7th Grade - Gateway 2

The instructional materials reviewed for Grade 7 meet the criteria that texts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students’ ability to read and comprehend complex texts independently and proficiently. 

Grade 7 materials include texts connected by a topic and essential question for each unit that are appropriate for the grade level. The essential question is introduced at the beginning of the lesson, referred to after each lesson, and appears at the end in each unit task.  Students are given the opportunity to build their reading comprehension skills by completing the following tasks within the unit: Check Your Understanding, Analyze the Text, Research Tasks, Create and Discuss, Respond to the Essential Question, Critical Vocabulary, and Language Conventions. The sequence of texts across the grade level is conducive toward scaffolding students to meet the requirements of Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. The materials include many opportunities for both close reading and independent reading with student choices available with each unit. The topics include the following: Taking Action, Reality Check, Inspired by Nature, The Terror and Wonder of Space, More Than a Game, and Change Agents.

• In Unit 1, Taking Action, students explore the common characteristics of people who face obstacles and overcome them. The essential question is, “What helps people rise up to face difficulties?” Students explore what qualities are needed for overcoming an obstacle and achieving a goal.  Throughout the unit, students read fiction and nonfiction texts that relate to this goal, such as short stories about how people respond to challenging situations, a Greek myth about avoiding extremes, a poem about triumph in the face of difficulty, and informational texts about the unique difficulties associated with overcoming prejudice. The Unit 1 tasks are an informational essay and presentation of an instructional speech. Both refer back to the essential question and students use the notes in their response log to complete these tasks.
• In Unit 3, Inspired by Nature, students reflect on how people are inspired by nature.The essential question is, “What does it mean to be in harmony with nature?” Students explore how people interact with nature. Throughout the unit, students read fiction and nonfiction texts that relate to this goal, such as an argument asking Americans to choose more eco-friendly ways of living, a memoir of one man’s encounter with the natural world, a short story about preserving nature in an increasingly urban world, and poems about the importance of being in harmony with nature. The Unit 3 task is to write a personal narrative, referring back to the essential question; students use the notes in their response log to complete these tasks.
• In Unit 5, More Than a Game, students explore the essential question “How do sports bring together friends, families, and communities?” An Independent Reading section precedes the culminating task with a Reader’s Choice. Options available to students are: “Battling After Sophie” by Sue Macy, “Amigo Brothers” by Piri Thomas, “Bridging the Generational Divide Between a Football Father and Soccer Son” by John McCormick, and “Arc of Triumph” by Nick D’Alto. Using information gathered from all readings and notes taken in the Response Log, students will complete the culminating task of writing a short story that connects back to the essential question.

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

In Grade 7 materials, students are expected to cite textual evidence to support analysis, determine theme, and analyze point of view. For most texts, students are asked to analyze language or author’s word choice. Most texts include opportunities for students to analyze key ideas and details, structure, and craft. The materials provide instructional supports to ensure students can analyze the text according to the grade level standards, and students apply skills after the reading that correspond to skills they practice during the reading. Examples of student answers and mentor texts are available. This scaffolded progression occurs across units, sections, lessons, and assessments. The questions and tasks help students to build comprehension and knowledge of topics and themes. 

• In Unit 1, Taking Action, students cite textual evidence to support analysis of “The Flight of Icarus”: “What specific evidence in paragraph 5 suggests that Daedalus’s plan will not go well?” Students practice the skill again in Unit 1 with “Women in Aviation” before they apply the skill during a comparison of two texts later in the unit. 
• In Unit 2, Reality Check, students analyze the language conventions when reading “Two Legs or One?”: “In paragraph 17, underline an introductory phrase that signals a sudden, surprising event, and circle the comma that follows it. How does this comma add to the storytelling ‘feel’ of the selection?” Students then Practice and Apply following the reading by writing their “own sentences with commas following introductory words and phrases.”
• In Unit 3, Inspired by Nature, students analyze subjective and objective point of view when reading “Never Retreat” from Eyes Wide Open: “Is the author presenting an objective point of view? Why do you think so?”.
• In Unit 4, The Terror and Wonder of Space, students answer Check Your Understanding questions relating to the author’s purpose after reading “Challenges for Space Exploration,” an article by Ann Leckie. Students analyze the text by answering “The author points out that our ancestors sailed great distances to unknown places in order to--” and “The author states that ‘we shouldn’t keep our eggs in this increasingly fragile basket.’ What does she mean?”.
• In Unit 5, More Than A Game, students research a sport that they want to know more about. After researching, they create an infographic showing the positive and negative aspects of their sport and present it to the class. Students are cautioned to pay special attention to craft and structure with directions like “Choose images and decide on text to include--and how to present that text visually (for example, through captions or callout boxes)” and “Sketch out possible designs. Revise to keep text brief and to ensure that the images and text work together.”

The instructional materials reviewed for Grade 7 meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

The instructional materials for Grade 7 include questions and tasks to support students’ analysis of knowledge and ideas. During the Analyze & Apply section, students read a variety of selections for analysis, annotation, and application of the Notice & Note protocol. Sequences of text-dependent questions support students in their analysis of the texts. The materials provide guidance to teachers in supporting students’ skills in the Teacher Edition. Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. For example, each unit includes a Collaborate & Compare section which provides a comparative analysis of two selections linked by topic but different in genre, craft, or focus.  

• In Unit 4, The Terror of Wonder of Space, students read two arguments about space exploration. In the text, “Space Exploration Should be More Science Than Fiction” by Claudia Alarcon, students analyze the argument the author is making and the rhetorical devices used to make that argument in the Notice & Note section. In the second text, “Humans Should Stay Home and Let Robots Take to the Stars” by Eiren Caffall, students examine the argument and the counterargument made by the author. “From the Notice & Note section, ‘What are the author’s counterarguments to this viewpoint, as explained in paragraph 5 and 6?’” In the Collaborate and Compare section, students then create a Venn diagram comparing the claims, reasons, rhetorical devices and persuasive techniques used by the two authors. 
• In Unit 5, More Than A Game, students compare the themes of two poems, an excerpt from The Crossover by Kwame Alexander, and “Double Doubles” by J. Patrick Lewis using a venn diagram. Then, students discuss further questions about the texts with a small group. One question reads: “What types of figurative language appear in each poem? How do they help you understand each poem’s theme?” Finally, students use their venn diagram and discussion to identify the theme of each poem and then present the theme and differences to the class.

The instructional materials reviewed for Grade 7 meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).

The Grade 7 materials include culminating tasks that are multifaceted, requiring students to demonstrate mastery of different grade level standards, including writing and presentation of knowledge and ideas. The materials meet the criteria that the questions and tasks support students’ ability to complete culminating tasks. Each text has clearly defined sets of Notice & Note, Check Your Understanding, and Analyze the Text questions that increase in rigor and depth and clearly support students in developing an ability to complete a culminating task. Culminating tasks vary for each text and are activities comprised of multiple types of reading, writing, speaking, and listening skills.

• In Unit 1, Taking Action, students complete the culminating task “Write an Informational Essay” which provides an opportunity to demonstrate proficiency to write informatively and strengthen writing as needed through planning, drafting, revising, and editing. In addition, students use technology to produce and publish writing before demonstrating skills which align with the Grade 7 speaking and listening standards while presenting a film critique.
• In Unit 3, Inspired by Nature, students complete the culminating task, “Write a Personal Narrative” focusing on “an experience you had in nature or a lesson you learned from observing the natural world.” Students complete the task following the reading of the mentor text, an excerpt from Mississippi Solo. The Response Log students complete throughout the unit will assist them to be successful writing around the same topic. Student choice is available and “they should focus on experiences they have had that were important to them.” 
• In Unit 6, Change Agents, students read “A Poem For My Librarian, Mrs. Long: You Never Know What Troubled Little Girl Needs a Book” by Nikki Giovanni. While reading, students answer Notice & Note questions that further engage students in assessing the author’s choices.  Other questions about structure, word meaning, and allusions allow teachers to clearly determine whether or not students are understanding poetic devices and can apply them. Students research the author and answer questions about how her life experiences affected her writing, and then write a letter to the author where they share their opinions on her poems. The letter includes textual evidence and follow appropriate letter format.

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

Writing is used across lessons and assessments as a learning tool and as a way for students to express their understanding. Lesson plans are scaffolded so that students develop their understanding of texts thoroughly before having to write thoughtfully about them. Within lessons, students complete smaller writing tasks such as taking notes, filling in charts and graphic organizers, and writing quick responses to essential questions, in addition to holding classroom discussions before they complete more demanding writing tasks for more complex selections at the end of each unit. Students learn the components of good writing through Text X-Ray and Language X-Ray tasks that focus on supports and writing structures. Each unit concludes in a process writing task that synthesizes the students’ understanding of the texts they read. In the Online Ed Resources, there are additional Writing Studio opportunities where students write informational texts, arguments, and narratives. Within the unit, students have multiple opportunities for on demand writing and complete one process piece. There is always a mentor text provided to use as a model and there is explicit author’s craft and genre characteristics the teacher has students examine. Writing instruction supports students’ growth in writing skills over the course of the school year, and rubrics and the Language X-Ray give teachers supports and scaffolds to guide students’ writing development. 

• In Unit 1, Taking Action, students Create and Discuss when they Write an Informational Essay following the reading of “Women in Aviation” by Patricia and Fredrick McKissack: “Write a three- to four-paragraph essay in which you present research on a female aviator other than Bessie Coleman—either one mentioned in the selection or someone else.” Teachers can monitor students’ writing development and provide feedback with shorter writing tasks following each selection prior to completing a writing task to end the unit. 
• In Unit 3, Inspired By Nature, students end the unit by writing a personal narrative in which they “share an experience in nature or a lesson you learned by observing part of the natural world.” Students use a mentor text, an excerpt from Mississippi Solo, to analyze sensory details and include their own details in their narrative, directly addressing the standard W.7.3: “Write narratives to develop real or imagined experiences of events using effective technique, relevant descriptive details, and well-structured event sequences,” and the specific subsection of the standard such as W.7.3d: “Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.”
• In Unit 4, The Terror and Wonder of Space, students complete a number of writing tasks including, but not limited to, the following: After reading “Martian Metropolis” by Meg Thacher, students write an informative report “about the current status of Mars exploration". Read the mentor text, “Challenges for Space Exploration” by Ann Leckie, and write a poem in which an astronaut speaker considers the risks and sacrifices that she or he would face on a space mission. Read “Space Exploration Should Be More Science Than Fiction” by Claudia Alarcon and write a letter to a representative in Congress to find out his or her views on space exploration, and work in pairs to create a multimodal presentation, “demonstrating and explaining certain illusions and the techniques used to create them.” 
• In Unit 5, More Than a Game, before reading “Ball Hawk” by Joseph Bruchac, there is a section titled Text X-Ray that provides light, moderate, and substantial supports for writing an epilogue. An example of the moderate support is “Have students work together to write epilogues. Have pairs fill in a few experimental frames in first-person, past-tense narrative; One year later, I _____________ and Uncle Tommy_____________.” 

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

The instructional materials for Grade 7 include research projects across the school year that are appropriate for the grade level. Materials support teachers in employing projects that develop students’ knowledge on a topic via provided resources. Notes are available in the margin of the Teacher edition with the label Research to assist educators in supporting students during the process. Materials provide many opportunities for students to apply reading, writing, speaking and listening, and language skills to synthesize and analyze per their grade level readings. There are notes available for teachers to assist students when they Create and Present in relation to the research tasks they complete. Materials provide opportunities for short and long research projects. Following the reading of each selection, the materials provide a short Research opportunity in the Respond section and includes a Research Tip for students. Longer writing tasks are available at the end of each unit. Students have the opportunity to complete a research report and the materials further develop this learning with a speaking and listening opportunity.

• In Unit 1, Taking Action, students read “The Flight of Icarus” by Sally Benson, and then research other poems about the myth of Daedalus and Icarus. They consider themes or other details common across these poems and record what they learn in the chart. The Research Tip of checking the resources at the author’s or publisher’s official website to learn more about the poem(s) provide students with research guidance.
• In Unit 2, Reality Check, students read “Two Legs or One?” by Josepha Sherman. This folktale exposes students to characters known for being tricksters.  After reading, students research “trickster tales” from other cultures. They complete a chart, comparing the central characters, humorous pieces, and cultural values within the texts. Students share their information with a small group. Students work with a partner to present an oral retelling of one of the folktales they read, switching off between the roles of director and reteller, with instructions given like “listen to your director about ways to convey the humorous or dramatic moments of the tale.” 
• In Unit 3, Inspired by Nature, students complete a research task following the reading of “Ode to Enchanted Light” by Pablo Neruda: “Research a few poets known for their nature poems—perhaps a poet you’ve read before and one you’re curious about reading for the first time.” Teacher notes are available as support, for example, “Point out to students that there are a number of sites dedicated to poetry and poets. Help students locate good places to look for reliable information.” 
• In Unit 4, The Terror and Wonder of Space, in the Research and Share section, students work with a small group to research and then “write a job description for being an astronaut.” Then the students  research “specific astronauts and determine how well these candidates meet your job description.” As students conduct their research they are asked to check their sources for reliability and credibility. They use a graphic organizer to track their sources and notes. Students are asked to “Take notes on a least one source, paraphrasing and summarizing key ideas."

The instructional materials reviewed for Grade 7 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

Lessons include some independent reading followed by text-specific questions and tasks that reflect student accountability. Procedures are organized for independent reading included in the lessons. Each Unit includes an Independent Reading plan with guidance for teachers and students. There is sufficient teacher guidance to foster independence for readers at all levels. There is a tracking system (which may include a student component) to track independent reading. A timeline is provided for each of the six units; each unit lasts approximately 30 days. The Reader’s Choice in the Independent Reading section includes e-text selections and students check off the texts they select to read on their own. Assessments are available for the independent reading selections and teachers can assess students formatively by listening to partner discussions during the Collaborate and Share task that follows the independent reading.  Student reading materials span a wide volume of texts at grade levels (and at various lexile levels within the grade). Additionally, there are trade books suggested for every unit to foster an independent companion novel as students complete the unit. 

• In Unit 2, Reality Check, students preview and select an independent reading text or texts from four on grade level or above grade level choices. Texts include two short stories, “ H-ey, Come On Ou-t!” by Shinichi Hoshi and “Way Too Cool” by Brenda Woods. One informational text, “Forever New” by Dan Risch and an essay, “A Priceless Lesson in Humility” by Felipe Morales. The plan for independent reading has students set a purpose, provides a checklist of Notice & Note Signposts with corresponding anchor questions, and has them keep a reading log of where they noticed a particular Signpost and their notes about those Signposts. Students Collaborate and Share with a partner discussing what they learned from at least one of their independent readings. Specific prompts for discussion are provided for partners to elevate and propel their conversation. Additionally, there are Independent Reading Selection Tests in the Online Ed resources. 
• In Unit 3, Inspired by Nature, students have a choice in a variety of independent reading options to extend their understanding and thinking around the unit’s essential question: “What does it mean to be in harmony with nature?” Students are instructed, after reading, to Collaborate and Share with a partner what they read independently. Their question stem choices for conversation include:  summarizing, describing, explaining, and recommendations of the texts.