7th Grade - Gateway 1

The instructional materials reviewed for Grade 7 meet the expectations for anchor texts are of publishable quality and worthy of especially careful reading include a mix of informational texts and literature, and consider a range of student interests.

The Level II instructional materials include a mix of informational texts and literature, and these consider a range of student interests. The anchor texts in the units and across the year long curriculum are of publishable quality, include noteworthy authors, and include a variety of text complexities to assist students in reaching grade level proficiency by the end of the year. In addition, the anchor texts are well-crafted and content-rich; these texts are appropriate for placement at the 7th grade level. Scaffolds throughout each unit ensure students can access complex texts using consistent reading strategies and weaving these throughout the course of the year.

• In Unit 1, students read “The 11:59” by Patricia McKissack. McKissack is an award winning author of fiction and nonfiction for young readers. This short story is told from the point-of-view of a Pullman porter. She includes rich historical context of the Pullman porter and the attendants who were mostly African Americans. The suspenseful story is highly interesting to young readers. It contains strong academic vocabulary and authentic photographs.

• In Unit 2, students read “Seventh Grade” by Gary Soto. In Soto’s short story, he uses personal experiences to enhance the tale of a boy’s first day of 7th grade. This is a highly interesting, age-appropriate text with which students can identify. He uses humor to envelope the reader’s interest and also uses historical connections to Fresno, California.

• In Unit 3, students read “Madam C.J. Walker” by Jim Haskins. Haskins has written over one hundred books of famous African Americans. He won the Washington Post Children’s Book Guild Award for his nonfiction books for young people. This highly engaging biography will capture the interest of middle school students as they read about how an African American young woman faced a number of hardships after the Civil War. When she discovered her hair falling out, she developed hair care products and became the first American woman to earn a million dollars.

• In Unit 4, students read “Ships in the Desert” by Al Gore. In this essay written by the former vice president, Gore writes about the growing crisis of global warming and the impact this has on the earth. In 2007, Gore shared the Nobel Peace Prize for his study of global warming. Middle school students will be interested in learning about their changing home, the earth and what the future may hold if changes do not occur.

• In Unit 5, students read “Under the Apple Tree” by Diane Rivera. This is the unit’s anchor text and is a lyric poem about the close-up view of the natural world from under an apple tree. This free verse poem includes personification and is worthy of careful reading.

• In Unit 6, students read “Name Give Away” by Phil George. This lyric poem is about the speaker being renamed by a school teacher. Its structure and topic deem it worthy of a careful reading.

• In Unit 7, students read “A Christmas Carol: Scrooge and Marley” by Israel Horovitz. The use of rich vocabulary remains faithful to the original work written by Charles Dickens. Notably, illustrations by John Leech were hand colored etchings and wood engravings in the original work; the sample illustrations included in the materials to follow the play are still vivid and paint a picture of the world in Dickens’ mind while also inspiring Horovitz’s staging and characters in his play which are included as vibrant photographs in the materials during the reading of the play.

• In Unit 8, students read “The Secret Name of Ra” by Geraldine Harris. The Egyptian myth retold by Geraldine Harris includes rich vocabulary with vivid descriptions while also teaching a relevant lesson regarding trust. The author is an expert in her field and teaches Egyptology at Oxford University in England.

The instructional materials reviewed for Grade 7 meet the expectations for materials reflecting the distribution of text types and genres required by the standards at each grade level.

Each of the eight units focuses on a specific genre. Across the year, student materials encompass multiple genres and text types of varying lengths and formats. Throughout the textbook informational texts are provided as connections to a variety of genres. There are additional texts listed, coordinating with the genre of the unit that are provided at the end in the section titled “For Your Reading List.”

The following are examples of literature found within the instructional materials:

• Unit 1: Fiction: “After Twenty Years” by O. Henry (short story), “The Portrait” by Tomas Rivera (short story), “The Foghorn” by Ray Bradbury (short story, science connection), and “Rikki-Tikki-Tavi” by Rudyard Kipling (short story).

• Unit 2: Fiction: “Hollywood and the Pits” by Cherylene Lee (short story), “The White Umbrella” by Gish Jen (short story), “Antaeus” by Borden Deal (short story), and “Papa’s Parrot” by Cynthia Rylant (short story).

• Unit 5: Poetry: “Gold” by Pat Mora (lyric poem), “Father William” by Lewis Carroll (humorous poem), “The Village Blacksmith” by Henry Wadsworth Longfellow (narrative poem), and “Haiku” by Matso Basho, Yosa Buson, and Kobayashi Issa (haiku).

• Unit 6: Poetry: “Once by the Pacific” by Robert Frost (lyric poem), “The Highwayman” by Alfred Noyes (narrative poem), “I’m Nobody” by Emily Dickinson (lyric poem), and “Money Order” by Janet S. Wong (narrative poem).

• Unit 7: Drama: “A Christmas Carol: Scrooge and Marley, Acts 1 & 2” by Israel Horovitz (drama), “Let Me Hear You Whisper” by Paul Zindel (drama), “St. Crispian’s Day Speech” by William Shakespeare (dramatic monologue), and “The Monsters Are Due on Maple Street” by Rod Serling (screenplay).

• Unit 8: Folk Literature: “Eshu” retold by Judith Gleason (Yorubian Folk Tale), “The Secret Name of Ra” retold by Geraldine Harris (Egyptian Myth), “Ant and Grasshopper”, “The Fox and the Crow”, “The Lion and the Statue” retold by James Reeves and Joseph Jacobs (Greek Fables), and “Rabbit and the Tug of War” by Michael Thompson and Jacob Warrenfeltz (graphic tale).

The following are examples of informational text found within the instructional materials:

• Unit 1: Fiction: “A Long Hard Journey: The Story of the Pullman Porter” by Patricia and Frederick McKissack (essay)

• Unit 1: Fiction: "The Aqualung" an excerpt from The New Way Things Work by David Macaulay (informational text)

• Unit 2: Fiction: “The Greatest: Muhammad Ali” by Walter Dean Myers (biography)

• Unit 5: Poetry: “The Botany of Desire” by Michael Pollan (essay)

• Unit 6: Poetry: “An Indian Boy’s Story” by Ah-nen-la-de-ni (memoir)

• Unit 7: Drama: “What Jane Austen Ate and Charles Dickens Knew” by Daniel Pool (essay)

• Unit 8: Folk Literature: “Moving West: A Native American Perspective” by Christine Graf (magazine article)

• Unit 3: Nonfiction: “Elizabeth I” by Milton Meltzer (biography), “The Eternal Frontier” by Louis L’Amour (argumentative essay), “Fish Cheeks” by Amy Tan (personal essay), and “A Black Athlete Looks at Education” by Arthur Ashe (editorial).

• Unit 4: Nonfiction: “The Size of Things” by Robert Jastrow (scientific essay), “from the Sibley Guide to Birds” by David Allen Sibley (visual media), “The Face of the Deep is Frozen” by Jennifer Armstrong (historical essay), and “An Unforgettable Journey” by Maijue Xiong (autobiography).

The instructional materials reviewed for Grade 7 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.

The majority of texts are at the appropriate level of text complexity. Within the series, quantitative texts levels range from 550L-1520L, with some texts above and below the current grade level Lexile band. Texts that are quantitatively above grade band have scaffolds in place to ensure student accessibility. With a gradual release of responsibility framework during the guided and directed reading of texts, students receive the supports necessary to access the text and demonstrate their understanding during and after the reading. Texts that are below the grade level text complexity band are raised to a higher level through the student tasks and questions posed for consideration, such as analyzing the work through informative writing following the reading. Examples of texts of the appropriate level include:

• In Unit 1, “The Serial Garden," a short story by Joan Aiken, is below the Current and the Stretch Band Level at 990L. However, the language features such as vocabulary increase the level of complexity qualitatively. However, specific vocabulary is footnoted throughout the text, such as “4. zinc grating. Metal framework on a door” or “9. yew arch. Gateway in a garden made out of yew branches. A yew is an evergreen bush.” In addition, other vocabulary is pulled out for Differentiated Learning that may be challenging to English language learners or struggling readers. The short story is appropriate for students to read independently after practicing using strategies for comprehension. Notably, if students are struggling to read the selection independently this early in the year, teaching support is provided as an option to assist students as needed. Also, the tasks that follow the reading require students to analyze the text with an informative writing piece. With the performance task students are “Responding to a Short Story” with the goal of presenting a clear and engaging “response to a story or an aspect of a story.”

• In Unit 6, An Indian Boy’s Story, a memoir by Ah-nen-la-de-ni, is above the Current and the Stretch Band Level at 1510L. This piece is a primary source text and is appropriate for directed reading and pairing with Phil George’s lyric poem “Name Giveaway” which is more accessible to preview the topic due to the familiar language and prior to reading the paired text. Text-to-text connections are encouraged through the questions posed in the materials: “Both Phil George’s poem and Ah-nen-la-de-ni’s memoir describe the experience of being given a new name. What does the memoir add to your understanding of the poem? Would the poem serve as a good summary of the experience described in the memoir?”

The instructional materials reviewed for Grade 7 meet the criteria for supporting students’ increasing literacy skills over the course of the school year.

The materials contain tasks that support students’ increasing literacy skills over the course of the school year through increasingly complex text to develop independence of grade level skills. Series of texts are at a variety of complexity levels. Using a scaffolded approach, the materials provide students with more guidance and direction in the beginning of the unit with opportunities for students to demonstrate proficiency of essential skills as independent readers by the end of the unit. A “gradual release model” is exhibited with texts as they are categorized into guided, directed, and independent readings to support students as needed.

The texts offer a wide range of complexities and genres, including informational text and juxtaposing specific texts for comparison and analysis, which allow students to practice close reading skills valuable across disciplines and prepare students to transfer these skills to persevere through more challenging texts as they progress in their secondary studies. Literacy skills are addressed throughout the unit, and multiple opportunities are provided to practice these skills to demonstrate proficiency. The materials focus on literacy skills that include drawing conclusions, analyzing cause and effect, sequencing events, using context clues, making predictions, and analyzing text structure. As the year progresses, most questions and tasks build literacy skills and student independence. Examples include:

• In Unit 1, students get ready to read fiction texts by reviewing the elements of fiction including plot, characters, setting, point of view, and theme. This review increases their understanding of how fiction texts work and are structured in order to be able to understand and distinguish fiction and non-fiction and identifying author’s purpose.

• In Unit 3, students begin to practice the skill of identifying author’s purpose. Students read the independent reading selection, “Barrio Boy." This text is a Lexile level 1090. The teacher provides an explanation of author’s purpose and students examine and discuss how the selection affects them.

• In Unit 4, students read an excerpt from “The Sibley Guide to Birds,” a visual media. The Lexile level is above the 6-8 grade band (1280L), therefore the guided reading selection provides support before, during, and after reading. In the Reading Skills section before reading, students use details from the entry to draw a conclusion about what traits can be used to distinguish the wild turkey from other birds. Questions are provided throughout the text to provide support for drawing conclusions. For example, “What does the word incongruously suggest about these birds? Use a dictionary if you need help. What do you think 'birds of mixed ancestry' means?”

• In Unit 8, students read the Greek myth, “Phaethon, Son of Apollo,” retold by Olivia Coolidge. The Lexile level of the text is 1090L and at the high end of the 6-8 grade band. This is a directed reading selection and minimal support is provided. The drawing conclusion task is more complex as students are instructed to use a two-column chart to collect evidence and draw conclusions about the theme or message of the allegory.

The instructional materials reviewed for Grade 7 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 anchor texts are accompanied by a text complexity analysis. The Text Complexity boxes provided in the Teacher’s Edition with the label, Preview the Model, provide qualitative and quantitative reading levels for the anchor text. The information also includes Lexile scores, Difficulty Considerations, and Ease Factors for each selection for teachers to preview before reading. The materials include paired texts with text-to-text connections to assist students throughout each unit, and Words in Use, Academic Vocabulary, and Key Terms are outlined with page references to assist teachers with instruction and help students in accessing the text. A Scope and Sequence Guide provides quantitative and qualitative measures as well as considerations related to reader and task, including the specific reading skills, literary elements, and themes that students will work on in each text. Each unit provides a Teach the Genre section to provide support for the text type that they will encounter in each unit.

In Unit 1, students read the short story, “The War of the Wall,” by Toni Cade Bambara. The reading skill taught is analyzing cause and effect. The Preview the Model section presents the following text complexity measures:

• Quantitative Measure: 930 Lexile

• Qualitative Measures:

• Ease Factors: Interesting plot

• Difficulty Considerations: Historical references

• The Before, During, and After Reading sections provide teachers with instruction to assist students in accessing the text. The Before Reading suggestions for analyzing cause and effect: “The event that explains why is a cause; the event that results is an effect.” Vocabulary to preview are provided in the Words in Use section. Pronunciation and definitions are included for students to refer to before and during reading.

In Unit 4, students read the anchor text, “Ships in the Desert.”

• Quantitative Measure: 1460 NP

• Qualitative Measures:

• Difficulty Consideration: concepts, vocabulary, and sentence length

• Ease Factors: vivid imagery

• The Before, During, and After Reading sections provide teachers with instruction. Students will explore the highlighted reading skill, analyze main ideas, supporting details, literary element, and analogy, according to the Scope and Sequence provided for the unit.

In Unit 8, students read the Greek myth, “Persephone and Demeter,” retold by Ingri and Edgar Parin d’Aulaire. The reading skill taught is monitoring comprehension by asking questions. The Preview the Model section presents the following text complexity measures:

• Quantitative Measure: Moderate, 1020L

• Qualitative Measures:

• Ease Factors: Length

• Difficulty Considerations: Vocabulary

• The Before, During, and After Reading sections provide teachers with instruction to assist students in accessing the text. The reading skills featured with this model is monitoring comprehension by asking questions. In the Before Reading section, students are encouraged to always set a purpose for reading and create a graphic organizer in which the reader can record what the reader knows, wants to know, and learns as he/she reads. In the During Reading section, students review the side notes in which they will answer questions that monitor comprehension. In the After Reading section, students answer the Find Meaning questions which help them recall and interpret details and the Make Judgment questions lead them to analyze drama and evaluate how specific details contribute to its overall meaning. Vocabulary to preview is provided in the Words in Use section. Pronunciation and definitions are included for students to refer to before and during reading.

The instructional materials reviewed for Grade 7 meet the expectations for anchor and supporting texts providing opportunities for students to engage in a range and volume of texts to achieve grade level reading.

Following a model of gradual release of responsibility, teachers begin each unit by guiding students in accessing texts and offering extensive supports before, during, and after the reading process. Then, students move into directed reading, which offers extensive supports before and after reading while reducing the support during the reading. The model assists in preparing students to navigate texts independently once they progress further into the unit. Students self-monitor during the reading process, and the supports before and after the reading are minimal.

Students have opportunities to engage in the practice of reading connected texts. Each unit is organized around a specific genre and provides various text types including adventure stories, graphic novels, myths, and historical fiction. Complete texts are available through the EMC E-Library. Students are supported with reading through guided and directed reading instruction and are also given the opportunity to read independently.

Materials provide guidance to students relating to the close reading model and steps that occur as supports, such as Build Background, Set Purpose, Analyze Literature, and Use Reading Skills Before Reading. During reading, students use Reading Strategies, such as asking questions making predictions, visualizing, making inferences, and clarifying. Teachers encourage students to analyze literature and make connections through reminders. After reading, students find meaning, make judgments, analyze literature, and extend understanding. Additional etexts are available to students through the EMC E-Library as a supplement for each unit, and teachers can utilize the library to individualize based on student need. These include literary classics, long and short selections, and the texts can be printed or viewed online. An audio library is available as an additional support to “expand students’ listening skills and offer additional support for developing readers and English learners.” Examples include:

In Unit 3, students participate in guided reading, directed reading, and independent reading lessons of a variety of nonfiction texts. Examples include, but are not limited to, the following:

• Guided Reading: Students will read a memoir excerpt by Annie Dillard entitled, from An American Childhood. Instruction begins with the Before Reading section where students build background, set a purpose, and are introduced to the reading skills that will be learned in the selection. The during reading segment includes text-dependent questions provided to assist students with comprehending while reading and finally the after reading section includes a number of tasks where students can show what they learned.

• Directed Reading: Students will read an excerpt of an autobiography from Arthur Ashe entitled Off the Court. Instruction includes a Before Reading section where students build background knowledge and learn about the reading skills and objectives of the lesson. There is guidance provided for assisting students while they read, but the supports are minimal. At the end of the text, students have questions to answer in the Find Meaning and Make Judgments sections.

• Independent Reading: Students read an essay entitled “The Night the Bed Fell” by James Thurber. Materials provide options for teachers to preview the text. At the end of the selection, the Analyze and Extend section provides options for students to demonstrate their understanding.

In Unit 5, students participate in guided reading, directed reading and independent reading lessons of a variety of poems. Examples include, but are not limited to, the following:

• Guided Reading: Students will read Father William, a lyric poem by Lewis Carroll. Instruction begins with the Before Reading section where students build background, set a purpose, and are introduced to the reading skills that will be learned in the selection. The during reading segment includes text-dependent questions provided to assist students with comprehending while reading and finally the after reading section includes a number of tasks where students can show what they learned.

• Directed Reading: Students will read “The Tropics in New York," a lyric poem by Claude McKay. Instruction includes a Before Reading section where students build background knowledge and learn about the reading skills and objectives of the lesson. There is guidance provided for assisting students while they read, but the supports are minimal. At the end of the text, students have questions to answer in the Find Meaning and Make Judgments sections.

• Independent Reading: Students read “Miracles," a lyric poem by Walt Whitman. Materials provide options for teachers to preview the text. At the end of the poem, the Analyze and Extend section provides options for students to demonstrate their understanding.

• At the end of the unit, following the independent reading selections and lessons, there is a “For Your Reading List” section to provide students with additional reading selections linked to the unit theme. Examples include but are not limited to the following: “The Invisible Ladder: An Anthology of Contemporary American Poems for Young Readers” by Liz Rosenberg, “War and the Pity of War” by Neil Phillip, and “Becoming Joe DiMaggio” by Maria Testa.

In Unit 7, students participate in guided, directed, and independent readings of a variety of drama. Examples include, but are not limited to, the following:

• Guided Reading: Students read the text, A Defenseless Creature, by Neil Simon. Instruction begins with the Before Reading section where students build background, set a purpose, and are introduced to the reading skills that will be learned in the selection. The during reading segment includes text-dependent questions to assist students with comprehending while reading, and the after reading section includes a number of tasks where students show what they learned.

• Directed Reading: Students read the anchor text and drama, A Christmas Carol by Israel Horowitz. Instruction includes a Before Reading section where students build background knowledge and learn about the reading skills and objectives of the lesson. There is guidance provided for assisting students while they read, but the supports are minimal. At the end of the text, students respond to questions in the Find Meaning and Make Judgments sections.

• Independent Reading: Students read the drama and screenplay, The Monsters Are Due on Maple Street by Rod Serling. Materials provide options for teachers to preview the text. At the end of the drama, the Analyze and Extend section provides options for students to demonstrate their understanding.

The instructional materials reviewed for Grade 7 meet the expectations of most questions, tasks, and assignments being text-specific and requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

The materials include text-dependent questions to develop critical thinking skills. The majority of questions are text-dependent and provided over the course of the year. Before reading, a question is posed consistently allowing students to first draw on prior knowledge and/or experiences that connect to the selection. The text-dependent questions within a gradual release of responsibility framework during and after reading are designed to support students’ literacy growth, and essential questions prepare students to respond during the reading process. After reading questions require students recall and interpret detail, analyze and evaluate, and apply critical thinking skills. Teacher materials provide support for planning and implementation. Close Reading Model includes text-dependent and specific questions in three sections: Before, During, and After Reading. The Before Reading section includes four subsections with questions embedded within the margins of the textbook: Build Background, Analyze Literature, Set Purpose and Use Reading Skills. The During Reading section includes three subsections: Use Reading Strategies, Analyze Literature, and Make Connections. The After Reading section includes three subsections: Find Meaning, Make Judgements and Extend Understanding.

Materials also include Differentiated Instruction, Common Core Assessment Practice, Meeting the Standards, and Exceeding the Standards guides that also provide text-dependent questions.The text-dependent questions within a gradual release of responsibility framework during and after reading are designed to support students’ literacy growth, and essential questions prepare students to respond during the reading process. After reading questions require students recall and interpret detail, analyze and evaluate, and apply critical thinking skills. Teacher materials provide support for planning and implementation.

• In Unit 1, students are asked to read “After Twenty Years” and make inferences and judgments to answer the following questions: What do these details suggest to you about the man in the doorway? What does the waiting man’s description of Jimmy Wells as a ‘plodder’ suggest about his attitude toward his friend?”

• In Unit 3, using the text, “Names/Nombres”, on page 288, in the “After Reading” section, the student is required to refer to the text in answering question 1, which states, “According to the author, what happens to her family’s name during Immigration? Why do you think she repeats the family’s name to herself?”

• In Unit 4, using the text, “Ships in the Desert”, on page 402, in the “After Reading-Finding Meaning” section, the student is required to refer to the text in answering question 2, “What effect did passage of the Clean Air Act have on ice core samples dug from polar glaciers?”.

• In Unit 4, using the text, “Dust Bowl Photographs”, on page 435, in the “After Reading-Find Meaning” section, the student is required to refer to the text in answering question 2, “In what ways is the title, Playing on Farm, an appropriate title for this image? Why do you think Rothstein chose this title?”.

• In Unit 6, students read the poem, “Theme In Yellow,” and create a web that includes details that capture the attitudes of the speaker of the poem. Students also read the poem, “Once By The Pacific,” and analyze it by charting symbolism and writing a descriptive paragraph.

• In Unit 7, before students read the drama, “A Defenseless Creature,” they study a caricature that exaggerates a person’s traits. Students are asked to analyze the illustration as a visual text and answer the following questions: "Why are the woman and dog looking at the man this way? What features of the man and woman are exaggerated? Is the caricature funny? Why or why not?”

• In Unit 8, students read folk literature entitled “Tsali of the Cherokees” and are required to make inferences on why Cherokees might say “…hope is the cruelest curse on mankind.” Additional questions include: "What motivates the trader to warn Tsali not to say anything about the gold on his land? Is he concerned with Tsali’s well being? What does the dialogue between Amanda and the militia captain tell you about each character? What motivated Amanda and the other woman to wait in the house?”

The instructional materials reviewed for Grade 7 meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax.

Students are given the chance to speak about texts and extensions of the texts in the after reading exercises entitled, “Collaborative Learning." The “Exceeding the Standards-Speaking and Listening” handbook provides step-by-step instructions for each unit workshop in the text. Speaking and Listening rubrics are available for self and peer assessment. An opportunity for students to engage in a speaking and listening workshop is present following each unit. Each unit concludes with a Speaking, Listening, and/or Viewing Workshop. Within these workshops, students write, deliver, and listen to different speech presentations. Protocols are included in the margins of the workshops entitled, “Performance Tasks."

Protocols for speaking and listening can be found in the Speaking and Listening Workshop at the end of each unit. The presentations students develop are coordinated with the theme of the unit. In the Language Arts Handbook at the back of the Teacher’s Edition (and student handbook) the following guidelines and protocols are provided: Verbal and Nonverbal Communication, Listening Skills, Listening Critically, Listening to Learn Vocabulary, Listening for Appreciation, Collaborative Learning and Communication, Conducting an Interview, Guidelines for conducting an Interview, Public Speaking Tips, Guidelines for Giving a Speech, Oral Interpretation Guidelines for a dramatic reading of a literary work or group of works, Interpreting Poetry Guidelines, Guidelines for Storytelling, Participating in a Debate, and Guidelines for a Multimedia Presentation.

Additional instruction is available for speaking and listening strategies and skills in the Language Arts Handbook in the back of the student textbook. Guidelines for Verbal and Nonverbal Communication are provided, as well as adapting listening skills. Collaborative Learning and Communication Skills, Asking and Answering Questions, Conducting an Interview, and other Speaking & Listening guidelines are available as a resource.

Examples of how materials meet the criteria for providing opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax include:

• Exceeding the Standards: Speaking & Listening Unit 1: Speaking & Listening Workshop Giving and Actively Listening to Oral Summaries: Below is a list of a few plot details for the short story “The Serial Garden,” on page 111 of your textbook. Notice how only the important details of the story will be included in the final plot summary.

• In Unit 1, students read “The Inn of Lost Time” and practice speaking and listening as presented through Oral Interpretation: “Encourage students to role-play the encounter between the travelers and the people in the inn. Assign roles to students and have them carefully read and reread the passage that begins with Zenta calling out ‘Is anyone there?’ and ends with Tokubei’s exclamation about losing fifty years. Have students act out the scene, using volume, stress, inflection, and gestures for dramatic effect. After the performance, invite each student who plays a character to explain his or her interpretation of the character’s motivation and thoughts.”

• In Unit 2, students use “Jed’s Grandfather” to practice speaking and listening in presenting a group research project: “Tell students that when they are assigned a group research project, each group member should take a specific responsibility. This ensures that the work is evenly distributed, no work is duplicated, and all the goals of the assignment are met...Choose a group leader to conduct meetings and record assignments, schedules, and so on. (This role can be rotated.) Choose one or two members to collect and organize research materials. Assign each member of the group a different type of resource to use for research, such as the Internet, periodicals, books, and interviews."

• In Unit 3, students use “A Bittersweet Memoir” to practice speaking and listening as presented through Self-Generated Questioning: “Ask students to reflect on what they have learned. Ask: ‘What question raised by the selection would you really like answered?’ Model a possible question: ‘What was the reaction in the United States to the news of Clemente’s death?’ Have individuals articulate a question, write it down, and then conduct research to find an answer. Finally, set aside time to have students present their questions and answers to the class."

• In Unit 4, students have the opportunity to participate in a Speaking and Listening Workshop through a Viewing Workshop. The content of the viewing workshop is not directly tied to texts included in Unit 3. Students choose an idea, select key ideas and visuals, and identify their audience.

• In Unit 5, Under Critical Literacy, materials suggest the following: “In groups of two practice reading the dialogue from this poem aloud. One partner should take on the role of Father William, the other of Father William’s son. Correct yourself when you make mistakes and provide constructive feedback to one another.”

• In Unit 5, Teaching Note Group Discussion Behavior Give students some guidelines for discussing poems, poets, and other types of literature in small groups.— Agree on the topic and stick to it.— Speak kindly.— Do not interrupt; listen until each speaker has finished speaking.— Try to make sure everyone has a chance to speak.— Avoid generalizing from personal experience. Tell your story and then allow others to share.— Be aware of your body language. Nonverbal communication can say just as much as words.

• In Unit 6, students read the lyric poem, “Once by the Sea” and opportunities for collaboration are provided. Students are to discuss with partners how the poem makes them feel. What words, rhymes, rhythms, and images specifically influenced your reactions? What mental images did you imagine as you read the poem. Summarize the mood and its causes in one or two sentences.

• In Unit 7, students read the dramatic monologue, “St. Crispian’s Day Speech,” and the narrative poem, “Charge of the Light Brigade." Opportunities for collaboration are provided as they are to practice reading the speech in pairs and provide feedback about their partner's delivery including tone of voice, clarity, and facial expressions.

• In Unit 8, students read “Eshu," a Yoruban Folk Tale retold by Judith Gleason, and opportunities for collaboration are provided. Working in small groups, students discuss why Eshu behaves the way he does and what motivates him.

The instructional materials reviewed for Grade 7 meet the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

The materials include a mix of on-demand and process writing and short, focused projects. A range of writing activities and tasks are provided. Opportunities for students to revise and/or edit are provided to practice skills in an authentic manner. Students can utilize digital and outside resources when appropriate to the task. Writing tasks and projects are aligned to the grade level standards being reviewed.

The Teacher’s Edition offers opportunities to write in the Extend Understanding section, Writing Skills section throughout the unit, and the Writing Workshops and Test Practice Workshops at the end of each unit. Extend Understanding contains on-demand writing activities. The Writer’s Workshops for each unit includes a process writing assignment. The “Exceeding the Standards” book includes supports for each Writing Workshop. These activities require students to analyze the current reading and ground evidence from the text. Additionally, short, focused projects utilizing media resources are provided and require students to work with partners, in groups, or independently.

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

• At the end of Unit 3, a Test Practice Workshop is provided where students read an excerpt and are then write an informative essay in which they “state and support a thesis about the causes and effects of the narrator’s decision. Include evidence from the passage to support your thesis."

• In Unit 4, Extend Understanding, students write a one paragraph literary response explaining “how they think the setting affects the mood of the piece.” In addition, a short research project is suggested under Lifelong Learning: “Use library resources to find out more about the expedition involving Shackleton and the crew of Endurance.” Students prepare a poster for display that summarizes the incident.

• In Unit 5, using “The Village Blacksmith" in the “Extend Understanding” exercises, students are given two options for writing after reading: Narrative Writing or Informative Writing. For the Narrative option, students write a brief short story about the village the blacksmith described in Longfellow’s poem. Students introduce a conflict, challenge, or problem for the blacksmith to solve. Students reread “The Village Blacksmith” to find details that can be used to help describe the setting and the blacksmith’s character. In the Informative option, students write a critical analysis that explores Longfellow’s use of rhythm and rhyme in “The Village Blacksmith." Students explain the message that Longfellow communicates or reinforces through the use of rhythm and rhyme. Students share their work with the class.

• In Unit 6, using “Once by the Pacific" in the Extend Understanding exercise, students are given two options for writing after reading: Descriptive Writing or Informative Writing. For the Descriptive option, students analyze the symbolism in the poem and write about one of them. For the Informative option, students write a cause and effect essay in which they state the speaker’s outlook and determine the causes for that outlook. Students will use both direct quotations and paraphrases in support of their claims. At the end of the essay, the students will restate the main idea.

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

• In Unit 1, students write a response to a piece of literature (Informative Writing). They use the writing process to complete the assignment and are provided with instructional support through each phase of the writing process.

• In Unit 2, students write a short story (Narrative Writing). They use the writing process to complete the assignment and are provided with instructional support through each phase of the writing process.

• At the end of Unit 3, a Writing Workshop focusing on cause and effect writing is provided. Students analyze an event and the reasons it occurred or to consider the relationship between an event and its results. Students are taken through a prewrite, draft, revise, edit and proofread, and publish and present.

• At the end of Unit 4, a Writing Workshop focusing on a descriptive essay is provided. Students use sensory details and personal thoughts to give a response to nature. They are taken through a prewrite, draft, revise, edit and proofread, and publish and present.

• In Unit 6, in the Exceeding the Standards workbook, students write dialogue between two characters. Students are taken through the 5-step writing process: prewriting, drafting, revising, editing and proofreading, and publishing and presenting. They are provided with a literary model, instruction through the writing process, a revision checklist, and a writing rubric.

• In Unit 7, students use a Writing Workshop to focus on an Argumentative Essay with the following goals: “an effective introduction, a clear thesis statement, a clear and logical organizational pattern, evidence that supports the thesis, an effective conclusion that restates the thesis and adds an insight.” Notably, the workshop includes addressing opposing viewpoints in a counterargument as well. The standards require students to acknowledge a counterclaim at this level; therefore, it is appropriate to include this piece in the Performance Task.

• In Unit 8, students are assigned a Test Practice Workshop focusing on a Research Report that includes sourcing texts included throughout the unit. Students have the opportunity to write a research report in which they “examine the personalities of the gods from the myths in this unit. Discuss the qualities present in their personalities and the ways these characters are like or unlike human. Gather your information from at least three myths. In your essay, use both paraphrases and direct quotations."

Examples of short, focused projects incorporating digital resources where available include, but are not limited to, the following:

• In Unit 1, students complete the following task: “Use the Internet to research information for a comparison study of the western green mamba (Dendroaspis viridis) and king cobra (Ophiophagus hannah). Find out facts about their size, appearance, habitat, range, and habits. Determine which of the two snakes represents a greater danger to human beings."

• In Unit 2, students complete the following task: “The title of Deal’s story is a literary allusion, an indirect reference to something that explains or enriches the story. Use a library or the Internet to find out about the myths of Antaeus. Compare Antaeus and T.J. Make a poster that explains how they are similar and how they are different."

• In Unit 8, after reading “Eshu," students can move beyond the text through Differentiated Instruction and utilize digital resources through an Enrichment activity: Other versions of the story of Eshu and the two friends progress quite differently from this one. (Eshu returns and speaks to the friends, for instance.) Students may be interested in comparing different versions. Have them use the library or internet resources to find alternative tellings of the tale and have them report their findings to classmates.

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

Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes of writing that reflect the distribution required by the standards. Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). After most reading selections in each unit, students are given an opportunity to respond to the text in a form of writing in the “Extend Understanding” section. At the conclusion of each unit, a “Writing Workshop” task is provided.

Each lesson offers a purpose for the writing, instruction and guidance in writing, a literary model for students to refer to, a five-step writing process plan, a revision checklist, and rubrics. Also, writing lessons are provided in the supplemental workbook, “Exceeding the Standards". Supplementary writing lessons are also offered across the school year in different modes of writing such as informative, narrative, descriptive, argumentative. Rubrics and a variety of writing tasks provide both students and teachers opportunities to monitor progress in writing skills.

In Unit 1, students use “After Twenty Years” and engage in two text types of writing, narrative and informational, with the following activities:

• Imagine that you are Jimmy Wells writing to your former friend after Bob has been sent to jail. Write a letter explaining how you feel about what you had to do. Offer to support Bob in turning his life around.

• The plainclothes police man tells Bob that twenty years is long enough to change “a good man into a bad one.” Using a cause-and-effect chart, write a short essay in which you analyze the causes and effects that brought Bob to justice in “After Twenty Years.”

In Unit 2, students read the text, “For Your Reading List,” and complete the following argument writing/speaking task: "Using your library, locate a recent book review in a local or national newspaper or magazine. Read the review, noting the tone and the reviewer’s main idea. Then write your own two- paragraph book review of 'The Smallest Dragonboy.' Give your opinion and present evidence, including paraphrases and direct quotations, in support of it. At the start of your review, be sure to give a brief summary of 'The Smallest Dragonboy.' When you are done, present your review using gestures as well as the proper speaking rate, volume, and eye contact.”

In Unit 3, students write a newspaper editorial (Argument Writing) about how centuries of immigration in the United States have influenced the national character. “Describe how you think immigrants from all over the world have influenced what it means to be an American. Use direct quotations or paraphrases from Barrio Boy as support."

In Unit 5, in the “Writer’s Workshop," students are instructed to write a compare-and-contrast essay in which the students examine the similarities and differences between the two subjects. Students experience a 5-step writing process including prewriting, drafting, revising, editing and proofreading, and publishing and presenting. Teachers are provided with instructional protocols in the margins of the Writer’s Workshop pages on the stages of the writing process.

In Unit 6, students use “Once by the Pacific" in the “Extend Understanding” exercise as the text for two options in writing after reading - Descriptive Writing or Informative Writing. For the Descriptive option, students analyze the symbolism in the poem and write about one of them. For the Informative option, students write a cause-and-effect essay in which they state the speaker’s outlook and determine the causes for that outlook. Students will use both direct quotations and paraphrases in support of their claims. At the end of the essay, the students will restate the main idea.

In Unit 7, students utilize a writing rubric for the argumentative essay focusing on the following: “an introduction that grabs the reader’s attention, that includes a question or a quotation, or that connects to a common human experience; a thesis statement in the introduction that clearly presents my argument or point of view; a clear and logical organizational pattern; evidence, such as reasons, facts, and examples to support my thesis; an effective conclusion that restates my thesis and adds a final insight."

In Unit 8, students utilize a writing rubric for informative writing, the research report focusing on the following: “an introduction that clearly states my purpose and thesis; a clear organizational pattern with effective transitions; quoted, paraphrased, and summarized information from multiple sources that supports my thesis; an effective conclusion that sums up my main points; a list of sources cited in my report."

The instructional materials reviewed for Grade 7 meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.

The materials provide opportunities across the school year for students to learn, practice, and apply research-based and evidence-based writing to support analyses, arguments, and synthesis. At the end of every reading selection, in the After Reading/Extend the Text section, students are presented with two on-demand writing options that prompt students to complete short, research-based writing using the texts read within the section. There are additional opportunities to complete writing assignments after reading selections, but only some of these tasks require students to seek evidence from the text. The writing prompts that require students to interact with the text only sometimes state explicitly that the students need to cite evidence. Some writing prompts are creative and narrative, causing the student to focus on personal events, reactions to themes, and using their imagination to create a product that is loosely related to the text. Students also experience research-based and evidence-based writing within every Writing Workshop section that occurs at the close of each unit. Many writing opportunities are focused around each student’s analyses and claims developed from reading closely and working with sources.

• In Unit 1, students complete the following task: “How reliable is Johnny’s version of what happened? In one column of a two-column chart, list details from the story showing that Johnny is a reliable narrator; in the other column chart, list details from the story showing that Johnny is a reliable narrator; in the column, list details showing that he is unreliable. Take a position and write a short paragraph in which you explain to a group of researchers why they should or should not try to find the sea creature.”

• In Unit 2, students complete the following task: “Using your library, locate a recent book review in a local or national newspaper or magazine. Read the review, noting the tone and the reviewer’s main idea. Then write your own two-paragraph book review of the “The Smallest Dragonboy.” Give your opinion and present evidence, including paraphrases and direct quotations, in support of it. At the start of your review, be sure to give a brief summary of the “The Smallest Dragonboy.” When you are done, present your review using gestures as well as the proper speaking rate, volume, and eye contact.”

• In Unit 3, students are to write a one-page critical analysis. “An author’s voice expresses his or her personality and attitudes. How would you describe Annie Dillard’s voice in this passage? Analyze Dillard’s voice, or use of language, tone, and sentence structure. Be sure to include a thesis statement and evidence from the text.” Also in Unit 3, students are to write an informative essay in which they describe the problem the author overcomes in the text, “Fish Cheeks." “At the end of your essay, tell whether you think the way in which the author overcame this problem is satisfactory. When you are finished, share your essay with the class.”

• In Unit 4, students write a problem-solution essay using “Ships in the Desert." Students are to offer a solution to one of the problems while stating the chosen problem in an introductory paragraph. “In the body paragraphs, explain changes people can make to ease or resolve this problem.” The concluding paragraph should include what could happen in the future if such changes are not made. The essay should include facts and details from the text to support their ideas.

• In Unit 5, students use “The Village Blacksmith” in the Extend Understanding exercises to choose between two options for writing after reading: Narrative Writing or Informative Writing. For the Informative option, students write a critical analysis that explores Longfellow’s use of rhythm and rhyme in “The Village Blacksmith." Students explain the message that Longfellow communicates or reinforces through the use of rhythm and rhyme. Students share their work with the class.

• In Unit 6, student use “Gold” in the Extend Understanding exercise to write a short critical analysis in which they describe the main idea of Mora’ poem. They examine the use of images, the setting, the speaker’s descriptions, and the poem’s tone. In the introduction of the analysis, students summarize the poem and state what they think the main idea is. Students will present evidence to support their claims.

• In Unit 7, during the reading of “A Christmas Carol, Act I," students create a Character Sketch: “Tell students that a character sketch describes a character in a story. Ask students to write a one-paragraph character sketch of Marley, Scrooge, Cratchit, or Scrooge's nephew Fred. Before they begin, remind students that a well-constructed paragraph has a topic sentence that takes the main ideas, body sentences that support the topic sentence and help explain the main idea, and a closing sentence that bring the paragraph to a satisfactory conclusion."

• In Unit 8, students can practice informative writing to Extend Understanding: “Write a literary analysis of Tsali’s character. Use the chart you created to analyze character motivation in ‘Tsali of the Cherokees’ to help you form and support your thesis. Ask yourself: Why did Tsali choose to stay on his land? What does he value? How does he interact with others? At the end of your analysis, be sure to restate your thesis. When you are finished, share your analysis with the class."