The instructional materials reviewed for Grade 7 partially meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

Some texts have quantitative scores that fall below the correct range, and the qualitative portion is insufficient to raise the overall grade-level alignment. Many texts have quantitative scores that fall below the correct range, and the qualitative portion is insufficient to raise the overall grade level alignment. Many texts are excerpts from pieces of literature that are only a few pages long, and determining a specific Lexile level could be a challenge.

Texts the correct grade level are included, but are not used consistently or do not have appropriate associated tasks. Evidence of this includes, but is not limited to:

• In Unit, 1 students read “Casey at the Bat”, an exemplar text for students in Grades 4-5. Students are asked to identify elements of fiction when reading. The reader and task demands do not increase the complexity for this text.
• In Unit 5, students read the poem “Fireflies” by Paul Fleischman. This is an exemplar read-aloud poem for students in Grades 2-3. The materials pair this poem with “Fireflies in the Garden” by Robert Frost. Students then read the scientific article, “Stars with Wings”. The structure of the poems increase their complexity. “Fireflies” is meant to be read as a duet. The science article does include subheadings and scientific vocabulary that helps to increase complexity. The task associated with these texts are to determine which poem uses more accurate information and write a paragraph citing evidence from the texts.
• In Unit 8, students read “The Promise”, a nonfiction article by Jane Goodall, and discuss the author’s outlook on the future of the world. In the text, Goodall claims that despite all of the immense problems facing the Earth, that humans still have reason to maintain hope for a brighter future. She lays out her argument with clarity and in a structured and easy to follow methodology. A secondary graphic is provided which helps readers to understand her argument, though the graphic is not originally connected to the article itself. The language is mostly explicit, with some cases of multiple meaning words that may confuse readers. The text has some Tier 2 words, but no Tier 3 words. She uses elements of persuasion in her writing, including through the intentional selection of words with connotative meaning. She makes her argument clearly, but her purpose is somewhat implied. Most students in Grade 7 would have a decent awareness of challenges facing the global community, and the science community's concern about the effects of climate change. Overall, this text is slightly complex and does not meet the demands of Grade 7. This text would be more appropriate in a Grade 6 curriculum.

Examples of texts that are at the appropriate level of complexity are as follows:

• In Unit 5, students read “Jabberwocky”. This is an exemplar text for Grades 6-8.
• In Unit 7, students read “Eleanor Roosevelt”, Lexile level 990. Students then read “LEtter to the President General of the Daughters of the American Revolution” by Eleanor Roosevelt, Lexile level of 1260, and a passage from “The Autobiography of Eleanor Roosevelt”, Lexile level of 1050. Students use these texts to state and support a conclusion about Eleanor Roosevelt.

The instructional materials reviewed for Grade 7 partially meet the criteria for materials supporting students’ increasing literacy skills over the course of the school year. Series of texts should be at a variety of complexity levels appropriate for the grade band.

There are a great variety of complexities throughout the materials, however, there is not a discernable increase in complexity over the course of the year. In addition, tasks are of similar rigor and demand at the beginning and end of the year. For example, in Unit 1 Lexile levels range from 730-1180, in Unit 3 Lexile levels range from 510-1200, and in Unit 8 Lexile levels range from 950-1380. Also, in Unit 1 students read “Casey at the Bat”, an exemplar text for Grades 4-5. Students are asked to identify elements of fiction when reading. The reader and task demands do not increase the text complexity for this text. Also, in Unit 5 students read the poem “Fireflies” by Paul Fleischman. This is an exemplar read-aloud poem for grades 2-3. The materials do pair this poem with “Fireflies in the Garden” by Robert Frost and students then read the science article “Stars with Wings”. However, the structure of the poems do not increase complexity. “Fireflies” is meant to be read as a duet. The science article does include subheadings and scientific vocabulary that helps to increase complexity. The task associated with these texts are to determine which poem uses more accurate information and write a paragraph citing evidence from the texts.

In addition, tasks are of similar rigor and demand at the beginning compared to the end of the year. For example, Each Unit has a “Practice and Apply” section at the end of the stories. Within each “Practice and Apply” section students answer comprehension questions, complete a text analysis, and have an opportunities for Extension and Challenge. The “Practice and Apply” section does not build or become more rigorous from the prior units “Practice and Apply” Section. Students do not show that they can independently master skills by the end of the year. Most analysis questions make note exactly where to go to get the needed information. Students rarely have to practice close reading to dig deeper into texts. The scaffolds and student notes provided in the margins remain the same from Unit 1 until the end of the year.

The instructional materials reviewed for Grade 7 partially meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.

The publisher does not provide a text complexity analysis or rationale for purpose and placement in the grade level. At the beginning of every unit, texts are listed with their Lexile, Fry, and Dale-Chall level. There are no qualitative measurements, nor are any reader and task considerations included to create a complete text analysis. There is also no rationale included for the purpose or placement in each grade level. Examples include:

Unit 1:

• “Seventh Grade” by Gary Soto Difficulty Level: Easy Readability: Lexile 730, Fry 7, Dale-Chall 6.5
• “The Last Dog” by Katherine Paterson Difficulty Level: Challenging Readability: Lexile 830, Fry 4, Dale-Chall 6.9

Unit 4

• “Dark They Were, and Golden-Eyed” by Ray Bradbury Difficulty Level: Average Readability: Lexile 540, Fry 7, Dale-Chall 5.4
• “A Day’s Wait” by Ernest Hemingway Difficulty Level: Average Readability: Lexile 900, Fry 3, Dale-Chall 5.3

Unit 7:

• “Eleanor Roosevelt” by William Jay Jacobs Difficulty Level: Challenging Readability: Lexile 990, Fry 10, Dale-Chall 6.7
• “A First Lady Speaks Out: Letter to the Daughters of the American Revolution” by Eleanor Roosevelt Difficulty Level: Average Readability: Lexile 1260, Fry 11, Dale-Chall 6.7

The instructional materials reviewed for Grade 7 partially meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade level reading proficiency.

Students are exposed to a wide range of text types within each unit and throughout the curriculum, although no clear anchor texts are designated by the Teacher Edition. For example, units have a broad range of text types including, but not limited to, memoirs, excerpts, poems, speeches, editorials, scripts, folk literature, short stories, news articles, and nonfiction texts. Each unit has a large number of text for students to read. Unit 1 contains 10 texts, Unit 2 contains 8 texts, Unit 3 contains 8 texts, Unit 4 contains 8 texts, Unit 5 contains 8 texts, Unit 6 contains 10 texts, Unit 7 contains 9 texts, Unit 8 contains 8 texts, Unit 9 is designated as a research unit, but lacks focus/anchor texts.

There are no opportunities for students to engage with full-length novels, but many high quality novel excerpts are included. For example, In Unit 3, students are introduced to The Giver, but they only read a five-page excerpt of the book. At the end of the excerpt, the textbooks states “To learn more about this strange community, read more of The Giver.” It is suggested that students could finish the novel, but it is not expected and teachers would have to buy supplemental materials for students to read the rest of the novel. Also, in Unit 6, students are introduced to Crispin: The Cross Lead, but students only read a five-page excerpt. At the end of the excerpt, there is a suggestion the students finish the book, but there are no materials provided for the teacher or student to finish reading the novel.

Independent reading is suggested but not required, and there are no included mechanisms or processes for teachers or students to monitor progress of independent reading .For example, at the end of each unit students are given “Ideas for Independent Reading”. Typically, nine books are listed under three different questions based on the unit. For example, Unit 2 includes the titles of three novels under each of the following questions: What is the power to heal? What stands in the way of your dreams? and Who deserves a second chance? The directions to the teacher include, “Encourage students to choose one or more of these ‘great reads’ to read independently.” Also, in the introductory materials, students are told “The best way to become a better readers is to read as much as you can, whenever you can. Follow your interests in new and exciting things to read.” While it is suggested that students read independently, there is no mechanism for teachers or students to monitor reading progress.

The instructional materials reviewed for Grade 7 partially meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks that build to a culminating task that integrates skills (may be writing, speaking, or a combination).

At the end of each text or text set, students answer comprehension and text analysis questions. Students are also offered extension and challenge tasks or writing prompts. Questions and tasks throughout the texts do not always build to the end of text culminating questions and tasks. At the end of each unit students complete Writing Workshop, a Speaking and Listening Workshop and occasionally a Technology Workshop. However, unit questions and tasks often do not build to these tasks. Texts and skills are often referenced in these tasks, but most can be completed without the use of unit texts or skills gained within the unit.

• In Unit 3, students are asked to write a short story and then post in on a class blog. Unit 3 focuses on theme, and most of the discussion and After Reading Questions focus on the themes. While the students are reading short stories, they do not focus on the skills necessary for narrative writing.
• In Unit 6 students are asked to create a “How-To” explanation during their writing workshop and then work on giving and following oral directions during their speaking and listening workshop. The focus of this unit is on myths, legends, and tall tales, and there were no preceding lessons, questions, or tasks that build to this written task.
• In Unit 7, which focuses on biographies and autobiographies, the speaking and listening tasks requires students to conduct an interview with someone about his or her life and work. There are no questions or tasks that build a student’s skills to conduct this interview.
• In Unit 8, the writing task loosely correlates with the unit’s focus which is information, argument, and persuasion. The writing prompt states, “ The writers in this unit explored real-life and asserted firm claims, or positions.” Students are then asked to write a persuasive essay that asserts a strong claim on an issue. Questions and tasks during the unit do call out information and practice finding claims and reasons during the reading of texts.

The instructional materials reviewed for Grade 7 partially meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

Throughout the materials, there are some opportunities for discussion, but not enough for students to adequately master the speaking and listening standards. There is some explanation of related standards that accompany suggested opportunities for discussion, however, clear and specific protocols are absent (these can be found in the Speaking and Listening Workshops at the end of each unit). Most discussion prompts do not specify if they are to be done in small groups, peer-to-peer, or in whole class. While academic vocabulary is included in the materials, its usage is not modeled and students are not given ample opportunities for practice. Some examples of these discussion prompts include, but are not limited to:

• In Unit 1, students are asked “What makes you brave?” The teacher edition includes the following: “Discuss the question with students. Encourage students to expand their idea of what it means to be brave. Suggest that they think of standing up to peer pressure or overcoming a personal fear. Then have students do the PRESENT activity.” The PRESENT activity asks students to draw a picture of a time they were brave and then add a caption and present to the class. No other guidance is given to the teacher to scaffold this discussion or activity.
• In Unit 3, students are asked to pick their favorite books or movies and think about the message from that book or movie. Students are then asked to get with a group to discuss their choices. There are no protocols suggested, and the only included guidance for implementation is, “Encourage them to consider several theme ideas for each story and then decide which is strongest or most important.”
• In Unit 5, students are given academic vocabulary and the teacher edition suggests that they model copying down the vocabulary words and definitions. This is written as follows: “Encourage students to use the terms in discussion and writing,” but the teacher is not provided with examples or ways to model using the vocabulary.
• In Unit 7, the teacher edition includes Tiered Discussion Prompts to help “students understand the author’s conflict” in the store “Names/Nombres”. The tiered discussion prompts give one suggested answer for each prompt, but no other protocol on how discussions should occur. (pg. 809)

The instructional materials reviewed for Grade 7 partially meet the criteria for materials supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.

Most units include a speaking and listening task at the end of the unit (called the Speaking and Listening Workshop). However, these tasks do not provide clear instructions for the teacher and lack rubrics for assessing student learning. Speaking and Listening skills are not addressed within unit texts or during unit lessons. The speaking and listening tasks often do not relate to what the student is reading in the unit and many do not require any additional research, and therefore do not sufficiently address the related standards. Many of the tasks can be completed without citing evidence. In addition, the tasks do not increase in rigor over the course of the year. Examples of opportunities that partially meet the criteria of this indicator include, but are not limited to:

• At the end of Unit 1 students are asked to turn a piece of persuasive writing into a podcast. The task tells the students that, “A successful podcast presents a focused, coherent argument” and “used amedicat to clarify and emphasize reasons and evidence” but there is not a detailed rubric or a clear example for the students.
• At the end of Unit 6 students are asked to create “how-to” text. Students are then asked to “Adapt your ‘how-to’ explanation as a set of oral instructions that teach your classmates to perform a useful task or process. Practice your presentation and then give it to the class.” This task can be completed with little or no research and does not require evidence from any of the text in the unit.
• In Unit 4, students are asked to adapt their literary analysis essay into an oral literary critique. They are given several anchor charts that outline traits of a strong oral critique, such as “uses formal English to deliver the message.” Guidance is also given about how speakers use their voice to create effects, including using enunciation and inflection. These terms are defined for students and they are encouraged to practice these qualities while reading their speeches to a partner. Struggling students are encouraged to create notecards for their speech that include color coding and symbol coding to help them stay organized.
• In Unit 6, students are asked to adapt their “how-to” explanation into a set of oral instructions that teach their classmates to perform a task or a process. They are given guidance about how to give and to follow oral directions. English Language Learners are given some sentence stems that help them to clarify the steps in their process.

The instructional materials reviewed for Grade 7 partially meet the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.

Students address multiple types of texts types of writing throughout the school year. Student prompts include argument writing, narrative writing, and expository writing. Examples of student opportunities to address different text types include, but are not limited to:

• At the end of Unit 1, students respond to the prompt: “Pick a story that’s memorable to you. Which element is most responsible for making the story so unforgettable? Write an argument that persuades readers to agree with your viewpoint.” Students are reminded to formulate a claim, identify support, and consider opposing claims when writing this argumentative piece. However, students are not given many opportunities to practice these skills before the Writing Workshop at the end of the unit. This prompt is also the same prompt used in Unit 1 for the 6th grade materials.
• At the end of Unit 4, students respond to the prompt: “Write a literary analysis in which you examine one or two elements of a literary text, such as plot, character, or theme. Develop an original interpretation of the text, using evidence that is supported consistently.” Students are reminded to develop a controlling idea and to identify their key points for this informative/explanatory text.
• At the end of Unit 7, students respond to the prompt: “Write a personal narrative that describes a special event in your life. Include relevant descriptive details and well-structured event sequences to help your audience understand what the event was like. Be sure to explain why the event was important to you.” Students are reminded to use “dialogue and description to develop the events” for this narrative writing piece.

While the materials provide many different writing opportunities throughout the school year, there are not ample opportunities for the student to learn the different genres of writing before they are expected to apply them. While rubrics are provided for the teacher and student to assess some learning, they are not detailed and do not provide adequate support for the teacher and students. Rubrics are provided for Writing Workshop, which include process writing and timed writing. These cover development, organization and language on a 1-6 scale. These rubrics are very general. Multiple or repeated opportunities to practice different modes of writing are limited. Few student samples and exemplars are included. Examples of how the materials reviewed partially meet the criteria of this indicator include, but are not limited to:

• In Unit 1, students read “The Unnatural Course of Time”. Students are then asked to write about the following prompt: “In the review you just read, Daniel Briney describes the clock-tower scene as ‘a superbly realized, adrenaline-fueled climax’ (line 52-53). Do you agree with his opinion of this scene? In a paragraph, compare and contrast your opinion of this scene with Briney’s.” Students are given steps to help them on this writing prompt, but there is no rubric or assessment tool for the student or teacher to use regarding this prompt.

• In Unit 2, students read “Zebra”. Students write about the following prompt: “Write a two- or three-paragraph letter that Zebra might send in response to John Wilson’s letter. It should include a description of how the art class and their friendship helped heal his hand and spirit.” There is no rubric or specific directions provided for the teacher to support the students with this task.
• The teacher edition for Unit 6: Myths, Legends, and Tales provides students with a several partial examples of how to revise. However, the rubric for the “How To” writing lacks specific information for students.

The instructional materials reviewed for Grade 7 partially meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level.The units provide some writing opportunities that are embedded in the daily unit lessons, however students have minimal opportunities to make claims developed from their close reading experiences.

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

• In Unit 2, students read “Zebra” and write a two or three paragraph letter that Zebra might send in response to John Wilson’s letter. It should include a description of how the art class and their friendship helped heal his hand spirits. On p. 223, students write a one-paragraph evaluation of a classmate’s summary of the letter.
• In Unit 4, and on demand writing prompt states “Bradbury originally named ‘Dark They Were, and Golden-Eyed’ ‘The Naming of Names.’” Which title do you think is most appropriate? Using details and examples from the story, write a one-paragraph letter to the author to explain your choice.”
• In Unit 4, students are asked to create a set of instructions for writers. They use the article to find ways to approach writing like Ernest Hemingway did, arrange their instructions in a logical order and illustrate their thinking using evidence.
• In Unit 7, students read for information and then evaluate multiple texts for their usefulness. Students must cite evidence to support their thinking.

Examples where student writing does not require evidence from a text includes:

• In Unit 1: Plot and Conflict and Setting, an embedded writing practice is located in the Teacher’s manual on page 45. Students are assigned a “reading-writing” connection prompt. The prompt states, “”What would Victor write in a journal about his first day of seventh grade?”. This writing prompt does not allow for an increased opportunity to practice the skill of understanding plot, conflict and setting” that was the focus throughout the unit.
• In Unit 4, and on demand writing prompt states ‘Bradbury originally named ‘Dark They Were, and Golden-Eyed’ ‘The Naming of Names.’ Which title do you think is most appropriate? Using details and examples from the story, write a one-paragraph letter to the author to explain your choice.” While this says to use details and examples, it does not require close reading from the student.
• In Unit 6, students read “Sir Gawain and the Green Knight”. Students are asked to respond to the following writing prompt: “Why do you think Gawain accepted the Green Knight’s challenge? Write a one-paragraph explanation of his motivation.” This question does not show any increase in rigor and allow for students to prove their claims with evidence.
• In Unit 7 students read “The War Diary of Clara Barton”. Students then respond to the writing prompt “If Clara Barton were alive today, which national or world issues might concern her? In one paragraph, describe one or two current problems Barton might work to change.” While this prompt is related to the text, it does not require text evidence and does not show an increase in rigor from the beginning of the year.

The instructional materials reviewed for Grade 7 partially meet the criteria for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. While grammar is included, and all standards are covered, the coverage is inconsistent and inadequate. Several of the standards are only addressed once in the duration of the year, requiring supplemental lessons from the teacher in order to lead students to mastery. There are some opportunities for application in and out of context, many skills are taught in isolation. Evidence of this includes, but is not limited to:

• In Unit 2, Zebra, students have access to standards L.7.1, L.7.4, L.7.4a, and L.7.5. Students discuss the importance of consistent verb tenses within context as well as point out similes as context clues, Students choose the correct verb tense to complete sentences.
• In Unit 5, after reading a series of poems: the earth is a living thing, Sleeping in the Forest, and Gold, students focus on standards L.7.1 and L.7.2 to identify sentence type and punctuate correctly.
• In Unit 7, Names/Nombres, students practice standards L.7.2, L.7.4, and L.7.5c. Students are provided with synonyms that have the opposite connotations to help with connotations and meaning. Students review common and proper nouns.

• Students only address standards L.7.1.C twice throughout the course of the year. I nUnit 1 students are introduced to misplaced modifiers and dangling modifiers in “Grammar in Context: Misplaced and Dangling Modifiers”. The teachers had three sentences for students to revise and then the student is told to “make sure your modifiers are properly placed” in their essay. In Unit 4, students rewrite five sentences with dangling particles. Teachers would need to supplement the materials to make sure they adequately address this standard.
• In Unit 5, students are addressed to coordinate conjunctions (standards L.7.2.A). Students complete “Grammar in Context: Commas and Coordinate Adjectives” where they are given the definition, examples and then told to check their writing to “make sure to separate coordinate adjectives with commas.” The teacher is given some additional instructions for “Struggling Writers” but this standard does not come up again in the materials. Teachers would need to supplement the materials to better address this standard.
• Throughout Unit 7 students work on the following grammar and convention skills throughout the entire unit:
  • Correct capitalization
  • Conjunctive adverbs
  • Adjectives
  • Proper nouns

These skills do not build on each other and are not consistent throughout the unit.