7th Grade - Gateway 3

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 regularly and systematically offer assessment opportunities that genuinely measure student progress.

The program regularly and systematically offers assessment opportunities that genuinely measure student progress through formative assessments after every part in every unit and a final project that culminates each unit. Examples include, but are not limited to the following:

• In Unit 1, Part 2, the formal formative assessments include the RC Literacy Skills and Discussion Habits Rubric. The less formal formative assessments are the Discussion Habits Checklist and the RC Literacy Toolkit. The summative assessment is the Final Writing and Discussion Assignment. The assignment consists of students becoming text experts by reading a text closely, writing a text-based explanation, and leading and participating in a text-centered discussion.
• In Unit 2, Part 4, the formal formative assessments include the Making EBC Literacy Skills Rubric. The less formal formative assessments are the Student EBC Literacy Skills and the Academic Habits Checklists. The summative assessment is a Making Evidence-Based Claims Final Writing Task. The tasks require students to develop and write an evidence-based claim and a global or comparative evidence-based claim essay.
• In Unit 3, Part 3, the formal formative assessments include RDU Literacy Skills and the Academic Habits Rubric. The less formative assessments are Student RDU LIteracy Skills and the Academic Habits Checklist. The summative assessment is Researching to Deepen Understanding Final Writing Task. Students are required to write a reflective research narrative that includes a story about what they learned, connect ideas, and reflect on research.
• In Unit 4, Part 4, the formal formative assessments include the Building EBA Literacy Skills and Academic Habits Rubric. The less formal formative assessment is the Student Checklist. The summative assessment is an Evidence-Based Argument Writing Task. The task consists of students writing a “multiparagraph essay that makes a case for their position.”

The instructional materials reviewed for Grade 7 meet the criteria that materials should include routines and guidance that point out opportunities to monitor student progress.

The Grade 7 materials include routines and guidance that identify opportunities to monitor student progress. Within a unit, each part culminates with formative assessments so teachers can monitor student progress. At the end of each unit, a final project (summative assessment) is provided to monitor student progress.

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.”