7th Grade - Gateway 1

The instructional materials reviewed for Grade 7 meet the criteria for Indicator 1a. 

The Grade 7 materials include anchor texts that are of publishable quality, consider a range of student interests, and are engaging to students because they are well-crafted and rich in content. At the heart of the program is the use of the anchor texts to engage and motivate students to increase time in text and enhance literacy skills. Anchor texts are high-quality, worthy of careful reading; they contain rich language and engaging grade-level content. Several of the authors whose texts are featured are national award-winning authors. Anchor texts appeal to a range of student interests, such as investigating epidemics, survival, the Harlem Renaissance, and environmental conservation.

Examples of anchor texts include:

• In Module 1, students read A Long Walk to Water by Linda Sue Park. Park is a Newbery Medal author. Through two parallel narratives, the text details the survival of two Sudanese 11-year-olds separated by 25 years as they struggle with war and scarcity.  

• In Module 2, students read Patient Zero: Solving the Mysteries of Deadly Epidemics by Marilee Peters. The text tells the true stories of epidemiologists who sought answers to contain some of the world’s most notorious epidemics, from bubonic plague to AIDS. The complexities of this highly-engaging text are revealed through the discipline-specific knowledge in science as well as sentences with several subordinate phrases or clauses and transition words. 

• In Module 3, students read One Last Word: Wisdom from the Harlem Renaissance by Nikki Grimes. Grimes is a Coretta Scott King Award-winning author.  The text is a collection of poems and illustrations that pay homage to poets of the Harlem Renaissance, such as Langston Hughes and celebrate African-American art. Students also read excerpts of the play Shuffle Along by F.E. Miller and Aubrey Lyles.

• In Module 4, students watch the documentary, A Plastic Ocean by Craig Leeson, and read the book, Trash Vortex by Danielle Smith-Llera. These texts inform students about the consequences of plastic pollution in the ocean as well as methods for mitigating the problem. The complex text frequently uses mathematical and scientific terms as well as problems and presented solutions which create the need to understand discipline-specific content.

The instructional instructional materials reviewed for Grade 7 meet the criteria for Indicator 1b.

The Grade 7 materials reflect the distribution of text types and genres required by the standards. The texts reflect a variety of different genres including fantasy, historical fiction, science fiction, dramatic play, myths, poetry, biography, literary nonfiction, nonfiction, science, social studies, and other types of informational texts. Over the course of the year, the materials reflect approximately 70/30 balance of informational to literary text with an emphasis on literary nonfiction. There is a consideration for student interest in a range of genres.  

Examples of text types and genres include:

• In Module 1, students read the following genres: a realistic fiction novel, A Long Walk to Water by Linda Sue Park; informational text, “The Lost Boys of Sudan”; children’s literature selections Nasreen’s Secret School: A True Story from Afghanistan by Jeanette Winter; and Brothers in Hope: The Story of the Lost Boys of Sudan by Mary Luana Williams. 

• In Module 2, students read the following genres: science fiction novel, Patient Zero by Marilee Peters; informational texts, “Kindness Contagion” by Jamil Zaki, “Social Contagion: Conflicting Ideas”, and “Disease Detective” by Marilou Tousignant.

• In Module 3, students read the following genres: poetry anthology, One Last Word: Wisdom from the Harlem Renaissance by Nikki Grimes; dramatic play, Shuffle Along; realistic fiction selections, “His Motto” and “The Boy and the Bayonet;”and poetry, “National Hymn” and “I Shall Return.”

• In Module 4, students read the following genres: nonfiction, Trash Vortex by Danielle Smith Llera; informational texts, “Five Weird Materials that Could Replace Plastic” by Jessica Hullinger, “Five Things You Can Do to End Plastic Pollution” by Anjali Acharya, and “Boyan Slat: The Great Pacific Garbage Patch” by Pat Betteley.

The instructional materials reviewed for Grade 7 meet the criteria for Indicator 1c.

The Grade 7 materials include texts that have the appropriate level of complexity according to documented quantitative analysis, qualitative analysis, and relationship to their associated student task. Each text is accompanied by thorough documentation and rationale for its inclusion. The analysis and rationale contain accurate information. While some of the anchor texts fall below the recommended range for Grade 7, qualitative measures such as meaning, text structure, language features, knowledge demands, and the associated tasks provide for a purposeful placement in the grade level.

Examples of text complexity and rationale include:

• In Module 1, students read the anchor text, A Long Walk to Water by Linda Sue Park.  The text falls below grade level according to quantitative measures (720L), but qualitative measures of meaning, structure, language, and knowledge demands increase the complexity. Students must navigate alternating plot structure and changes of setting and perspective. Also, the theme of survival during a time of a civil war makes this a challenging text for Grade 7 students. According to the “Module Overview” document, work with this novel is designed to explore “how the setting shapes the characters and plot, how an author develops and contrasts the points of view of different characters in the text and how themes are developed throughout the story.” 

• In Module 2, students read the anchor text, Patient Zero by Marilee Peters. The text falls within the grade band according to quantitative measures (1010L), and the qualitative measures of meaning, structure, language, and knowledge demands also contribute to the complexity. The text is used to support students to build their knowledge around scientific investigation and medical interventions during epidemics and increase student literacy skills. There is a focus on the variety of text features, such as sidebars and subsections, which provide more in-depth information about the concepts, adding to the qualitative complexity. 

• In Module 3, students read the anchor text, One Last Word: Wisdom from the Harlem Renaissance by Nikki Grimes. The text falls within the grade level according to qualitative measures of meaning, structure, language, and knowledge demands which contribute to the complexity. Inspired by poems of the Harlem Renaissance, the anthology is rich in metaphor, symbolism, and content, making them complex. The poems are also accompanied by artwork, which requires skill to interpret. 

• In Module 4, students read the anchor text, Trash Vortex by Danielle Smith-Llera. The text falls within the grade band according to quantitative measures (1120L), and the qualitative measures of meaning, structure, language, and knowledge demands contribute to the complexity. Text features help students understand the content, but the connections between each of the four chapters require inferring. This text is used to support students to build their knowledge around the impact of plastic pollution. Student literacy skills increase as they culminate the module by “creating a documentary film clip that conveys their argument, action plan, and conclusions about plastic pollution that they can share with and even the world beyond.” Concepts of pollution will be familiar to students, providing a foundation for comprehension. Students use the anchor and supplemental texts to analyze point of view, determine meaning of words, and compare/contrast the presentation of evidence. These skills are introduced earlier in the year, so the complex anchor text is appropriate for the end of Grade 7.

The instructional materials reviewed for Grade 7 meet the criteria for Indicator 1d.

The anchor and supplemental texts in the Grade 7 materials are at a variety of complexity levels appropriate for the grade band to support students’ literacy growth. Quantitative measures range from 610L to 1240L. While some of the quantitative measures for the anchor texts are low for the grade level, the supplemental texts and qualitative measures make up for the lower level in the way of text complexity, knowledge demands, language features, meaning, and purpose. Many scaffolds and instructional techniques support literacy growth over the course of the school year.

Examples of the variety of text complexity and scaffolds include, but are not limited to:

• In Module 1, students read A Long Walk to Water by Linda Sue Park. Although the text has a 720L Lexile, which falls slightly below the recommended level for the grade band, the qualitative measures such as meaning, purpose, text structure, and knowledge demands are complex and rigorous. Readers may struggle with the alternating plot structure and content. Quick Writes are also used to help students comprehend the content. For example, in Unit 1, Lesson 3, students answer the question, “How does the setting shape the characters and the plot in Chapter 2 of A Long Walk to Water? Use text evidence to support your answer.” Appropriate scaffolds are provided to support students with complex texts, including using Note-Catchers to organize information. Supplemental texts include Nasreen’s Secret School: A True Story of Afghanistan (630L) and Brothers in Hope: The Story of the Lost Boys of Sudan (610L).

• In Module 2, students read Patient Zero by Marillee Peters. The anchor text falls within the quantitative grade band; the qualitative measures include complex structures. The tasks that accompany the text are rigorous and engaging. For example, in Unit 2, Lessons 6-7, students analyze an argument: “Are social epidemics real?” Appropriate scaffolds are provided to support students with complex texts, including actively reading by annotating the text. Additional readings include “Are Social Epidemics Read?” (960L)

• In Module 3, students read One Last Word: Wisdom from the Harlem Renaissance by Nikki Grimes. No quantitative measures are given for this non-prose text; however, the qualitative measures of meaning, purpose, and language features make this novel a worthy read for Grade 7 students. Throughout the module, students analyze language, structure, and theme of the anchor and supplemental texts. For example, in Unit 2, Lesson 4, students read the poem, “The Boy and the Bayonet” (1110L) and explain how the setting shapes the characters. Appropriate scaffolds are provided to support students while reading the complex texts, including engaging in time to think and using discussion protocols like Think-Pair-Share. Additional readings include the drama, Shuffle Along.

• In Module 4, students read Trash Vortex by Danielle Smith-Llera. The anchor text falls above the grade band at a 1120L. The supplemental texts are either within or above the grade level band. The qualitative measures are complex in meaning, purpose, and language features. The tasks that accompany the text include scaffolds to help students understand structure and assist in analysis. For example, in Unit 1, Lesson 10, students analyze the author's purpose and point of view for the anchor text Trash Vortex.  Scaffolds are provided to support students while reading the complex text, including completing short writing tasks that encourage them to revisit the text. Additional readings include “Five Weird Materials That Could Replace Plastic” (1010L) and “Five Things You Can Do to End Plastic Pollution” (1240L)

The instructional materials reviewed for Grade 7 meet the criteria for Indicator 1e.

The Grade 7 materials provide opportunities for students to engage in a range and volume of reading to become independent readers at the grade level, including text complexities that increase over the course of the year. Students engage in a volume of reading through robust anchor text sets and texts on suggested reading lists that are largely read independently. Independent reading is completed both in class and as homework. A variety of instructional techniques are used to move students progressively toward understanding and independence. Most texts are organized with built in supports and/or scaffolds to foster independence. In the Teacher Edition, descriptions and explanations are included for how teachers can provide successive levels of temporary support. In the Student Edition, anchor texts that are read independently have an accompanying list of key points for each chapter.

Students are provided with two types of reading time to build independence at grade level reading. Work Time is used to read anchor and supplementary texts in class, while Independent Research Reading time is used to read related texts at home. This time allows students to pick from a list of supplemental texts identified for each module that build background knowledge and provide additional information on the topic of the module. The materials include student routines and a tracking system for assigned Independent Research Reading. While the materials provide a variety of texts and complexities to build independence, there is little evidence to support  building reading stamina as the amount of time to read anchor and supplementary texts is limiting and does not change for the duration of the school year. 

Examples include, but are not limited to:

• Instructional materials clearly identify opportunities for students to engage in reading a variety of texts to become independent readers at grade level.

  • Materials include a suggested reading list at a variety of Lexiles beyond the anchor and other supplemental texts for students to engage in independent reading. The list includes both informational and literary topically-relevant books.  For example, in Module 1, which centers on The Lost Children of Sudan,  suggested independent reading includes Lost Boy, Lost Girl: Escaping Civil War in Sudan by John Bul Dau and Home of the Brave by Katherine Applegate.

• Instructional materials provide sufficient teacher guidance and supports to foster independence.

  • The Independent Reading Plans provide teacher guidance for launching and maintaining independent reading, communicating with parents, goal-setting and accountability, conferring, and publishing authentic reviews.

• Instructional materials provide procedures for teachers, proposed schedule for students, and a tracking system for independent reading.

  • The Independent Reading Sample Plans include lessons for launching independent reading, writing a reading journal entry, conducting a book talk, encountering new vocabulary, identifying interesting points, and connecting independent reading books to the module under study.

  • For anchor texts, students engage in the routine of pre-reading a selection of the text as homework to prepare to discuss the next day.  For example, in Module 3, Unit 1, Lesson 3, students pre-read “The Boy and the Bayonet Part I” by Paul Laurence Dunbar as homework and examine vocabulary.  In Module 3, Unit 1, Lesson 4, students conduct a close read of the text, using the vocabulary log they have created to support their analysis.

  • Materials recommend that “students should complete 20 minutes of independent research reading for homework when they are not reading a chapter from the anchor text.  Students should also continue independent research reading over weekends.”

  • The Independent Reading Journal is used throughout each module as a tracking system. Students keep an Independent Reading Journal in which they record their goals and their thoughts about the book. The Independent Reading Plans encourage teachers to “check in with students about their reading” and a conference protocol.

The instructional materials reviewed for Grade 7 meet the criteria for Indicator 1f.

The Grade 7 materials include questions, tasks, and assignments that are text-specific and text-dependent, requiring students to engage with the text directly.  Explicit and inferential questions are included, with prompting that students should use textual evidence to support their inferences. Materials encourage students to gather insight, knowledge, and evidence from the texts rather than relying on personal experience and prior knowledge. Tasks and questions allow readers to uncover details and meaning that they could miss in cursory reading. Teacher materials, particularly the student workbook and supplemental resources, provide for the planning and implementation of the text-based questions and tasks, and include examples of valid student responses and additional prompts to aid students who may need support. Additionally, in the student materials, students monitor their independent reading progress with a rubric that includes the expectation to use text evidence.

Examples of text-specific and text-dependent questions include, but are not limited to:

• In Module 2, Unit 1, Lesson 2, students complete a Text Structure Anchor Chart while reading Patient Zero. They give a definition and purpose of text structure elements: Narration, Informational/Explanatory, Descriptive, Comparison, Process, and Argument. Then they provide an example from the text. A differentiated version of the chart is provided for ELL students. The Teacher Guide provides detailed instructions on how to lead students in a Jigsaw to complete the chart in small groups.

• In Module 3, Unit 3, Lesson 4, students analyze the poem, “David’s Old Soul” and answer text-dependent questions: “How is the poem organized? What is the gist of each section (line, couplet, or stanza)of the poem? How does structure contribute to its meaning? How does the language (including word choice and figurative language) in the poem influence meaning? What is the theme of this poem?” For each question, students refer to the poem and include evidence. 

• In Module 4, Unit 2, Lesson 3, students read excerpts from Trash Vortex and other articles and answer questions about comparing the two authors’ presentations such as: “How do the authors present evidence about the biodegradable materials differently? How does the information the authors choose to include affect their interpretations of the facts about biodegradable materials? How do the authors present evidence about the effect of improving waste management and recycling efforts differently?”

• In all modules, the Independent Research Reading rubric that is used to grade student reading includes the following criteria: “I support explanations and interpretations of the text with evidence.”

The instructional materials reviewed for Grade 7 meet the criteria for Indicator 1g.

The Grade 7 materials provide frequent opportunities and protocols for evidence-based discussions that are varied throughout the year.  Students participate daily in informal structured discussions, such as small group discussions, Turn and Talk, and Think-Pair-Share. More formal opportunities are also provided, such as Socratic Seminars, Chalk Talks, Fishbowl Discussions, and other collaborative discussions. The Teacher Guide and Your Curriculum Companion provide protocols for speaking and listening and to encourage full engagement including “drama or role play”, “sketching”, and “Equity Sticks” which includes communicating ideas. While instruction for teacher modeling of academic vocabulary and syntax is not always explicit, there is support for teaching norms and providing reminders for how to have academic discussions.  A link is provided to an Independent Reading Sample Plan which gives an explanation of a protocol to use for the research reading sharing time. This routine is used in all four modules across the school year.

Examples of opportunities and protocols for discussions include, but are not limited to:

• In Module 1, Unit 1, Lesson 15-16, students participate in a Text-Based Discussion on the themes in A Long Walk to Water. The previous two lessons provide support for teachers and students, including a lesson on developing discussion norms that includes helpful language for productive discussion (Lesson 13), a Note-Catcher to collect evidence from the novel for the discussion, and a “Quote Accurately From The Text” handout (Lesson 14). On discussion day, the materials provide a Fishbowl protocol for discussion explaining how the group that is observing the discussion (outer ring of the fishbowl) uses a Peer Critique Note-Catcher to reflect on their classmates’ use of norms, claims, and evidence before participating in discussion themselves.  

• In Module 2, Lessons 11-13, students create a podcast to share information about what they are reading and researching about epidemics.  Students use their research to write a script, record the podcast, and share it with the class. Students use a Chalk Talk protocol to listen to the podcasts of their peers and give feedback. Questions are provided for the teacher to assist in facilitation, such as “What can we celebrate about these podcasts?”  

• In Module 2, Unit 1, Lesson 14, the teacher is given two ways to hear all students discuss while conducting a text-based discussion on Patient Zero. One is the Fishbowl Discussion protocol, and the other is Small Group Recorded Discussions. Both options are detailed in the Teacher Guide. Student support includes a discussion prompt, Discussion Norms Anchor Chart, and Note-Catcher, all of which focus students back to the text itself. 

• In Module 3, Unit 3, Lessons 13-14, students present a museum collection to their peers and guests that they have curated using their research and reading throughout the module and are given instructions to “use formal English and include multimedia components and visual displays in their presentation to clarify claims and emphasize salient points.” In previous lessons, students create a museum display and curator’s statement based on their reading and research, and they practice their presentation using formal language and clear speech. The teacher models how students are to present, using formal language and gestures. A presentation rubric is included in the Assessment Overview and Resources as well as a Peer Critique: Museum Exhibit Norms and Directions handout and Compliment Card to assist students in giving and receiving feedback. Teachers lead students through creating possible questions that might be asked about their exhibits and model how students can invite conversation from peers and guests.

• In Module 4, Unit 3, Lessons 11-13, students pitch a documentary clip to their peers based on the readings, videos, and research they have conducted throughout the unit.  In previous lessons, students collaborate on a script, watch a model documentary clip pitch by their teacher, practice their own clip pitch in triads, and participate in a tuning protocol to improve their pitch.  In Lessons 12-13, students present the final pitch in triads with the teacher recording each presentation.  A presentation checklist is provided, requiring students to use formal language, appropriate eye contact and volume, clear pronunciation, and visual displays. Students reflect on their performance using the Presentation Self-Assessment Anchor Chart.

The instructional materials reviewed for Grade 7 meet the criteria for Indicator 1h.

The Grade 7 materials provide opportunities for students to regularly speak and listen about topics they are reading for a variety of different purposes. End-of-Unit Assessments often include a presentation that requires students to use evidence from texts. In addition, students receive instructional opportunities that monitor and extend their growth in learning through direct instruction of the speaking and listening and research standards and presentation opportunities. Throughout the year, students share the information they are learning through their Independent Research Reading.  Teachers remind students that “the purpose of research reading is to build their content knowledge and domain-specific vocabulary on the topic.”

Examples of opportunities for students to speak and listen about what they are reading and researching include, but are not limited to:

• In Module 1, Unit 1, the End-of-Unit Assessment includes a text-based discussion around the themes found in the anchor text, A Long Walk to Water. In Lesson 14, the following directions are given in the Teacher Guide: “Explain that students will now share their Note-Catchers with one or more classmates to get feedback on their claims (statements about theme) and their evidence to support their claims. Note that this is a chance to practice their discussion norms and ideas before the assessment in the following lesson.”

• In Module 2, Unit 1, Lesson 9, students participate in a small-group discussion about the “new events, actions, or ideas they discovered” in an excerpt of Patient Zero. A chart is provided for students to gather text evidence to use in their discussion. After a brief small-group discussion, the teacher uses a “total participation technique”, such as Equity Sticks, to call on individuals to share. The materials suggest additional discussion questions, such as: “What language does the author use on page 51 to convey the importance of this discovery to Whitehead?” 

• In Module 3, Unit 3, Lesson 10, students review the Presentation Checklist then practice their presentation with a partner, coaching each other on clarity, emphasis of important points, eye contact, adequate volume, clear pronunciation, and formal English. In Lesson 12, students participate in a Collaborative Discussion about structure, language, and theme in poetry and art. Two protocols are suggested: Fishbowl Discussion or Small Group Discussion.  Support for teachers includes a text-based prompt: “How do the poems ‘The Negro Speaks of Rivers’ and ‘I Shall Return’ develop similar themes? How are these themes related to the artworks Ethiopia Awakening and African Phantasy: Awakening?” Students use several Note-Catchers and handouts like the Discussion Norms Anchor Chart and Quote Accurately From The Text to support their performance.  

• In Module 4, Unit 1, Lesson 10, students participate in a Think-Triad-Share to discuss the habits of character and the author’s point of view and purpose in an excerpt of Trash Vortex. A differentiated Note-Catcher is provided to help students collect evidence and extend their thinking as they examine the text. Sentence Starters are provided for students who may struggle. Follow-up prompting questions are provided for the teacher such as the following: “What is the gist of this excerpt? What are the central ideas in this excerpt?” After discussing in triads, students use a Think-Pair-Share to discuss a new excerpt, working to determine the author's purpose. 

The instructional materials reviewed for Grade 7 meet the criteria for Indicator 1i.

The Grade 7 materials include a mix of on-demand and process writing that covers a year’s worth of instruction. The materials include QuickWrites and Entrance Tickets for informal, on-demand writing that provide opportunities for students to express thoughts and ideas in response to texts on a daily basis. Each module contains one or two process writing tasks in which students plan, draft, and revise their work. After some process writing tasks, students complete an on-demand version of a similar task to demonstrate understanding. Process writing using digital resources and multiple opportunities to revise and edit are offered in each of the four module units across the grade level. The tasks at the end of the year are multi-faceted writing and presenting opportunities.

Examples of  on-demand writing opportunities include, but are not limited to:

• In Module 1, Unit 1, Lesson 3, students complete a QuickWrite on how setting shapes character and plot in A Long Walk to Water. 

• In Module 2, Unit 2, Lessons 12-14, students write an on-demand informative essay on how social scientists use epidemics to explain human behavior. After the on-demand essay is complete, students use a peer feedback tuning protocol for revision.

• In Module 4, students compose an on-demand argument essay about “addressing plastic pollution in the middle of the plastic life cycle.” After they write the essay, Lessons 14-15 include a peer feedback tuning protocol for revision. 

Examples of process writing opportunities include, but are not limited to:

• In Module 2, Unit 3, Lessons 7-13, students write a podcast script based on module readings and use technology to produce the podcast. Students analyze models of each part of a podcast, draft a narrative lead, collaborate on the script’s body, reflect and receive peer feedback, and use feedback to revise as they write. Specific areas for revision are suggested, such as “choosing language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.”

• In Module 3, Unit 3, Lessons 8-12, students write “an argument essay about how specific works from the Harlem Renaissance demonstrate the theme that collaboration and community can bring out the best in people.” Students analyze a model, use graphic organizers to plan main claims and evidence, draft an introduction that acknowledges a counterclaim, proof paragraphs and a conclusion, and participate in reflection and feedback. The materials provide mini-lessons on writing skills, such as using transitions. 

• In Module 4, Unit 3, students write, revise, and produce a documentary script. The assignment is heavily scaffolded throughout the unit with Note-Catchers and mini-lessons to help students write in different modes. Specific lessons incorporate narrative, informative, and argumentative writing. Students analyze models, compose a storyboard and narrative lead. Materials include explicit goals for revision, including “how well purpose and audience have been addressed” and “choose language that expresses ideas precisely and concisely.” In the Mid-Unit 3 Assessment, students demonstrate understanding of revision by using a peer feedback tuning protocol to revise for audience and purpose. After these lessons, students create the mini-documentary using their script. 

The instructional materials reviewed for Grade 7 meet the criteria for Indicator 1j.

The Grade 7 materials provide different modes of writing that are distributed across the school year and are always connected to the anchor and/or supplemental texts. Lessons are sequenced so students understand the reading content before they begin to formally write. In each module, Unit 3 offers a scaffolded writing task and a critique process to strengthen writing. Argumentative writing is an area of focus and the expectations for students increase in Grade 7.

Examples of argumentative writing include, but are not limited to:

• In Module 3, Unit 2, students write a literary argument essay connecting three of the works by theme after viewing artwork and reading a variety of texts, including poetry and songs on the topic of the Harlem Renaissance. 

• In Module 4, Unit 2, students write an on-demand argument essay using evidence from a variety of texts on the plastic life cycle to defend a claim about which part of the plastic life cycle is the best place to intervene and reduce plastic pollution.

Examples of informative/explanatory writing include, but are not limited to:

• In Module 1, Unit 2, students write a compare and contrast essay on the novel, A Long Walk to Water, and the informational article, “The ‘Lost Girls’ of Sudan,” to analyze how the author of the novel uses or alters history.

• In Module 2, Unit 2, after studying various articles on the topic of social epidemics, students write an informative essay about how social scientists use ideas from the study of epidemics to explain human behavior. Prior to writing, they summarize central ideas of the articles and delineate and evaluate their claims.

Examples of narrative writing include, but are not limited to:

• In Module 1, Unit 3, students draft a children’s book narrative that showcases the habits of character that a Lost Boy or Girl of Sudan demonstrated in his or her journey.

The instructional materials reviewed for Grade 7 meet the criteria for Indicator 1k.

The Grade 7 materials provide opportunities for evidence-based writing. Students frequently work closely with the anchor and supporting texts to make claims and support them with specific evidence from the texts. Materials require students to develop text-based claims, using evidence to support them. Frequent opportunities are available across the school year for students to acquire and practice skills in daily assignments, Performance Tasks, and assessments. Over the course of the units, students complete informal and formal writing tasks that require evidence to support claims, such as Using QuickWrites, Entrance Tickets, Close Read exercises, argumentative essays, and informational essays.

Examples of evidence-based writing include, but are not limited to:

• In Module 1, Unit 2, Lesson 10, students plan the “proof paragraphs” of a compare and contrast essay of the fictional portrayal of A Long Walk to Water and the historical nonfiction account of “The Lost Girls’ of Sudan.” They use graphic organizers to identify their main points and gather and organize evidence to support these points and explain how the evidence supports their points.

• In Module 2, Unit 1, Lesson 3, students read an excerpt from Patient Zero and answer the question, “What were some of the habits of character or mindsets that allowed John Graunt to make discoveries he did?” They make a claim and use evidence from the text to support their response.

• In Module 3, Unit 3, Lesson 4, students complete an activity, Analyze Poetry: “David’s Old Soul” Note-Catcher. Once completing the Note-Catcher, students provide a short answer response to the following direction: “Below, write a paragraph explaining how the poet uses structure and language to develop a theme. Be sure to introduce the poem, state the theme, and support your interpretation with specific references to the structure and the language in the text.”

• In Module 4, Unit 2, Lesson 3-6, students prepare for and conduct an evidence-based debate about which stage in the plastic life cycle should be targeted to reduce pollution.  Students read and watch several sources, writing careful analyses of texts under consideration by taking paragraph-form notes. Prompts for note-taking include the following questions: “How do the authors present evidence about the biodegradable materials differently? How does the information authors choose to include affect their interpretations of the facts about biodegradable materials?” Instruction includes lessons on how to summarize their position and how to present claims in a clear way supported by evidence. Students write their points in advance of the debate, essentially mimicking the format of an argument essay, which they write later in the module.

The instructional materials reviewed for Grade 7 partially meet the criteria for Indicator 1l.

The Grade 7 materials include practice of the grade-level grammar and usage standards; however, explicit instruction is rare. Attention to general usage is seen throughout all modules. Most explicit instruction for grammar and conventions occurs in mini lessons, but only for some standards. Opportunities for application in context are available; however, some application is out of context. Language Dives provide a routine for students to analyze grammar in focus sentences from the anchor texts and then mirror the structure in their own writing. While increased emphasis and more direct instruction of grammar and conventions standards is found primarily in Modules 2 and 3, practice writing opportunities for grammar and conventions standards are found throughout the four modules. Practice writing opportunities use the anchor text as either a model or the content for the sentences.

Examples of explicit instruction of some grammar and usage standards include, but are not limited to:

• In Module 1, Unit 1, Lesson 10, students have opportunities to place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. They complete a Language Dive that uses a mentor sentence from Long Walk to Water to teach infinitive phrases.  Students use the mentor sentence to write their own sentence that includes an infinitive phrase.

• In Module 3, Unit 2, Lesson 10, students have opportunities to choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. They view sentences from the texts they are reading. Students read aloud each example and identify the clauses and explain each sentence type. The teacher explains the different types of sentences and that writers choose among these types to vary their writing and to communicate different connections between complex ideas. Students sort various lessons into sentence type categories.

Examples of opportunities for students to demonstrate application of skills in context including applying grammar and convention skills to writing include, but are not limited to:

• In Module 3, Unit 2, Lesson 9, students have opportunities to choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. They identify phrases in their argument essay claim statements and explain the function of the phrases.  Materials prompt students, “if you don’t have any phrases in your main claim, consider adding some to give more information about the nouns or the verbs.

• In Module 4, Unit 2, Lesson 10, students have opportunities to use a comma to separate coordinate adjectives. They work with a partner to identify places in their essay when they have used coordinate adjectives. Materials prompt them to connect the adjectives with a comma and consider using coordinate adjectives to describe a noun if it will assist in communicating their message.

Examples of opportunities to spell correctly and maintain consistency in style and tone include, but are not limited to:

• In Module 1, Unit 1, Lesson 10, students have opportunities to choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. They evaluate their compare and contrast essays with a checklist that includes the criterion, “I use precise language and domain-specific vocabulary.”

• In Module 2, Unit 2, Lessons 13-14, students have opportunities to spell correctly. They write an informative essay and use a checklist to review their work, including checking their writing for correct spelling.

• In Module 2, Unit 3, Lesson 8, students have opportunities to choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. They complete an Entrance Ticket where they focus on the vocabulary to understand the learning target, “I can choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.” They define precisely, concisely, eliminating, wordiness, and redundancy, restate the learning target in their own words, and apply this skill to the culminating task, a podcast script, noting where they can improve the script.

• In Module 3, Unit 2, Lesson 9, students have opportunities to spell correctly. They evaluate their argument essays using a checklist that includes the criterion “the spelling, capitalization, and punctuation are correct.”

The instructional materials reviewed for Grade 7 meet the criteria for Indicator 1m.

The Grade 7 materials include a cohesive year-long plan for vocabulary development. Teacher materials, including Your Curriculum Companion, outline the importance of teaching academic vocabulary and provide guidance on protocols for building vocabulary through domain-specific and academic vocabulary. Key topic-based words are introduced at the beginning of each module through the “Infer The Topic” routine, and students encounter these ideas frequently throughout the module. Vocabulary instruction is provided through meaningful context within the anchor and supplemental texts. Students connect new words to previous schema and practice these words by repeated shared use of the words throughout the year. Vocabulary is taught either indirectly or directly on a daily basis by using Vocabulary Logs, academic word walls, Entrance Tickets, Language Dives, Note-Catchers, and text-dependent questions. Language Dives are teacher-guided conversations with questions about specific meaning and language structures that provide a routine where students analyze vocabulary in context. Students frequently use different types of vocabulary in multiple ways, including to determine the meaning of new words with affix lists; practice inferring the meaning of new vocabulary; and incorporate domain-specific and academic vocabulary in their speaking, reading, and writing in the culminating tasks.

Examples of vocabulary instruction and activities include, but are not limited to:

• In Module 1, Unit 1, Lesson 2, students learn the definition of domain-specific and academic vocabulary. They learn several words (empathy, respect, gist) that will be in the informational texts, define them in their own words, and write them in their home language if applicable. Students also note and record new vocabulary words into their Vocabulary Log from Chapter 1 of the anchor text, A Long Walk to Water. Later in the lesson, students choose a page in the chapter and add new academic or domain-specific words to their vocabulary logs.

• In Module 1, Unit 3, Lesson 6, students complete a Language Dive where they sketch and write to determine the literal and figurative meaning of the phrase, “blue sky beyond those dark clouds.” Then they finish a sentence frame to explain the meaning of the phrase to the character in the text.

• In Module 2, Unit 1, Lesson 1, students define epidemiologist using the affix list. Then, they use the definition of the word to infer what “work is like for an epidemiologist.” The word is found in texts and discussion questions throughout the module.

• In Module 2, Unit 2, Lesson 1, students learn the dictionary definition of contagion that is in the anchor text, Patient Zero. They also infer the meaning of the concept, social contagion, read about and discuss social contagions, and complete an essay about social contagions.

• In Module 3, Unit 1, Lesson 1, students define Harlem Renaissance, a key vocabulary concept that appears repeatedly in the module.

• In Module 3, Unit 2, Lesson 8, students complete an Entrance Ticket to provide definitions of academic vocabulary for argument writing, such as argument, main claim, point, evidence, and reasoning.

• In Module 4, Unit 1, Lesson 4, students define the following academic words: argument, claim, point, evidence, reasoning, relevance, sufficiency, soundness. They use these words throughout their analysis of the anchor texts, A Plastic Ocean and Trash Vortex. 

• In Module 4, Unit 2, Lesson 1, students define domain-specific words (sugar + carbon dioxide, edible water bottles, smart mud) from a supplemental text and state how the item can be used.