meant to be used in addition to the Culminating Task. You may choose to incorporate this prompt throughout the unit in a way that best aligns to the needs and interests of your students.” The prompt states, “Write an argumentative paper about the effects of social media use on local teens at your school. Support your argument with evidence from the unit’s texts, your independent research, and survey results.”
In Unit 5, Additional Unit Writing Options, materials include five “supplemental texts that connect to the unit’s themes.” One example is Winston Churchill’s “Never Give In” speech, where students have an opportunity to reflect on the unit’s essential question, “How does a speaker motivate or persuade their audience?” while analyzing Churchill’s diction and its impact on tone and meaning. This text offers practice in reflecting on the unit’s essential question and analyzing diction and its impact.
Overview of Gateway 3
Usability
The materials meet the expectations for usability. The materials provide comprehensive teacher guidance and correlation information to the ELA standards. In addition, the materials include explanations of the instructional approaches and include and reference research-based strategies.
There is a clear assessment system that provides multiple assessment opportunities to determine students’ learning. The standards assessed in each assessment are indicated, and the materials offer some accommodations for assessments that allow students to demonstrate their knowledge and skills.
The materials provide some strategies, supports, and resources for students in special populations. While general guidance is provided across special populations, lesson-specific guidance is lacking.
The materials integrate technology in ways that engage students in grade-level standards. The materials provide teacher guidance for using embedded technology in the Program Guide. The visual design of the materials supports learning. The design is not chaotic and easy to navigate, as student materials mimic teacher materials.
Gateway 3
v1.5
Criterion 3.1: Teacher Supports
The program includes opportunities for teachers to effectively plan and utilize materials with integrity and to further develop their own understanding of the content.
The materials provide comprehensive teacher guidance and correlation information to the ELA standards. In addition, the materials include explanations of the instructional approaches and include and reference research-based strategies. The materials do not include strategies or suggestions for stakeholders to use to support student progress.
Indicator 3A
Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students' literacy development.
The materials reviewed for Grade 7 meet the criteria for Indicator 3a.
Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students’ literacy development. The home page clarifies available resources to assist teachers with the variety of different lessons in each unit. Videos guiding teachers through the unit lessons and tasks are available in each unit. Unit guides break the unit into parts, guiding the teacher through each step and providing facilitation of lessons and suggestions for implementation. Lessons include Notes to the Teacher sections, and guidance within lessons provides suggestions for During Reading questions and Independent Practice addressing specific learning objectives.
Materials provide comprehensive guidance that will assist teachers in presenting the student and ancillary materials. Examples include, but are not limited to, the following:
Materials provide teachers with overviews and highlight instructional supports and instructional routines. The home page provides an overview of what is available in the ELA curriculum, including reading and writing lessons, vocabulary and grammar lessons, and related media exploration. Materials also provide three PDFs and a video to assist teachers in presenting to students and ancillary materials. The PDFs include access to the Scope and Sequence, Program Guide, and Research-Based Evidence. The video provides navigation information and a tour of the curriculum units.
Materials provide teachers with an About this Unit section. In this section, teachers can access a five-minute video that provides general information about the unit lessons and tasks. In addition, the culminating task is identified and outlined, a list of skills students should be able to do is outlined, and reasons students might love the unit are identified.
Each unit provides a Unit Guide that reveals the unit at a glance. Teachers can find the unit’s essential question, pacing guide, unit texts, focus, writing, and language skills for each specific unit. Both the Arc of Reading Instruction and the Arc of Writing Instruction are detailed and explained in the unit guide, along with the Culminating task prompt, vocabulary, discussion, and grammar focus, which are all aligned with identified grade-level standards.
Each unit is broken down into reading, writing, vocabulary, related media exploration, discussion, and culminating task lessons. Pacing time allotment for each lesson is evident before opening each lesson. Upon opening the lesson, teachers have access to a description of the lesson. The material provides a Teacher Copy that demonstrates how each specific lesson fits in with the entire unit, outlines the skill focus, provides notes to the teacher, breaks down the lesson activities, and provides suggestions for facilitation of the lesson.
Materials include sufficient and useful annotations and suggestions that are presented within the context of the specific learning objectives. Examples include, but are not limited to, the following:
Materials provide many useful annotations and suggestions within each lesson of each unit. One example is the Notes for Teachers component found in every lesson. For example, in Unit 5, Reading Lesson: “The Man in the Arena,” the Teacher Copy provides one of two teacher notes that state, “The Further Analysis Questions section of the lesson supports students by asking them to reread the information in the ‘About this Text’ box and specific sections of the text and pay particular attention to how the rhetorical choices a speaker makes contribute to their purpose.”
Materials provide annotations and suggestions found in the During Reading Questions within each reading lesson of every unit. For example, in Unit 5, Reading Lesson: “The Man in the Arena,” in blue italicized writing, directions to the teacher state, “Answers in blue. To help us ensure assessment security, please do not post or circulate these answers online.” Suggestions for During Reading questions can be found in blue below the student question. Also, the Independent Practice section of the lesson provides guidance and states, “Note: To ensure test security, the following assessment items are viewable only on commonlit.org for verified teacher accounts. Navigate to the Answer Key tab on the text page to access it.”
Indicator 3B
Materials contain adult-level explanations and examples of the more complex grade-level/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.
The materials reviewed for Grade 7 meet the criteria for Indicator 3b.
Materials contain adult-level explanations and examples of the more complex grade/course-level concepts, such as resource-based instructional strategies found in the How-To Guidance section. The Program Guide provides implementation guidance for teachers, and the Professional Development Portal includes target lessons to improve students’ success. The materials provide concepts beyond the current course so that teachers can improve their own knowledge of the subject. Guides are provided that include content that challenges a wide range of readers. Videos are provided to engage in best practices, such as teaching digital writing lessons. Links to building classroom libraries and reading across contents can be accessed under Independent Reading and Book Club Resources.
Materials contain adult-level explanations and examples of more complex grade/course-level concepts so that teachers can improve their own knowledge of the subject. Examples include, but are not limited to, the following:
Every unit provides a How-To Guidance section found under the Professional Development tab. This section states, “These free resources provide teachers research-based instructional strategies and time-saving tips to get the most out of CommonLit 360 lessons.” Teachers can access multiple PDFs addressing four ELA categories: Reading, Writing and Research, Speaking and Listening, and Assessments.
The 360 Program Guide provides implementation guidance for using the common program tools and for implementing the different types of lessons in each unit, such as Reading, Writing, Discussion, Vocabulary, and Related Media Exploration.
On the home page, the materials provide a Professional Development Portal that provides 60+ self-paced training modules. One example module includes Target Lessons: Engaging and Scaffolding Lessons to Support Your Students.
Materials contain adult-level explanations and examples of concepts beyond the current course so that teachers can improve their own knowledge of the subject. Examples include, but are not limited to, the following:
Each unit provides a link to Guidance for Supplemental Text Sets. The materials explain the purpose of these texts, “Because the texts vary in complexity, teachers can use the texts to support and challenge a wide range of learners. The texts provide an opportunity for remediation and extension within each unit.” The guide also educates teachers on a variety of ways to use supplemental texts.
Each unit provides self-paced training under the Professional Development tab. One section, 360 Best Practices, provides seven training videos. A few examples include Best Practices for Essential Reading Lessons, Scaffolding Instruction to Support All Readers, and Best Practices for Digital Writing Lessons.
Under Lesson and Materials, teachers can access Independent Reading and Book Club Resources for most units. Teachers are provided a guide to Best Practices for Independent Reading. The guide includes a link to “build your classroom library on the cheap.” The guide leads to other posts related to reading in the classroom.
Indicator 3C
Materials include standards correlation information that explains the role of the standards in the context of the overall series.
The materials reviewed for Grade 7 meet the criteria for Indicator 3c.
Materials include standards correlation information that explains the role of the standards in the context of the overall series. Correlation information is present for the ELA standards addressed throughout the grade level/series. The Scope and Sequence provides ELA standard focus skills tied to every unit at all grade levels. The Library provides specific reading standards correlated to over 1100 texts. Explanations of the role of specific grade-level/course-level ELA standards are present in the context of the series. Each Unit Guide for every grade level provides the focus standards in clear language correlating to specific standards across core ELA standards in Reading, Writing, Speaking and Listening, and Language. Reading, Writing, and Culminating Tasks across all units and grade levels explain the skills and tasks the students will focus on and the correlating standards associated with those skills and tasks.
Correlation information is present for the ELA standards addressed throughout the grade level/series. Examples include, but are not limited to, the following:
The Scope and Sequence can be accessed on the home page and also on each grade level tab. For every grade level and every unit, the Scope and Sequence provides the unit title. Essential questions and knowledge-building texts are tied to the focus skills and the ELA standards addressed.
The Library, found under the Browse Content tab, contains over 1100 texts. The materials have a Reading Standard tab for information and literature. Users can click a specific reading standard to find text titles that contain specific reading standards across all grade levels.
The Reading lessons for each unit contain an Independent Practice section that includes multiple-choice and short-response questions that identify the assessed grade-level standard.
Explanations of the role of the specific grade-level/course-level ELA standards are present in the context of the series. Examples include, but are not limited to, the following:
Each Unit provides a Unit Guide that explains the role of specific grade-level standards present in the context of the series. At the beginning of each guide, the Unit at a Glance provides the focus skills that are addressed throughout the unit in Reading, Writing, Language, and Speaking and Listening, along with the correlating ELA standard. The Skill Focus provided in the Unit Guide shows the correlation between the previous grade standard and the shift to the current grade standard.
Each Reading, Writing, and Culminating Task lesson includes a skill focus section. The skill focus explains what the students will be doing and learning and directly indicates what standards those activities and learned skills address.
Indicator 3D
Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.
The materials do not provide strategies or suggestions for stakeholders to use to support student progress. The materials do include an FAQ section, and there is a section for parents/guardians. The FAQ section gives a brief overview of CommonLit but does not provide strategies or suggestions for how to help students progress.
Materials contain strategies for informing students, parents, or caregivers about the ELA program. Examples include, but are not limited to, the following:
In the FAQ section of the CommonLit Support Center, there is a section for Parents & Guardians. In this section, one question states, “I am a parent. What is CommonLIt 360?” The materials provide a quick explanation of CommonLit and how it began, as well as a short video titled “Welcome to CommonLIt 360.” This section also includes the question, “I am a parent. Can I create an account on CommonLit?” The response is that parents cannot create an account, but they may browse the library resources and learn about CommonLit.
Materials contain suggestions for how parents or caregivers can help support student progress and achievement. Examples include, but are not limited to, the following:
No evidence found.
Indicator 3E
Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.
The materials reviewed for Grade 7 meet the criteria for Indicator 3e.
The materials explain the instructional approaches to the program. In the Research and Evidence Base PDF, the materials list sections including, but not limited to text selection, knowledge building, repeated reading, annotation and note taking, on-demand and process writing, and academic discussions. In each of these sections, the materials provide the research that supports that strategy and then explain how CommonLit360 aligns with the research. The document cites the research throughout and includes a Works Cited page. Throughout the course of the year, the materials include these research-based strategies. Examples are given throughout the PDF so teachers know what the materials will look like.
Materials explain the instructional approaches of the program. Examples include, but are not limited to, the following:
In the Research and Evidence Base PDF, the materials explain how their materials are research and evidence-based. For example, under text selection, the document says, “Research has shown that the ability to comprehend complex texts is a key factor in determining college readiness among students (ACT, 2006; Nelson et al., 2012).” The materials then state, “CommonLit360 immerses students in rich, engaging, grade-appropriate complex texts across a wide range of genres and modes.”
In the Research and Evidence Base PDF, the materials state the research behind text-centered questions and tasks. The materials state, “Teachers should adopt approaches that enhance academic rigor, such as asking targeted text-dependent questions that contribute to students’ comprehension (Fisher & Frey, 2012).” The materials then say, “Questioning makes up the heart of the CommonLit360 curriculum.”
In the Research and Evidence Base PDF, the materials state, “Studies have shown that specific feedback can significantly improve students’ writing quality and ability to revise their work. Graham and Hebert (2010) found that feedback that focuses on both the content and process of writing is most effective in helping students identify areas for improvement.”
In the Research and Evidence Base PDF, the materials elaborate on the use of repeated reading. The materials state, “Through repeated engagement with complex sections of a text, close reading supports students in developing their vocabulary and analyzing text structure and sentence structure (Goff et al., 2005; Ericsson, 1993).”
Materials include and reference research-based strategies. Examples include, but are not limited to, the following:
The materials include a Professional Development tab, which includes a How-To Guidance section. This includes a variety of topics, including, but not limited to, Checking for Understanding During Reading Lessons, Using a Note-Taking Graphic Organizer Effectively, and Giving Meaningful Feedback.
The materials provide suggestions for implementing this strategy in the Checking for Understanding During Reading Lessons PDF. One suggestion states, “Teach student fix-up strategies like Rewriting the question in their own words. Defining Key terms in the question.”
In the Using a Note Taking Graphic Organizer Effectively PDF, the materials share why it is important and offer teacher tips. The materials also include a section titled “What the Research Says.” This section references Knipper & Duggan 2006 and says, “The act of writing content improves students’ abilities to process and comprehend new and complex ideas, and connect new information for prior knowledge and lived experiences.”
In the Giving Meaningful Feedback PDF, the material provides examples of one-dimensional feedback and meaningful feedback and what the potential student outcomes could be based on the feedback. The PDF provides a rubric example and sample feedback responses.
Indicator 3F
Materials provide a comprehensive list of supplies needed to support instructional activities.
The materials reviewed for Grade 7 meet the criteria for Indicator 3f.
The materials provide a list of materials for lessons throughout each unit. Each unit begins with a Unit Guide, which lists everything included in the unit. Each unit has a Lessons & Materials tab, which includes everything needed to complete the lessons within the unit. Most reading lessons do not include a materials list, but the materials needed are included within the assignment as students click through the resource. Most writing lessons include a “Materials Needed” section since they often use materials from previous lessons.
Materials provide a comprehensive list of supplies needed to support instructional activities. Examples include, but are not limited to, the following:
In Unit 1, Unit Guide, the materials list what’s included in the unit. The list includes but is not limited to, A Unit Introduction Activity, 8 Reading lessons, A Set of Supplemental Texts, and 5 Writing Lessons. The materials then state, “All lessons can be accessed through the Lessons & Materials page.”
In Unit 3, Related Media Exploration 2: The Great Migration, the Teacher Copy provides a Lesson Overview that states how to facilitate this lesson. The materials state, “Use the paired slide deck to guide students through the handout. Videos are linked in the slide deck.” The materials then list the parts of the lesson and link the videos used throughout the lesson.
In Unit 5, Writing Lesson: Writing About Tone, the Teacher Copy Lesson Overview provides a “Materials Needed” section. This section lists items “You will need” and items “Your student will need.” Under “You will need” the materials list: This lesson handout and “Ain’t I a Woman” (Teacher Copy). Under “Your students will need” the materials list: “Writing About Tone” (Student Copy) and “Ain’t I a Woman” (Student Copy).
Indicator 3G
This is not an assessed indicator in ELA.
Indicator 3H
This is not an assessed indicator in ELA.
Criterion 3.2: Assessment
The program includes a system of assessments identifying how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.
The materials provide a clear assessment system that provides multiple assessment opportunities to determine students’ learning. Assessments include grammar and usage quizzes, vocabulary quizzes, independent in-class assessments, and final culminating unit assessments. Every unit contains a culminating task that incorporates reading, writing, and speaking and listening skills. The materials include a rubric for the teacher to use to grade the culminating tasks. Materials also include an Independent Practice component throughout each unit, typically with each reading lesson. This is similar to an exit ticket that allows the teacher to assess student understanding frequently over the course of the year. During Reading questions and tasks allow teachers to check in with students during the lessons. Throughout the program, the materials identify the standards and practices assessed in formal assessments. In addition, the materials offer some accommodations for assessments that allow students to demonstrate their knowledge and skills.
Indicator 3I
Assessment information is included in the materials to indicate which standards are assessed.
The materials reviewed for Grade 7 meet the criteria for Indicator 3i.
The materials identify the standards and practices assessed in formal assessments throughout the program. Independent reading questions and culminating task prompts always have the standards addressed listed beside the question or the prompt. The grammar quizzes and vocabulary quizzes do not list the standards by the questions, but the standards are listed in the Unit Guide for teachers.
Materials consistently identify the standards and practices assessed for formal assessments. Examples include, but are not limited to, the following:
Most units include a grammar quiz. The grammar quiz includes a scoring chart at the bottom to help determine a student’s score. The grammar instruction standards addressed for each unit are listed in the Unit Guide, and those are the standards addressed in the quiz.
Each unit includes at least one vocabulary quiz. The Unit Guide lists the Vocabulary standards addressed within each unit, and the quiz addresses those same standards.
The culminating task for each unit includes the standard(s) addressed on the task prompt. Each culminating task also includes a rubric teachers can use to score the task. The rubrics used are a 4-3-2-1 scale, and each section contains clear expectations that students must include to receive that score.
Independent Practice questions are included at the end of almost every reading lesson. Each question is marked with the corresponding standard or standards that the question addresses.
Indicator 3J
Assessment system provides multiple opportunities throughout the grade, course, and/or series to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
The materials reviewed for Grade 7 meet the criteria for Indicator 3j.
The materials provide multiple opportunities for assessments. Every unit contains a culminating task that incorporates reading, writing, and speaking and listening skills. The materials include a rubric for the teacher to use to grade the culminating tasks. Materials also include an Independent Practice component throughout each unit, typically with each reading lesson. This is similar to an exit ticket that allows the teacher to assess student understanding frequently over the course of the year. During Reading questions and tasks allow teachers to check in with students during the lessons. The materials provide possible answers, as well as optional during reading questions the teacher can use if they choose.
Assessment system provides multiple opportunities to determine students’ learning and sufficient guidance to teachers for interpreting student performance. Examples include, but are not limited to, the following:
Each unit contains a multifaceted culminating task. Students typically include reading, writing, and speaking and listening skills to complete the culminating task. Each culminating task includes a rubric for the teacher to use to assess the students. The task for each unit differs to provide some variety over the course of the year. For example, the Unit 1 culminating task is a literary analysis essay, while the Unit 4 culminating task is an argumentative presentation.
Independent Practice is a form of formative assessment used throughout each unit. Independent practice may include a short written response question, an application question, and multiple choice questions.
The materials provide during reading questions that allow the teacher to check in with students while reading. These questions may be Turn & Talk, highlight evidence, written response, or Think & Share. The Teacher Copy provides possible answers, as well as providing information on optional During Reading Questions that the teacher can choose to use.
Assessment system provides multiple opportunities to determine students’ learning and suggestions to teachers for following-up with students. Examples include, but are not limited to, the following:
In the Program Guide, the materials state the following under the rubric section, “Rubrics enable teachers to provide constructive feedback that helps students recognize their strengths, identify areas for improvement, and set goals for future growth.”
Formative assessments are included throughout the units within the Independent Practice sections of the lessons. The program guide states, “Teachers are able to monitor students’ comprehension, analysis, and skill building through frequent review of these formative assessments, allowing them to adjust their instructional practices and improve student learning outcomes.”
Indicator 3K
Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and shifts across the series.
The materials reviewed for Grade 7 meet the criteria for Indicator 3k.
Materials provide opportunities for students to demonstrate the full intent of grade-level/course-level standards and shifts across the series through formative and summative assessments, such as grammar and usage quizzes, vocabulary quizzes, independent in-class assessments, and final culminating unit assessments. The assessment item types in the program are varied.
Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and shifts across the series. Examples include, but are not limited to, the following:
All grade-level units include a writing baseline assessment. This argumentative prompt connects to the major unit themes. Facilitation suggestions include instructions to “Use the Grade 6-10 Argumentative Writing Rubric to score student essays. Provide direct feedback to students on their essays using the Student Feedback Form. Have students reflect on their writing and set writing goals using the Writing Baseline Assessment Goal-Setting Tool. You may use this tool to kick off 1:1 conferences with students.” This writing baseline assessment is a constructed response.
Each unit includes one to two Vocabulary quizzes that assess the “10 high-impact academic vocabulary words they will see in the texts they read.” Vocabulary quizzes are multiple-choice.
Most units include one Grammar and Usage quiz that assesses students’ knowledge of the unit’s grammar skill that correlates directly to grade level language standards. Grammar and Usage quizzes vary in structure, including short answer and open-response.
Each unit includes a culminating task with instructions that state the following: “To measure student understanding, each unit culminates in a task that assesses student understanding of core unit knowledge and skills. Throughout the unit, students engage in the writing process to refine this task so that they have a published product by the end of the unit.”
Students are assessed using many different types of rubrics such as “Writing: informative, argumentative, narrative, literary analysis, Listening and speaking, and Presentation.” “Culminating tasks are assessed using the associated rubric, which allows teachers and students to track and understand how students are performing in relation to the focus standards in the unit.” Culminating tasks vary in structure, including process writing and presentations.
Formative Assessments found in many of the reading lessons include in-class Independent Practice activities that “require students to answer a short written response question, an application question, and/or multiple-choice assessment questions.”
Indicator 3L
Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.
The digital versions of Vocabulary, Grammar, and Usage Assessments and Culminating Unit Tasks provide some universal accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment. Those accommodations include document translation to other languages and font size adjustments. No evidence was found that demonstrates guidance for teachers on the use of provided accommodations.
Materials offer accommodations that ensure most students can access the assessment (e.g., text to speech, increased font size) without changing the content of the assessment. Examples include, but are not limited to, the following:
Materials offer accommodations that ensure all students can access the assessment without changing the content of the assessment. Students have access to document translation to other languages and font size adjustments.
Reading lessons for all units and grade levels provide a translate button and a read-aloud link. Translate allows access to the texts in 41 different languages. The Read-Aloud option reads the text back in English.
Materials include guidance for teachers on the use of provided accommodations. Examples include, but are not limited to, the following:
No evidence found.
Criterion 3.3: Student Supports
The program includes materials designed for each student’s regular and active participation in grade-level/grade-band/series content.
The materials provide some strategies, supports, and resources for students in special populations. While general guidance is provided across special populations, lesson-specific guidance is lacking. Some of the How-To Guidance PDFs provided for teachers in the materials provide guidance for helping students who are struggling, including examples and strategies to guide teachers. The materials provide some strategies and supports for students who read, write, and/or speak a language other than English. The Program Guides provide a list of supports for English Learners, including a list of teacher-led strategies and explanations for how CommonLit 360 tools and resources can be used to help. The materials provide some suggestions and strategies for using home language to support students in learning English Language Arts. The Program Guide suggests that teachers use the students’ first language skills to help them better understand vocabulary and comprehend text. There is guidance for grouping students in a variety of ways across each unit. Types of interactions among students include Whole Class Partner Work, including Think Share, Turn and Talk, Student-Led Discussions, Further Analysis responses, and Independent work. Materials provide varied approaches to learning tasks over time. Opportunities for students to demonstrate and monitor their learning are also varied.
The materials, including texts and assessments, depict characters and individuals of varying ages, genders, races, and ethnicities and typically present diversities in a positive light. The materials do not include teacher guidance on how to engage culturally diverse students in the learning of ELA.
Indicator 3M
Materials provide strategies and supports for students in special populations to work with grade-level content and to meet or exceed grade-level standards that will support their regular and active participation in learning English language arts and literacy.
The materials reviewed for Grade 7 partially meet the criteria for Indicator 3m.
The materials provide some strategies, supports, and resources for students in special populations. The materials include PDFs under the How-To Guidance section within the professional development tab for each unit. These PDFs cover topics regarding reading, writing, research, speaking and listening, and assessments. Some of these PDFs provide guidance for helping students who are struggling, providing examples and strategies to guide teachers. The examples and strategies are general and not specific to particular lessons. Individual lessons include optional During Reading Questions that teachers can use, but lessons do not include specific guidance on strategies and supports to use with students in special populations. The materials provide a variety of texts for students to use during the Choice Board lessons, but there is no guidance for the teacher on how to use these to support special populations.
Materials regularly provide strategies, supports, and resources for students in special populations to support their regular and active participation in grade-level literacy work. Examples include, but are not limited to, the following:
The materials provide How-To Guidance PDFs under the professional development tab for each unit. These PDFs provide suggestions for the teacher to use in a variety of situations, including, but not limited to, annotating effectively, checking for understanding during reading lessons, facilitating a productive discussion, and giving meaningful feedback. The PDFs typically provide suggestions for students who are struggling. For example, in the “Checking for Understanding During Reading Lessons” PDF, the materials provide suggestions for students who are struggling to comprehend the content. The materials state, “Teach students fix-up strategies like:
Rereading
Breaking down the existing question
Asking an additional question.”
The materials provide an example for the teacher as well.
In the Teacher Copy of Reading Lessons, the materials provide a suggested reading modality based on the amount of support students may need with the topic. The materials provide During Reading questions, but certain questions are optional. The materials state, “During Reading Questions that are marked with an asterisk (*) are optional questions. Teachers can choose to use the questions with students needing more support.”
In Unit 4, Choice Board: Texts, the Teacher Copy provides notes for teachers. Part of the notes state, “This lesson is designed to be a Choice Board that provides students with additional research without releasing them to conduct their own research on the web. Students will read two texts; it is suggested that all students read ‘Using Social Networks Safely.’” Although this task is designed as an Independent Research activity, the materials do not provide guidance for the teacher on how to assist students in special populations or information regarding which grouping of texts might be best for students in special populations.
Indicator 3N
Materials regularly provide extensions to engage with literacy content and concepts at greater depth for students who read, write, speak, and/or listen above grade level.
The materials reviewed for Grade 7 partially meet the criteria for Indicator 3n.
The materials provide some opportunities for advanced students to investigate grade-level content at a higher level of complexity. The materials contain a Beyond the Wall section in the Word Wall Teacher Guidance that provides a variety of activities that the teacher can incorporate for advanced students. The materials also provide Reading Responses for Advanced Analysis as options for the questions/responses in the Independent Reading and Book Club Resources. There are also opportunities for students to choose to read more challenging texts during choice text lessons.
Materials provide some opportunities for advanced students to investigate the grade-level content at a higher level of complexity. Materials are free of instances of advanced students doing more assignments than their classmates. Examples include, but are not limited to, the following:
The materials provide a Word Wall Teacher Guidance document for the Vocabulary Activity Sets. This document provides best practices for using word walls, as well as a Beyond the Wall section. The Beyond the Wall section says, “Here are additional creative ways to support students to do higher-level thinking with target words. These activities can be beneficial for reinforcing key ideas and making cross-curricular connections.” One example activity is Word Relationships. The materials state, “In pairs, each student has a target word on a card. Sharing their words with each other, students discuss similarities between their words. Ask pairs to form groups of four to see if students can find similarities among the four words.” The teacher directions for this page state, “Here are additional creative ways to support students to do higher-level thinking with target words. These activities can be beneficial for reinforcing key ideas and making cross-curricular connections.”
In Unit 5, the Additional Materials tab provides Independent Reading and Book Club Resources. The materials provide reading responses students can use for their independent reading log. The materials contain a section called Reading Responses for More Advanced Analysis. An example of a response is, “Significant Passage: Describe or quote from a passage that you feel is most important to the meaning of the whole text or a part of the text. Explain what makes this passage especially meaningful to the other parts of the text. Which words and phrases stand out as particularly important? Why might the author have chosen to include this passage, or particular words, phrases, and lines from the passage?” There are no clear teacher directions on when to use these questions.
Indicator 3O
Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for for students to monitor their learning.
Materials provide varied approaches to learning tasks over time. Opportunities for students to demonstrate and monitor their learning are also varied. Research units and Related Media projects provide inquiry opportunities for students. Every unit ends with a culminating task that provides evidence of student thinking over time. Materials provide a variety of approaches for ongoing review, reflection, and feedback through During Reading questions, comprehension checks, rubrics, and peer review. Students monitor and set goals for their learning through Unit Introduction self-checks, beginning-of-the-unit writing assessments, and rubrics for culminating tasks.
Materials provide multi-modal opportunities for students to question, investigate, sense-make, and problem-solve using a variety of formats and methods. Examples include, but are not limited to, the following:
Every grade level has one assigned research unit in which students investigate and gather information to support a claim. Students “engage in a cyclical process of inquiry to explore important issues and topics and present their findings in various forms. The program provides students opportunities to engage in informal and formal research projects…” Related Media lessons provide opportunities for students to complete short inquiry-based research projects. These projects support students “in gathering and synthesizing information from various multimedia and multimodal texts (videos, podcasts, graphs, charts, and infographics) in order to present their learning through writing and/or speaking.”
Students have opportunities to share their thinking, to demonstrate changes in their thinking over time, and to apply their understanding in new contexts. Examples include, but are not limited to, the following:
Every unit ends with a culminating task in which “Students take their culminating tasks through the writing process, developing and refining their ideas, conveying them clearly, and showcasing their mastery of the unit’s content and skills.” One example of a task and prompt that requires students to demonstrate changes in thinking and apply understanding of new contexts is the Unit 1 Culminating task, which asks, “In the article, ‘What is ‘community’ and why is it important?’ Toby Lowe argues that ‘a community is a group of people who share an identity-forming narrative.’ Explain how this idea can be seen in the community’s view of the painter lady in ‘The War of the Wall.’ Use evidence from both texts in your response.”
Materials leverage the use of a variety of formats and methods over time to deepen student understanding and ability to explain and apply literacy ideas. Examples include, but are not limited to, the following:
Materials offer a variety of formats and methods over time to deepen student understanding. Students participate in formats such as Teacher-Led that may entail reading modalities that are whole class, partner, or independent. Students participate in Independent work, which requires longer chunks of independent reading. Students participate in Student-Led small groups where students work in groups of three to five and “answer the During Reading Questions and alternate readers to read sections aloud.” Students also work with partners for Turn and Talk and Think and Share.
Materials provide for ongoing review, practice, self-reflection, and feedback. Materials provide multiple strategies, such as oral and/or written feedback, peer or teacher feedback, and self-reflection. Examples include, but are not limited to, the following:
Materials provide opportunities for ongoing review. Reading lessons include During Reading questions, which provide review and practice while reading texts. Reading lessons also contain independent practice opportunities that assess comprehension of the text and standards taught in the lesson.
Materials provide opportunities for self-reflection. In Unit 2, Related Media Exploration: What experiences do middle schoolers share? Students complete the lesson with Independent Reflection. For example, students are directed to “Describe your reactions as you listened to other adolescents describe their middle school experiences. How do the descriptions of middle school in the video and podcast match or differ from your own experiences? Summarize evidence from the video and podcast in your response.” All Related Media lessons contain an independent reflection opportunity.
Materials include lessons for Peer Review for culminating tasks. These lessons include checklists for feedback and provide peer feedback based on the checklists that include required elements.
Materials provide a clear path for students to monitor and move their own learning. Examples include, but are not limited to, the following:
Materials provide opportunities for students to monitor and set goals for their own learning. Unit Introduction lessons include opportunities for students to rate how they feel about unit themes and topics under Exploring the Unit’s Big Ideas. Students rate their confidence level in reading, writing, and speaking and listening skills. They rate themselves on their skills and monitor themselves as they complete tasks.
Materials provide access to student performance. Although the materials provide a limited exploration of the student performance tool, it appears that once students complete an assessment, they are able to view assignment averages, highest performance, and areas that need improvement.
Materials provide rubrics for culminating and writing tasks. Students can use these rubrics to monitor and improve their culminating tasks and writing within the unit and throughout the year.
Indicator 3P
Materials provide opportunities for teachers to use a variety of grouping strategies.
Materials provide grouping strategies for students. Materials provide for varied types of interaction among students. Types of interactions among students include Whole Class, Partner Work, including Think Share, Turn and Talk, Student-Led Discussions, Further Analysis responses, and Independent work. Little guidance is found around how students might best interact when paired or working in small groups. Materials provide guidance for teachers in Reading and Related Media lessons that suggest grouping strategies and explain why the strategy was chosen for the specific lesson. Teachers find guidance under the Notes for Teachers and How do I facilitate this lesson? Sections.
Materials provide grouping strategies for students. Materials provide for varied types of interaction among students. Examples include, but are not limited to, the following:
The materials provide a variety of grouping strategies for reading and discussion. Whole class reading involves all students receiving shared guidance on the same text. Collaborative reading includes student-led partner or small group reading. Two or more students work together on the same text and share task responsibilities. Independent reading involves no support from peers or teachers. During Reading grouping strategies include Think and Share and Turn and Talk in order to clarify understanding and establish new ideas.
In Unit 1, Reading Lesson: “Island Rodeo Queen,” materials provide a variety of grouping strategies. When reading the text, students move from Whole Class Reading, Partner Reading, and Independent Reading throughout the text. Students stop and respond to During Reading questions that require students to think, share, and work with a partner for Turn and Talk. Students continue partner work when responding to Further Analysis questions. The lesson ends with students pairing up and responding to student-led discussion questions, such as “What might be the motivation behind the choice of symbols on the back of Coralí’s riding vest (Paragraph 74)?”
In Unit 6, Related Media Exploration: “What is the power of electives?”, students explore in pairs. As they work in pairs to view videos and answer questions, they also respond to questions in a Turn and Talk format. One question asks, “What is something new or surprising that you learned about music or band classes? Based on what you know so far, would you want to take a music or band class? Why or why not?” Students come together at the end of the lesson for a whole class discussion.
Materials provide guidance for the teacher on grouping students in a variety of grouping formats. Examples include, but are not limited to, the following:
Two areas in Reading and Related Media lessons provide guidance for grouping consistently across units and grade levels. Each of these lessons provides Notes to Teachers, which outlines how to group students for each particular lesson. Each of these lessons includes a How do I Facilitate this lesson? Section, which provides three options for grouping students for that particular lesson.
In Unit 4, Reading Lesson: “Teens Say Social Media Isn’t As Bad for Them As You Might Think,” materials provide guidance for the teacher on grouping students. This guidance is found in Notes for Teachers. It states, “This lesson is designed to be an ‘independent reading with annotations’ lesson because it provides students with more independence reading texts and taking notes on how social media affects teens. Consider referring to the sentence starters below if students need support during annotations.”
In Unit 6, Reading Lesson: “Arlington Heights parents oppose District 25’s plan to cut electives,” materials provide guidance for the teacher on grouping students and facilitating the lesson. Option one suggests a teacher-led discussion and suggests teachers “Facilitate a guided reading of this text and Model how to annotate the text for the reasons behind the proposed change in electives.”
Indicator 3Q
Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards to regularly participate in learning English language arts and literacy.
The materials reviewed for Grade 7 partially meet the criteria for Indicator 3q.
The materials provide some strategies and supports for students who read, write, and/or speak a language other than English. The Program Guides provide a list of supports for English Learners. The Program Guides also provide a list of teacher-led strategies and explanations for how CommonLit 360 tools and resources can be used to help. The materials include resources in written and audible modes and provide many During Reading questions teachers can use to check for understanding. Discussion stems are also provided for all discussion lessons. While the materials provide some strategies and materials, they do not provide information within the lessons to help teachers utilize those resources to help English Language Learners. All guidance is provided for the teachers in the program guide and is not specific for each unit or lesson.
Materials consistently provide some strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards through regular and active participation in grade-level literacy work. Examples include, but are not limited to, the following:
The Program Guide contains a section titled Support for English Learners. The guide lists the practices that the materials include. The practices include Use Background Knowledge, Engage in Meaningful and Intellectually Challenging Interactions, Build Academic English and Content Knowledge, Utilize Scaffolds, and Accommodations for English Learners.
Under Accommodations for English Learners, the strategies include, but are not limited to, “pointing out cognates to key vocabulary to leverage first-language skills,” “breaking down routine and directions into shorter, more manageable segments,” and “using flexible grouping by strategically grouping students according to home language.”
Under Use Background Knowledge, the materials state, “At the beginning of each unit, teachers are provided with unit introductions, which create opportunities to connect students’ prior knowledge to the new content in order to leverage students’ languages, literacy, culture, and other experiences…” There are no further teacher prompts or directions in the Unit introductions on how to utilize the introductions to support English Language Learners.
In Unit 4, Discussion Lesson, the materials provide a Discussion Preparation Student Copy document. This document includes a list of sentence stems. This list includes:
“This is a strong point because…
Now that you say that, it makes me think…
What you are saying makes me realize…
Your point makes me wonder…”
The Program Guide states, “Carefully constructed questions promote extended discussion about academic content using supports such as sentence stems.” There is no further guidance for the teacher within the discussion lesson on how to help English Language Learners.
Indicator 3R
Materials provide a balance of images or information about people, representing various demographic and physical characteristics.
Materials, including texts and assessments, depict characters and individuals of varying ages, genders, races, and ethnicities. Materials typically present diversities in a positive light. Materials do not include images that contain people of various demographics or people of various physical characteristics. Depictions include but are not limited to, the definition of community, how knowledge might create acceptance of diversity, and how resilience amid segregation might lead to celebrating cultural diversity. Materials avoid stereotypes and offensive language and celebrate African American legends and the courage of activist Rosa Parks.
Materials and assessments depict different individuals of different genders, races, ethnicities, and other physical characteristics. Depictions of demographics or physical characteristics are portrayed positively across the series. Examples include, but are not limited to, the following:
In Unit 1, Planning the Culminating Task: Literary Analysis Essay, students respond to the following: “In the article, ‘What is ‘community’ and why is it important?’ Toby Lowe argues that ‘a community is a group of people who share an identity-forming narrative.’ Explain how this idea can be seen in the community’s view of the painter lady in ‘The War of the Wall.’ Use evidence from both texts in your response.” “What is ‘community’ and why is it important?” depicts a community as “a group of people who share an identity-forming narrative.” The idea draws attention to our differences in gender, race and ethnicity, yet suggests hope in how we might understand communities that may appear different from those to which we belong.
In Unit 3, Planning the Culminating Task: Literary Analysis Essay, students respond to “Jacqueline Woodson grew up during a time of great change. How did the world around Woodson shape her dreams for her future?” The text explains the trials of the writer as she grows up as an African American girl amid segregation in South Carolina. The texts portray the writer’s resilience as she transitions to life in New York City, celebrating cultural diversity and familial bonds.
Materials and assessments balance positive portrayals of demographics or physical characteristics. Materials avoid stereotypes or language that might be offensive to a particular group. Examples include, but are not limited to, the following:
In Unit 1, Planning the Culminating Task: Literary Analysis Essay, students respond to the following: “In the article, ‘What is ‘community’ and why is it important?’ Toby Lowe argues that ‘a community is a group of people who share an identity-forming narrative.’ Explain how this idea can be seen in the community’s view of the painter lady in ‘The War of the Wall.’ Use evidence from both texts in your response.” “The War of the Wall” portrays how a community of youth views what appears as an outsider and then ends in awe as the community celebrates the message presented in the outsider’s wall mural. It “... reminded us that that was Minister Malcolm X. The serious woman with a rifle I knew was Harriet Tubman because my grandmama has pictures of her all over the house. And I knew Mrs. Fannie Lou Hamer ’cause a signed photograph of her hangs in the restaurant next to the calendar.” Materials avoid stereotypes, address the confusion about outsiders, and celebrate the history of the African American legends that came before.
In Unit 5, Planning the Culminating Task: Rhetorical Analysis Essay, students reference materials for their essay from unit texts that include multiple examples demonstrating positive portrayals of demographics and characteristics, avoiding stereotypes and offensive language. In Reading Lesson: “Eulogy for Rosa Parks.” The author of this text is Oprah Winfrey, “...an American talk show host, television producer, actress, author, and entrepreneur.” In this eulogy, Oprah celebrates African American activist Rosa Parks, whose actions impacted future generations as she writes, “So I thank you again, Sister Rosa, for not only confronting the one white man [whose] seat you took, not only confronting the bus driver, not only for confronting the law but for confronting history, a history that for 400 years said that you were not even worthy of a glance, certainly no consideration. I thank you for not moving.”
Materials provide representations that show students that they can succeed in the subject, going beyond just showing photos of diverse students not engaged in work related to the context of the learning. Examples include, but are not limited to, the following:
Photos do not depict people throughout all grade levels. Most often, photos represent hands or feet or distant photos that cannot be analyzed beyond the vague depiction. Students do view videos that depict diversity in the Related Media Lessons throughout each grade level.
Indicator 3S
Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.
The materials provide some suggestions and strategies for using home language to support students in learning English Language Arts. The Program Guide suggests that teachers use the students’ first language skills to help them better understand vocabulary and comprehend text. There are no specific examples within the materials on how teachers can facilitate this. The materials, including text, directions, and questions/prompts, can be translated into a wide variety of languages. The Program Guide provides research that shows the benefits of building on students’ cultural and language diversity; however, there are no specific directions and examples on how to use this within the materials.
Materials provide some suggestions and strategies to use the home language to support students in learning ELA. Examples include, but are not limited to, the following:
The Program Guide contains a section titled Support for English Learners. Some of the suggestions include:
“pointing out cognates to key vocabulary to leverage first-language skills.
encouraging students to leverage cognates in their native language to facilitate comprehension of text.”
The online materials will translate directions, texts, and questions/prompts into a wide variety of languages. This feature is available on the student view for students to utilize.
Materials present multilingualism as an asset in reading, and students are explicitly encouraged to develop home language literacy and to use their home language strategically for learning how to negotiate texts in the target language. Teacher materials do not include guidance on how to garner information that will aid in learning, including the family’s preferred language of communication, schooling experiences in other languages, literacy abilities in other languages, and previous exposure to academic or everyday English. Examples include, but are not limited to, the following:
The Program Guide contains a section titled Support for English Learners. In this section, the materials state, “English Learners benefit from access to language development in an environment that values their linguistic and cultural diversity as they engage in content work at grade-level expectations.”
The Research and Evidence Base document states the following about English Learners: “Teachers benefit from being trained on best practices for teaching ELs, including strategies for building on students’ prior knowledge and designing language learning with attention to the sociocultural context. (Valdés, Bunch et al., 2005; Lucas & Villegas, 2011; Bunch et al., 2012; Walqui & Heritage, 2012; Gandara & Santibanez, 2016).”
Indicator 3T
Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.
The materials do not include teacher guidance on how to engage culturally diverse students in the learning of ELA. The materials do not include equity guidance and opportunities. Materials do not include prompts that allow students to share personal experiences. The materials provide the ability to translate reading lesson texts into other languages.
Materials make connections to the linguistic, cultural, and conventions used in learning ELA. Materials make connections to the linguistic and cultural diversity to facilitate learning. Examples include, but are not limited to, the following:
No evidence found
Materials include teacher guidance on how to engage culturally diverse students in the learning of ELA. Examples include, but are not limited to, the following:
No evidence found
Materials include equity guidance and opportunities. Examples include, but are not limited to, the following:
No evidence found
Materials rarely include opportunities for students to feel “acknowledged,” such as tasks based on customs of other cultures; sections provided in multiple languages such as the glossary, digital materials, family letters; etc. Examples include, but are not limited to, the following:
The digital reading lessons have a drop down menu allowing the text to be translated into other languages.
Materials include prompts where students are encouraged to share how they (or their parents) do things at home or use information to create personal problems, etc. Examples include, but are not limited to, the following:
No evidence found
Indicator 3U
This is not an assessed indicator in ELA.
Indicator 3V
This is not an assessed indicator in ELA.
Criterion 3.4: Intentional Design
The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.
The materials integrate technology in ways that engage students in grade-level standards. Materials include digital technology and interactive tools like annotation, highlighting, increased and decreased font size, text and question translation, and text and question read-aloud options. Graphic organizers, worksheets, or other documents that students fill in are Google Docs, allowing for customization as needed. Opportunities for collaboration are possible in the Google Doc format.
The materials provide teacher guidance for using embedded technology in the Program Guide. The Program Guide explains how lessons can be assigned and how some lessons provide the option to download a PDF or a Google Doc. The Program Guide provides guidance for sharing multimedia resources linked through an external website.
Materials have a visual design that supports learning. The design is not chaotic, nor does it distract from student learning. The layout and structure of the teacher materials make navigating units and lessons easy. Student handouts and materials mimic Teacher versions.
Indicator 3W
Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic software in ways that engage students in the grade-level/series standards, when applicable.
Materials include digital technology and interactive tools like annotation, highlighting, increased and decreased font size, text and question translation, and text and question read-aloud options. Students can access During Reading questions and tasks by clicking on icons within the text, or accessing them at the bottom of the page. Related Media Explorations provide engaging videos and content within the materials. Graphic organizers, worksheets, or other documents that students fill in are Google Docs, allowing for customization as needed.
Digital technology and interactive tools, such as data collection tools, simulations, and/or modeling tools are available to students. Examples include, but are not limited to, the following:
The Student View for most of the lessons includes a Read Aloud feature, where students can have all parts of the text and questions read aloud to them. The materials also provide a translate feature that translates the texts and questions to a variety of different languages. Students can also change the font size between small, medium, large, and extra large.
The Student View has activities listed in a button after each paragraph or groups of paragraphs where students can click to see the questions or tasks. Students can also click on a tab at the bottom of the page to see all the questions and activities.
The Student View includes an annotate feature on some lessons, such as writing lessons. According to the materials, “Students can either import previous annotations from texts they’ve been assigned or add new annotations.”
The My Classes tab includes an opportunity for teachers to view student performance. Teachers may view student data collected through the materials. This includes submitted assignments, assignment performance by standard, and individual standard analysis.
Digital tools support student engagement in ELA. Examples include, but are not limited to, the following:
The materials include all mentor texts (other than novel sets) in an interactive online setting. Reading passages contain notes at the bottom, often to provide definitions and other footnotes.
During Reading questions and tasks can be accessed throughout the text or at the bottom of the page. Students can type their responses to questions in the boxes provided. Students can also highlight sections of the text and annotate the text to help with answering questions and responding to tasks.
Slide decks are included in many lessons to introduce the topic and provide explanations. For example, Related Media Exploration lessons include slide decks with videos included in the slide deck for students to access.
Digital materials can be customized for local use (i.e., student and/or community interests). Examples include, but are not limited to, the following:
Most documents that ask for students to type in can be opened as a Google Doc or Google Slide. This allows the teacher to edit the documents as needed to customize them.
Indicator 3X
Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.
Materials include digital technology throughout the unit. Digital collaboration is not clear. Opportunities for collaboration are possible in the Google Doc format; however, no reference or guidance is suggested in the materials besides indirectly in the Student-Led Discussions found in some reading lessons.
Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable. Examples include, but are not limited to, the following:
Materials include digital student copies they can use to collaborate. Many of the lessons include Student-Led discussions. Directions state, “Discuss the questions with a partner. Record both of your answers to the questions. Practice speaking with academic language by using the discussion sentence starters.”
Students and teachers use digital materials in every lesson. Although digital technology collaboration is not specifically referenced, students have opportunities to use their digital copies to collaborate with their peers. Digital copies are also submitted to teachers.
Indicator 3Y
The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.
Materials have a visual design that supports learning. The design is not chaotic, nor does it distract from student learning. The layout and structure of the teacher materials make navigating units and lessons easy. Student handouts and materials mimic Teacher versions. One page smoothly links to the next, starting with the overview of the grade down to the individual lessons of units. Materials appear to be free from errors.
Images, graphics, and models support student learning and engagement without being visually distracting. Images, graphics, and models clearly communicate information or support student understanding of topics, texts, or concepts. Examples include, but are not limited to, the following:
Teacher materials use icons to identify instructional approaches such as Teacher-Led, Independent Work, and Group Activity. Other icons, such as a computer screen, pencil, desk, and speech bubbles, indicate the type of activity students will engage in for each part of the lesson.
Student materials include green information and access buttons, arrows with labels, a world icon for language access, and a volume icon for read-aloud access. There may be more features available as evidence is based on access to one reading lesson.
The digital facing of the Teacher materials for each grade level includes a small, colorful image that ties to the theme/concept of each unit. Six units are simply represented with unit title and number, image, type of unit, and length of unit.
Each unit is simply identified by lesson number and title of the lesson, allowing easy navigation throughout the unit. All units begin with a Unit Introduction lesson that includes a slide deck that “introduces students to the unit’s topics and texts through engaging discussion!”
Teacher and student materials are consistent in layout and structure across lessons/modules/units. Examples include, but are not limited to, the following:
Materials appear to be consistent between teacher and student materials. The student materials are assigned by the teacher. Students view assigned lessons, completing them one part at a time. The student view mirrors the components found in the teacher’s student copy lessons. Students do not see the entire lesson at one time as viewed in the Teacher Copy but instead view the lesson one task at a time.
Most lessons provide a student and teacher digital copy. Those digital copies are identical in layout and design. Students do not view the same copy as the teacher but instead view the lesson part by part. The teacher copy differs in that it provides information about the lesson and how it ties into the entire unit, standard information, guidance for facilitating, and possible answers to During Reading questions and other independent and paired student tasks.
The overview page for the entire curriculum allows access to all grade levels by clicking on the grade level tab. A brief summary of all that is included in the ELA curriculum can be found here. Curriculum essentials such as Scope and Sequence PDF, Introductory Webinar, Program Guide PDF, and Research and Evidence PDF are linked on this page.
Each grade level page contains digital access to all six units divided in rectangles with information for each unit that includes Unit number and title, type of unit, and suggested pacing for a unit. There is another link on this page to Scope and Sequence.
Unit pages provide access to separate page tabs, such as Unit Overview. This tab provides access to three links: About this Unit, Text Lists, and Writing Lessons At-A-Glance. Unit Overview provides a Unit Introduction video, a description of the Culminating Unit task, a checklist of what students will be able to do at the end of the unit, and a checklist as to why students will love this unit. The Text list lists all the text titles, authors, Lexiles, and descriptions of the text. Writing Lessons-At-A-Glance lists the writing lessons and describes the lesson focus. The materials do not provide a student view of the entire student text.
Lessons and Materials provides a vertical list of lessons that includes estimated time frames to facilitate the lesson and a drop-down show more tab. The drop-down list leads to a description of the lesson and a link to preview or assign the lesson. This link opens up a new window that allows downloading of the teacher and student copy of the lesson. The materials do not provide a clear view of what students see beyond the lesson assigned.
Professional Development has two links: Self-Paced Training and How-To-Guidance. Self-paced training provides a PDF and slideshow that is not accessible without a paywall. The How-To-Guidance section includes access to free resources that “provide teachers research-based instructional strategies and time-saving tips to get the most out of CommonLit 360.”
Organizational features (Table of Contents, glossary, index, internal references, table headers, captions, etc.) in the materials are clear, accurate, and error-free. Examples include, but are not limited to, the following:
Materials appear to be free from errors. Some links are not accessible to review without a paywall. A full unit view was not found in the student version.
Indicator 3Z
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.
The materials provide teacher guidance for using embedded technology in the Program Guide. The Program Guide explains how lessons can be assigned and how some lessons provide the option to download a PDF or a Google Doc. The Program Guide provides guidance for sharing multimedia resources linked through an external website.
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable. Examples include, but are not limited to, the following:
In the Program Guide, under the section titled Lessons and Materials in 360 Units, the materials state, “All texts can be assigned digitally, and most can be downloaded as a PDF or used as part of a hybrid lesson (combined digital and PDF).”
In the Program Guide, under the section titled Lessons and Materials in 360 Units, the materials state the following about multimedia resources that are linked through an external website: “When assigning such materials, teachers should review each source and its associated website beforehand to evaluate its content for their students. Teachers can make instructional decisions based on their students’ needs and backgrounds.”
In the Program Guide, under CommonLit360 Implementation Guidance, the materials provide suggestions for implementing the materials, including how to use the digital resource. One example under Annotation Tasks states, “On the Digital Platform: CommonLit’s digital platform contains an annotation tool that students can use to highlight text and make notes as they read. You may wish to model the use of this tool using a smartboard or projector before releasing your students to independent work. Please note that teachers can also review and respond to student annotations through the digital platform.”