The instructional materials reviewed for Grade 7 meet the criteria that texts are organized around topics and/or themes to build students’ ability to read and comprehend complex texts independently and proficiently.

Grade 7 materials are grouped around topics such as Unit 1’s focus on polar exploration, Unit 3’s focus on the value of water, and Unit 4’s focus on the use of steroids and human growth hormone; this intense focus builds not only literacy skills but students’ content knowledge. The instructional materials allow students to develop a range of reading and writing skills. Texts are set up to increase in complexity both in regards to the reading difficulty, as well as the writing tasks complexity.

• Unit 1 Reading Closely for Textual Details “We reckoned now that we were at the Pole” presents students with “a series of texts related to the polar exploration, more specifically the 1911 race to the South Pole between British explorer, Robert Falcon Scott, and Norwegian explorer, Roald Amundsen.” Students are offered a variety of texts that give them the opportunity to build literacy skills and content knowledge including narrative journals, photos, videos, excerpts from novels, and websites.

• Unit 2 asks students to make evidence-based claims through activities based on a close reading of the three related speeches: Dr. Martin Luther King’s 1968 “Mountaintop” speech in support of the Memphis sanitation workers; Cesar Chavez’s 1984 California Commonwealth club speech about the importance of the United Farm Workers (UFW) union; and La Raza president Janet Murguia’s 2008 “Single Garment of Destiny” speech presented at the Dr. Martin Luther King Unity Breakfast in Birmingham, Alabama. As the unit progresses, students are expected to read and analyze the speeches with peers and then independently.

• Unit 3 focuses on conducting research to deepen understanding and is centered on the topic, “Water: Why is it so valuable? The instructional materials provide a common text that can be used to build background information for teacher modeling and as the focus for skill development lessons. The sources have been chosen because they are relevant to one of the possible Areas of Investigation that students may be exploring. Unit 3 texts include, but are not limited to:
  • Water in the Solar System: “The Solar System and Beyond is Awash in Water”--National Aeronautics and Space Administration (NASA)
  • Water-Stressed Countries: “Why Water”--Blue Planet Network
  • Sustainable Use of Water:”Water Footprint of an American”--The Nature Conservancy

• Unit 4 asks student to write evidence-based arguments centered on the topic, “Doping can be that last 2 percent.” Students are offered a variety of sources including articles, timelines, videos, and political cartoons which offer multiple perspectives on the use of steroids and human growth hormone. Students will use these texts to move from guided to independent practice for the close reading skills associated with analyzing an argument.

The materials reviewed for Grade 7 meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.

The instructional materials reviewed for Grade 7 meet the criteria that materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics. Consistently throughout the Grade 7 instructional materials, higher order thinking questions are provided in the form of both text-dependent and text-specific questions. These questions are embedded into Questioning Path Tools that are used by students as guides when analyzing texts.

• In Unit 1, students read a variety of texts centered around the topic “We Reckoned now that we were at the Pole”. Students analyze these texts via Questioning Path Tools which provides questions that require students to analyze language (words/phrases), key ideas, details, craft, and structure. For example:

• Text 6 “To Build a Fire”
  • In the first paragraph, what does the dog know that the man doesn’t? How does London use this difference and related details to compare the character of a dog to the character of the man?
  • How is what happens to the man an example of irony, especially given what the dog thinks in the first paragraph and what the man thinks in paragraph 6?

• Text 9 Scott’s Last Expedition
  • In his final entries, Scott’s writing becomes very different from the writing in his earlier entries (compare these to Text 2). How are the writing and its presentation of details different? What does this change in his writing style suggest about how his perspective on his experiences has changed in his final days?
  • What details recorded in Scott’s journal suggest how desperate his party’s situation was during the last weeks?

• In Unit 2, students read a three speeches centered around the topic “We organized”. Students analyze these texts via Questioning Path Tools which provides questions that require students to analyze language (words/phrases), key ideas, details, craft, and structure. For example:

• Dr. King’s Memphis Speech, Excerpt 2, Paragraphs 10-20
  • At the start of paragraph 18 Dr. King tells his audience:”Now the other thing we”ll have to do is this: Always anchor our external direct action with the power of economic withdrawal. ”What do the phrases”external direct action” and “external economic withdrawal” mean in this statement?
  • What evidence does Dr. King then provide to explain why there is potential “power” for the nonwhite poor of America in ‘withdrawing economic support” from businesses that do not stand up for “fair treatment”?

• In Unit 3, students read a variety of texts on the topic “Water: Why is it so valuable?”. The Guiding Questions Handout is used to analyze sources for perspective and includes text dependent questions that require students to analyze language (words/phrases), key ideas, details, craft, and structure such as “What details or words suggest the author’s perspective?”

• In Unit 4, students read a variety of texts on the topic “Energy Crossroads”. Students analyze these texts via Questioning Path Tools which provides questions that require students to analyze language (words/phrases), key ideas, details, craft, and structure. For example:

• Text 1.2 Historical Time Line: History of Performance Enhancing Drugs in Sports
  • What do I notice about how the text is organized or sequenced?
  • What unfamiliar words do I need to study or define to better understand the text

The instructional materials reviewed for Grade 7 meet the criteria that materials contain text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across texts.

These questions are provided through Questioning Path Tools and the Guiding Questions Handout. These questions guide teachers as they support student growth in analyzing language, determining main ideas and supporting evidence, identifying author’s purpose and point of view, and analyzing structure of text. Both the student work with individual and multiple texts and teacher materials provide support in growing analytical skills of students. Evidence follows:

• In Unit 1, Part 2, Activity 2, the Questioning Path Tools provides text-dependent questions such as, “In the first paragraph, what keywords and phrases does Peary use to describe the dangers of the 'leads' that Arctic travelers are likely to encounter?” These questions help student analyze texts as they build content knowledge about polar exploration.

• In Unit 2, students read three speeches centered around the topic, “We Organized!” Students work through each text in chunks to make evidence-based claims. Throughout the unit, students encounter several opportunities to respond to text-dependent questions and tasks that require them to analyze the integration of knowledge and ideas across these texts. For example, in Unit 2, Part 1, Activity 2, students answer text-dependent questions such as, “In the final section of the speech, King tells a story from his own recent experience of being attacked and then receiving a letter of support from an unlikely source. What are the key details of this story, and why are they important?” The text-specific questions “help students...move from literal comprehension of key details to analysis of King’s message in the story he tells from his life and the subsequent review of his accomplishments.”

• In Unit 3, students read a variety of texts and use information from these sources to organize a body of research and write a reflective research narrative that communicates their evidence-based perspective on their area of investigation, which can also be expressed in an optional multimedia presentation. In the Researching to Deepen Understanding Common Source Set section, the instructional materials provide text-dependent questions to help process sources as they build knowledge. Questions include, “What does the website suggest about the topic area: 'Water: Why is it so valuable?' What questions or directions for research does it suggest to you?”

• In Unit 4, students read a variety of texts and use information from these sources to write an argumentative essay. The instructional materials provided text-specific questions, via Questioning Path Tools, to help students analyze some of these common sources. For example, in Unit 4, Part 1, Activity 2, students answer questions such as, "What does the article say about the dangers of using steroids?” Questions like this one, help students see topic of the use of performance-enhancing drugs from different perspectives.

The instructional materials reviewed for Grade 7 meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a theme through integrated skills (e.g. combination of reading, writing, speaking, listening).

Grade 7 materials include sets of questions and tasks to support students to complete culminating tasks in which they are demonstrating knowledge of topics and/or themes. Each module has several Questioning Path Tools that scaffold the material to encourage the successful completion of culminating tasks. The materials contain sets of high-quality sequences of text-dependent questions and activities that build to each culminating task. Tasks engage students in speaking, listening, reading, and writing which provide learning through integrated skills. Culminating tasks showcase students' demonstration of topics and themes through a combination of skills, print, and nonprint texts.

• In Unit 1, the culminating task asks students to write a text-based explanation about one of three final texts, including The South Pole, Ch. XII, Scott’s Last Expedition January 1912, Scott’s Last Expedition March 1912. In preparation for this writing, students read and discuss the texts and then analyze the texts independently. Because the focus on this unit is for student to read closely for textual details, the instructional materials integrate the development of explanatory communication skills into the close-reading process and provide Questioning Path Tools to guide students. For example, in Unit 1, Part 3, Activity 2, students participate in structured text-centered discussions in which they examine their first impressions of the texts.

• In Unit 2, Part 5, Activity 4, students write an evidence-based essay using claims they created based on “I’ve Been to the Mountaintop” by Martin Luther King, Jr., Cesar Chavez’s California Commonwealth Club Address, and “A Single Garment of Destiny” by Janet Murguia as a way to demonstrate their mastery of the unit’s objectives. In preparation for this writing, students have previously read and analyzed each text with text-specific Questioning Path Tools as guidance. In Unit 2, Part 5, Activity 5, “the class discusses final evidence-based claims essays...and reflects on the Literacy Skills and Academic Habits involved in making and communicating evidence-based claims.” This activity asks students to speak about “the process through which they arrived at their claim - how it emerged from their reading of the text and how they honed it.” They also listen as other students share their experience.

• Unit 3 asks students to write a reflective research narrative that communicates their evidence-based perspective on their area of investigation centered around the topic, “Water: Why is it so valuable?” To prepare for this final task, students explore topics, collaborate with peers, pose and refine questions, and organize information. Questions and tasks are designed to help students analyze connections that “aid in comprehension, deepen understanding, and prepare students to express their evolving perspective.” For example, students build their listening and speaking in Unit 3, Part 1 when they are initiating inquiry. Students initially explore a topic and build background knowledge through reading and text-centered discussion, then initiate inquiry by generating questions collaboratively that can frame and direct their research.

• The final goal of Unit 4 is for students to be able to write an evidence-based argument centered around the topic, “Doping can be that last 2 percent.” In Unit 4, Part 5, Activity 1, “students learn about the collaborative, question-based approach to developing and improving writing...in the context of talking out a first draft.” This is part of the four components of the Collaborative Workshop. Through this collaborative process, students read each other’s papers and write and edit their own papers. This process is driven through peer editing that asks students to both speak and listen about their own writing and the writing of others.

The instructional materials reviewed for Grade 7 meet the criteria that materials support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year.

Grade 7 materials support students through the writing process in well-designed lessons, models, and protocols for teachers to monitor writing development. Feedback is provided by peers, the teacher, and self-evaluations to ensure that students' writing skills are increasing throughout the year. Students apply their learned knowledge to their writing and continue to build on it to make it strong and meet grade-level expectations following rubrics and standards.

Examples include, but are not limited to:

• In Unit 1, Part 2, Activity 5, “students write a short paragraph explaining their analysis of the text and reference (or list) supporting textual details.” In Part 3, Activity 3, “student groups consider a comparative question and individually write an explanatory paragraph using their question.” The writing assignments in Unit 1 lead, guide, and instruct students to the final project, which requires students to independently write a text-based explanation by including paragraphs that are drawn from their notes from one of the three final texts they have read.
• In Unit 2, Part 4, Activity 3, students work in pairs to write “a paragraph that communicates an evidence-based claim using one of their claims” from previous assignments. In Part 5, Activity 4, students independently draft an evidence-based essay. The writing assignments in Unit 2 lead, guide, and instruct students to the final project which requires students to write a one to two paragraph evidence-based claim.
• In Unit 3, Part 2, Activity 5, the teacher models how to take notes related to a specific topic through research. In Part 3, Activity 4, “students develop evidence-based summaries and evaluations of relevant sources using their notes and annotations.” The writing assignments in Unit 3 lead, guide, and instruct students to the final project which requires students to write a reflective research narrative.
• In Unit 4, Part 1, Activity 5, “students develop and write a multi-part evidence-based claim about the nature of the issue.” In Part 2, Activity 7, “students write short essays analyzing an argument.” The writing assignments in Unit 4 lead, guide, and instruct students to the final project which requires students to write an evidence-based argument.

The instructional materials reviewed for Grade 7 meet the criteria that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.

Grade 7 materials include a progression of projects found in each unit. Units 1 and 2 build skills, such as reading closely for textual details and making evidence-based claims, that will be needed to conduct the research projects outlined in Units 3 and 4. Units 3 and 4 encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and sources. Students engage in research projects that require them to analyze different aspects of the topic using multiple texts and source materials.

• In Unit 1, Part 1, Activity 5, students use Guiding Questions to independently explore UNESCO World Wonders Project’s “Scott’s Hut and the Explorers’ Heritage of Antarctica.” This activity asks students to “apply close-reading skills in the context of Internet research but also enrich their understanding of the topic and other texts they will encounter in the unit.” This activity also asks students to share information they acquired through the Internet research with their small groups.

• In Unit 2, Part 2, Activity 1, “students independently read part of the text...to look for evidence to support a claim made by the teachers.” For this activity, students read and analyze paragraphs 29-52 of Dr. King’s Memphis speech. This activity also helps prepare students for later research by asking them to find supporting evidence from a nonfiction text to support a claim.

• In Unit 3, students conduct research centered on the topic, “Water: Why is it so valuable?” Students choose an area to investigate and gather information to deepen their knowledge on the topic using multiple texts and sources. There is a learning progression in this unit to help guide students through the research process. For example, in Unit 3, Part 2, Activity 5, students “annotate sources and record key information, personal impressions, and ideas for further exploration.” In Part 4, Activity 2, students organize evidence and evidence-based claims in preparation for the culminating writing task.

• In Unit 4, students conduct research centered on the topic, “Doping can be that last 2 percent” and write argumentative essays; students choose an area to investigate and gather information to deepen their knowledge on the topic using multiple texts and sources. There is a learning progression in this unit to help guide students through the research process. For example, in Unit 4, Part 2, Activity 3, “student teams read and delineate arguments and write an evidence-based claim about one position on the issue.” This activity prepares students for the culminating task by asking them to analyze the text, "Congressman Elijah E. Cummings Urges the National Basketball Association to Adopt a Zero-Tolerance Drug Policy," “an accessible, foundational argument related to the unit’s issue.”

The instructional materials reviewed for Grade 7 meet the criteria that materials are well-designed and take into account effective lesson structure and pacing.

Grade 7 materials are well-designed and take into account effective lesson structure and pacing. The lesson structure is built upon four units. Each unit has 5 parts and each part is broken down into 4-8 activities. The activities can be be completed within 1-2 days. At the end of each part, there are formative assessment ideas. At the end of each unit, students complete a culminating project (summative assessment).

Examples include, but are not limited to:

• Students are taught how to read closely in Unit 1:
  • Part 1-Understanding Close Reading
  • Part 2-Questioning Texts
  • Part 3-Analyzing Details
  • Part 4-Explaining Understanding
  • Part 5-Discussing Ideas
  • The culminating project for Unit 1 is a reading closely final writing and discussion project. Students study a text by reading it closely, write a text-based explanation, lead, and participate in a text-centered discussion.
• Students are taught how to make evidence-based claims in Unit 2:
  • Part 1-Understanding Evidence-Based Claims
  • Part 2-Making Evidence-Based Claims
  • Part 3-Organizing Evidence-Based Claims
  • Part 4-Writing Evidence-Based Claims
  • Part 5-Developing Evidence-Based Claims
  • The culminating project for Unit 2 is an Evidence-Based Claim Final Writing Tasks. Students develop and write an Evidence
• Students are taught how to research in order to deepen their understanding in Unit 3:
  • Part 1-Initiating Inquiry
  • Part 2-Gathering Information
  • Part 3-Deepening Understanding
  • Part 4-Finalizing Inquiry
  • Part 5-Developing and Communicating an Evidence-Based Perspective
  • The culminating project for Unit 3 is a Research Written Task. Students write a research reflective narrative.
• Students learn how to write evidence-based arguments in Unit 4.
  • Part 1-Understanding the Nature of an Issue
  • Part 2-Analyzing Arguments
  • Part 3-Evaluating Arguments and Developing a Position
  • Part 4-Organizing an Evidence-Based Argument
  • Part 5-Developing Writing Through a Collaborative Process
  • The culminating project for Unit 4 is an argumentative final essay.

The materials reviewed for Grade 7 meet the criteria that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding. The materials provide effective guidance and flexibility for teachers to address all the content and supplement with local academic goals and curricula. The materials address intertwined essential skills delineated in four units. Each unit focuses on a Core Proficiency for literacy that builds skills applicable beyond the English language arts classroom. The materials are vertically aligned by consistently addressing the same Core Proficiencies in four units for grades six, seven, and eight.

Evidence that supports this rationale is as follows:

• The materials consist of four units focused on four essential proficiencies that are designed to intertwine the building of knowledge. Each unit delineates standards-aligned Academic Habits into five parts with a varying amount of activities that range from 1 to 3 instructional days as determined by the teachers.
• The materials recursively focus on 20 essential Literacy Skills and 12 Academic Habits applied to text-centered analysis tasks in order to maximize student understanding of skills. Tasks include reading, writing, speaking, and listening.
• The materials bundle multiple standards and literacy skills into four Core Proficiencies. Each unit focuses on a different proficiency for students to master. The Core Proficiencies include: Reading Closely for Textual Details, Making Evidence-Based Claims, Researching to Deepen Understanding, and Building Evidence-Based Arguments.
• The materials provide guidance for structuring yearlong instruction and supplementing with local curricular content based on students’ needs as determined by the teacher.
• The materials are vertically aligned and follow the same formula and address the same Core Proficiencies from grade-to-grade with increasingly complex texts and opportunities for independent work.

The materials reviewed for Grade 7 meet the criteria that the student resources include ample review and practice resources, clear directions and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.)

The student resources include texts for Units 1 and 2. There are lists of texts available for Units 3 and 4. All four units include various tools (graphic organizers) to assist students with reviewing, practicing, and completing activities. All of the tools are labeled correctly with clear directions and/or explanations for how to use the tools. Examples include:

• Unit 1, pages 7-34 include a list of texts that will be read for this unit. The tools/graphic organizers provide an Approaching the Text Tool, Analyzing Details Tool, Questioning Path Tool, Model Questioning Paths, Reading Closely Graphic, Guiding Questions Handout, Attending to Details Handout, Reading Closely Skills and Habits Checklists, and Final Writing and Discussion Assignment.
• Unit 2 of the student edition, pages 81-107 include the speeches that will be read for this unit. The tools/graphic organizers provide an Approaching The Text Tool, Analyzing Details Tool, Questioning Path Tool, Modeling Questioning Paths, Forming Evidence-Based Claims Tool, Supporting Evidence-Based Claims Tool, Organizing Evidence-Based Claims Tool, Attending to Details Handout, Guiding Questions Handout, Writing Evidence-Based Claims Handout, Making Evidence-Based Claims Skills and Habits Checklists, and Final Writing Tasks Handout.
• Unit 3 of the student edition, pages 156-161 include a list of texts that will be read for this unit. The tools/graphic organizers provide a Forming Evidence-Based Claims Research Tool, Organizing Evidence-Based Claims Research Tool, Taking Notes Tool, Exploring a Topic Tool, Potential Sources Tool, Research Frame Tool, Research Evaluation Tool, Research Plan Handout, Research Portfolio Handout, Attending to Details Handout, Posing Inquiry Questions Handout, Assessing Sources Handout, Connecting Ideas Handout, Researching to Deepen Understanding Skills and Habits Checklist, Area Evaluation and Research Evaluation Checklists, and Final Writing Tasks Handout.
• Unit 4 of the student edition, pages 233-234 include a list of texts that will be read for this unit. The tools/graphic organizers provide an Analyzing Details Tools, Questioning Path Tool, Forming Evidence-Based Claims Tool, Organizing Evidence-Based Claims Tool, Delineating Arguments Tool, Evaluating Arguments Tool, Guiding Questions Handout, Connecting Ideas Handout, Evidence-Based Arguments Terms Handout, Model Arguments Handout, Building Evidence-Based Arguments Skills and Habits Checklist, and Final Writing Tasks Handout.

The instructional materials reviewed for Grade 7 meet the criteria that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.

The materials include publisher-produced alignment documentation of both primary and supporting standards at the following levels: year, unit, and part. Both the Reading Closely: Guiding Questions Handout and the Questioning Path Tools, which are used extensively throughout the instructional materials, are aligned to specific reading and writing standards. Evidence that supports this rationale is as follows:

• In the Developing Core Literacy Proficiencies: User Guide, the materials provide an Alignment of Targeted CCSS with OE Skills and Habits chart. This chart provides the CCSS Anchor Standards and the aligned Literacy Skills and Academic Habits.

• For each unit, the materials provide the CCSS alignment and divide the standards into primary targeted skills and related reading and writing skills from supporting CCSS; in addition, the instructional materials provide the targeted and supporting standards for each part of each unit.

• Throughout the materials, students use the Reading Closely: Guiding Questions Handout. This handout organizes questions into four areas: Language, Ideas, Perspective, and Structure. The language questions address Common Core State Standards R.4, L.3, L.4, and L.5. The ideas questions address Common Core State Standards R.2, W.3, R.8, R.9. The perspective questions address Common Core State Standard R.6. The structure questions address the Common Core State Standard R.5.

The instructional materials reviewed for Grade 7 meet the criteria that materials contain a teacher’s edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The Grade 7 teacher’s edition provides annotations and suggestions for how to present the content in the student edition through text and instructional notes. The technology that is embedded to support and enhance student learning include The Odell Education Literacy Toolbox and texts. The Odell Education Literacy Toolbox (www.wiley.com/go/coreliteracy) is an electronic version of the graphic organizers that are included in the teacher and student editions. Examples include, but are not limited to:

• In Unit 1, technology includes videos and websites for students to view. An example of a video that students view is Roald Amundsen South Pole by Viking River Cruises. An example of of a website that students use is https://www.google.com/culturalinstitute. An instructional note in Part 1, Activity 2 states the following:
  • “Text 1 (found in the Reading Closely Unit Texts) presents students with a set of visual images selected to build curiosity about the unit’s topic, create context for reading the texts, and provide initial practice in looking closely or visual scanning. Introduce students to the set of images they will study but provide minimal contextual information. Have students scan all four image sets (composed of nine images), then assign specific sets or images to groups or individuals for closer analysis.”
• In Unit 2, Part 4, Activity 5, a text notes state:
  • “The third excerpted speech in the unit (in the unit texts) is an address from the contemporary Latina leader, Janet Murguia, president of the National Council of La Raza (NCLR-a national Hispanic advocacy group); she delivered the speech at the Martin Luther King Unity Breakfast in Birmingham, Alabama, on January 1, 2008. With the speech’s title, ‘A Single Garment of Destiny’ (based on a quote by Dr. King from Birmingham jail), Murguia ties her speech to the civil rights movement led by King, while also invoking the name and accomplishments of Cesar Chavez later in the speech. Murguia characterizes the African American and Hispanic American communities as being dually marked by the opposing experiences of ‘hope’ and ‘hate,’ connecting her speech to her own life-as do King and Chavez-by saying: ‘I know the power of Dr. King’s dream-I am a child of his hope-yet, I also know hate.’”
• In Unit 3, all of the texts that students read “are accessible for free on the Internet without any login information, membership requirements or purchases. Because of the ever-changing nature of website addresses, specific links are not provided. Teachers and students can locate these texts through web searches using the information provided.” An instructional note in Part 4, Activity 3 is the following:
  • “In this reflective activity, students will use a new, comprehensive tool from the RDU Literacy Toolbox, the Research Evaluation Tool. They will use this tool to consider the important characteristics of a developing body of research, to receive feedback from the teacher and peers, and to plan revisions to their research frame and its components based on that feedback and their own self-assessments.”
• In Unit 4 states, “the unit generally employs texts that are accessible on the web for free without any login information, membership requirements, or purchase. Some informational texts may, however, need to be accessed through online database portals (e.g., EBSCO, Gale), which are available to teachers and students through their state or district library systems. Because of the ever-changing nature of website addresses, links are not provided. Teachers and students can locate these texts through web searches using the information provided.” An example of a text note in Part 1, Activity 2 is the following:
  • “This short background article defines PEDs, explains that they are not allowed in many sports, and asks a couple of questions about the topic itself. It provides a glimpse into the history of this issue, which will prime readers for Text 2, a historical timeline. It briefly describes the culture of sports and suggests why some athletes turn to PEDs.”

The materials reviewed for Grade 7 meet the criteria that materials contain a teacher’s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.

The Grade 7 teacher’s edition contains a user guide including adult-level explanations and definitions of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject.

The User Guide includes the following: an explanation of the Proficiency-Based Approach to Developing Literacy, a list of definitions for Literacy Skills and Academic Habits (teacher and student versions), The Literacy Toolbox, Question-Based Approach to Reading, Text-Centered Discussions, Text-Centered Writing, A Skills-Based Approach to Assessment and Evaluation, Alignment of Targeted CCSS, Media Supports, and Electronic Supports/Electronic Version of Materials.

The instructional materials reviewed for Grade 7 meet the criteria that materials contain a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. the criteria that the visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

The Grade 7 teacher’s edition explains the role of the literacy CCSS standards for each of the four units. Units are broken down into parts and the literacy CCSS standards are listed for each part.

Examples include, but are not limited to the following:

• In Unit 1, Part 1, the CCSS standards aligned to the 5 activities are: RI.7.1, RI.7.2, and RI.7.4.
• In Unit 2, Part 3, the CCSS standards aligned to the 6 activities are: RI.7.1, RI. 7.2, RI. 7.3, RI.7.6, and SL.6.1.
• In Unit 3, Part 1, the CCSS standards aligned to the 6 activities are: W.7.7, W.7.8, W.7.9, W.7.4, RI.7.1, RI.7.2, and SL.7.1.
• In Unit 4, Part 4, the CCSS standards aligned to the 4 activities are: W.7.1, W.7.5, W.7.9, RI.7.1, and SL.7.1.

The instructional materials reviewed for Grade 7 meet the criteria that materials contain an explanation of the instructional approaches of the program and identification of the research-based strategies.

The Grade 7 materials contain instructional approaches of the program and research-based strategies in the User Guide of the teacher’s edition.

The User Guide contains explanations of how to use the graphic organizers/literacy toolbox, text-centered discussions, text-based writing, teacher modeling, read-alouds, rubrics, checklists, and academic vocabulary.

The instructional materials reviewed for Grade 7 meet the criteria that materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.

Teachers determine whether students need more or less scaffolding and time. Differentiation support is integrated into the scaffolding and design of the instructional materials. At times, teachers are reminded to determine whether students need more or less time to develop a Core Proficiency. Most units include supplemental texts. These can be used by the teacher to give students additional opportunities to develop skills. The supplemental texts are categorized as “Extended Reading.” In addition to this, the materials claim to be designed so schools can use local curricular materials. This flexibility allows for teachers to determine the text complexity appropriate for students.

Examples of general supports found on pages xxxi-xxxii of the teacher’s edition include, but are not limited to the following:

• Unit Design and Instructional Sequence: Students encounter visual images and multimedia texts that reinforce the skills of identifying details and making text-based observations from those details. Thus before they ever encounter print texts of grade-level complexity, students begin to develop skills and strategies through visual learning experiences. Then they learn to transfer these skills to the reading of more complex texts.
• Short Texts, Focused Reading: Many texts are short in length which enables students to focus on sections of the texts. Text-dependent questions included in the Instructional Notes help with more challenging sections of the texts.
• Read Aloud and Modeling: Students listen to teachers read fluently as they follow along.
• Guiding Question Framework: This structure helps scaffold students’ thinking as they develop reading skills.
• Graphic Organizers: The program’s instructional tools provide students with precise and guided processes and scaffolds for interacting with texts.
• Reading Teams: Students are given opportunities to work individually or in different reading teams. These reading teams can be based on ability, depending on the teacher’s grouping.

The instructional materials reviewed for Grade 7 meet the criteria that materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level texts and meet or exceed grade-level standards.

Opportunities to read, write, speak, and listen to grade level text and meet or exceed grade level standards are found. The students read the same grade level texts throughout each unit, with the teacher modeling, scaffolding instruction, or reading aloud during whole group learning. There are general supports built into the series to help make students who are not at grade level and students who speak a language other than English successful with the grade level text and grade level standards. Examples include, but are not limited to the following:

• Unit Design and Instructional Sequence: Students encounter visual images and multimedia texts that reinforce the skills of identifying details and making text-based observations from those details. Thus before they ever encounter print texts of grade-level complexity, students begin to develop skills and strategies through visual learning experiences. Then they learn to transfer these skills to the reading of more complex texts.
• Short Texts, Focused Reading: Many texts are short in length which enables students to focus on sections of the texts. Text-dependent questions included in the Instructional Notes help with more challenging sections of the texts.
• Read Aloud and Modeling: Students listen to teachers read fluently as they follow along.
• Guiding Question Framework: This structure helps scaffold students’ thinking as they develop reading skills.
• Graphic Organizers: The program’s instructional tools provide students with precise and guided processes and scaffolds for interacting with texts.
• Reading Teams: Students are given opportunities to work on different reading teams or individually. These reading teams can be based on ability, depending on the teacher’s grouping.

The instructional materials reviewed for Grade 7 meet the criteria that materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

Materials contain integrated suggestions, Extended Readings, and optional activities to extend learning. The mix of activities offered allow for advanced students to explore texts or more complex texts while practicing the Core Proficiencies skills at greater depth. Evidence that supports this rationale is as follows:

• The materials suggest teachers consider the needs and background experiences of students before beginning a unit of study. Specifically, if a student has “advanced skills” or “extensive previous experience,” the teacher can expect the instruction to “move more rapidly.”
• For advanced students, the materials also suggest teachers concentrate time on engaging students with the Extended Reading texts provided in some units and “emphasize more complex topics.”
• The materials are vertically aligned and utilize the same lists, handouts, and rubrics provided in the Literacy Toolbox. For advanced students and students with previous experience, the materials recognize they will rely less on the Literacy Toolbox supports and are encouraged to “use their own, developing strategies” for analyzing texts.
• At times, the materials will present optional assessment opportunities for teachers to collect evidence and for students to demonstrate understanding. In Unit 1, Part 5, the Summative Assessment Opportunities offers an optional collection of evidence through a writing task. Multiple pathways to accomplish the writing are provided by the materials. This is done as a supplement to the summative discussion activity. Due to the intentional vertically aligned design of the materials, this option is presented in every grade level.

The instructional materials reviewed for Grade 7 meet the criteria that materials provide opportunities for teachers to use a variety of grouping strategies.

The materials are designed with collaboration as an essential Academic Habit. Students are provided regular opportunities to work as a class, in pairs, and in small groups. In each variation, students develop literacy skills by completing a Literacy Toolbox resource, analyzing text, and collaborating on writing. Evidence that supports this rationale is as follows:

• In Unit 2, Part 1, Activity 4, after the teacher models the formation of an evidence-based claim (EBC), students practice the skill in pairs with the support of the Literacy Toolbox resources.
• In Unit 3, Part 2, Activity 6, students work in collaborative research teams “to talk through their research frames and share general summaries of what they have learned so far in each Inquiry Path area.”
• In Unit 4, Part 1, Activity 2, “students are placed in expert groups to read and analyze one of three texts. Then...students jigsaw into cross-text discussion to share and compare what they have learned from the text each has read.”