The instructional materials reviewed for Grade 7 meet the expectations for texts being organized around a topic/topics to build students’ ability to read and comprehend complex texts independently and proficiently.

Each module has texts that connect by a central topic or theme.

• In Module 1, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War.
• In Module 2A, students explore the issue of working conditions, historical and modern-day.
• In Module 2B, students explore the concept of personal identity formation and transformation in both historical and modern-day societies.
• In Module 3, students read the autobiography of Frederick Douglass, with specific attention to understanding how he uses language and how he tells his story in order to serve his purpose of working to abolish slavery.
• In Module 4A, students explore adolescent brain development and the effects of entertainment screen time on the brain.
• In Module 4B, students explore water sustainability and fresh water management.

The sequence of texts and sufficient lesson scaffolds ensure students are able to read and comprehend complex texts independently and proficiently.

• Modules include text with quantitative measures at multiple levels within the grade band.
• In all modules students are provided with graphic organizers and recording forms to engage students actively and provide scaffolding for students in need. Students read text independently, in small groups, and as whole group read-alouds to scaffold reading instruction. Students are asked to actively monitor their reading comprehension.
• In Module 1, Unit 1, lesson 5, students are asked to reread chapters read in class that day for homework and add quotes to the graphic organizer, as well as read independently Chapters 14-15 to complete Reader's Notes to express understanding.
• In Module 4A, Unit 1, lesson 1 teachers are directed to read aloud slowly, fluently, and without interruption or explanation while students look at the text and actively read to promote fluency and comprehension.
• In Module 3, Unit 2, lesson 1, students participate in an independent reading check in. Students talk about the text with a peer while the teacher confers with students about their reading. Students discuss reading goals and create new ones.

The instructional materials reviewed for Grade 7 meet the expectations for materials containing sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. Throughout the materials, students independently and as a whole group complete questions and tasks that require analysis of individual texts.

• In Module 2A, Unit 3, lesson 3, students read text and paraphrase the section into a single sentence using key details from the text.
• In Module 2B, Unit 1, lesson 3 students complete Reader's Notes that ask them to write a sentence to capture the central idea of the text, to make inferences based on the text, and to analyze key details of events in the text.
• In Module 2B, Unit 2, lesson 4, students describe how setting, characters, and plot of the text Pygmalion interact.
• In Module 2B, Unit 2, lesson 14 students complete a graphic organizer analyzing the structure of a model essay to prepare to write their own essay.
• In Module 2A, Unit 1, lesson 2, students are asked text-dependent questions that asks students to analyze the language, details, craft and structure of the text. For example, "Lyddie describes her mother as ‘queer in the head’ What does queer mean? How do the context clues help you figure it out? What work might we use today to describe Lyddie's mother?"
• In Module 3, Unit 1, lesson 12, students complete a three-step process of rereading a poem to find out how the sound, words, and shape of a poem work together to create meaning.
• In Module 3, Unit 1, lesson 13, students answer the question "What poetic tools does Douglass use to reinforce this idea?" after reading the text three times.
• In Module 3, Unit 2, lesson 2, students analyze an excerpt from the Narrative of the Life of Frederick Douglass. On the third read students are asked "After Douglass figures out what abolition means, he says, 'The light broke in upon me by degrees.' What does this mean and what type of figurative language is this? How does it show the importance of this moment in Douglass's life?"
• In Module 3, Unit 2, lesson 7, students answer why Douglass uses the word cunning to describe Covey, rather than intelligence or effectiveness and tell how that connects to his purpose in telling the story.
• In Module 4B, students examine water and its relationship to the world and read anchor text, The Big Thirst: The Secret Life and Turbulent Future of Water by Charles Fishman and a National Geographic article, "Why Care about Water?” Activities in this module prompt students to engage in multiple close readings and include encouraging a deeper understanding of informational text structures and organization. Video review is included as students collect evidence and analyze information using this form of media.

The instructional materials reviewed for Grade 7 meet the expectations for materials containing 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. Each unit and module contains text-dependent questions and tasks that require students to integrate knowledge and ideas both in individual texts and across multiple texts.

• In Module 1, Unit 3, lesson 5, students support their ideas using strong evidence from two texts, "Water for South Sudan" and A Long Walk to Remember. Students use this evidence to write a two-voice poem.
• In Module 2A, Unit 1, lesson 10, students analyze Lyddie's decision by answering text-dependent questions and then synthesize the information to make a list of reasons Lyddie should and should not sign the petition.
• In Module 2B, Unit 3, lesson 8, students prepare for the Unit 3 assessment by annotating three separate sources in their Researcher's Notebooks.
• In Module 3, Unit 1, lessons 13-16, students analyze and integrate knowledge and ideas about the institution of slavery from various sources.
• In Module 4A, Unit 1, lesson 4, students add to Model Brain Development Anchor Chart that is used across multiple lessons and texts. Students integrate new information from a multimedia video and record new information.
• In Module 4B, Unit 1, lesson 9, on the End-of-Unit assessment, students analyze and integrate knowledge and ideas about water and agriculture and trace an argument across a video and an article.

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

• In Module 1, Unit 1, students engage in multiple activities throughout the module that prompt them to collect and site evidence to support claims, confirm perspectives, support analysis, and culminate with an assessment that requires them to gather textual evidence to identify perspectives.
• In Module 2A, students are introduced to the research process. Students generate research questions, gather information from multiple sources, and paraphrase. As a culminating task, students write an informative brochure that is a teenage consumer's guide to buying clothes. Teachers monitor completion of the task by having students identify where on the Research Roadmap anchor chart they think they are at the moment.
• In Module 2B, students read several articles about gender roles and advertising and collect notes. Students will synthesize the information gathered into paragraphs, write an advertisement analysis, and create a "counter ad" that will recreate the advertisement without including stereotypes.
• In Module 4A, Unit 2, students examine arguments, claims, and evidence that support claims to be able successfully participate in discussions around making their own claims and formally presenting them.
• In Module 4B, students research and extend the writing process to publish a research-based position paper. Students analyze a model position paper and plan their own. Students work with partners and teams to share ideas and get feedback. Teachers can monitor student progress during the Mid-Unit Assessment when the first draft of the paper is due. Students then revise their position papers and create a visual representation that they will present to their classmates.

The instructional materials meet expectations for Grade 7 including a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Opportunities to build vocabulary are found throughout the instructional materials.

Vocabulary instruction calls for students to think about the meaning of words. Definitions are provided in student-friendly language, and word meanings are taught with examples related to the text as well as examples from other contexts students would be more familiar with.

• Throughout the modules and units, students discuss and clarify language of learning targets to build academic vocabulary.
• In Module 2, Unit 1, lesson 13, students are reminded that they have previously discussed the words relevant evidence, coherent, and appropriate in Module 1, Unit 2, as they wrote their essays on A Long Walk to Water. Students had included these words in their Writer's Glossaries in Module 1.
• In Module 1, Unit 1, lesson 4, students are asked to look at the word "refuge" and look for a prefix. Students then review what "re-" means and are given examples of words that use "re-." Students are then directed to look at the root word, fug. They are told that fug means to run away and then asked to look at both the prefix and the root word. Students are asked "Given this prefix and this root, what do you think this word means? What is a refugee camp? Why might they be set up?" The students are asked to extend the learning of the word family by answering what other words have the same root (fugitive, refuge).
• In Module 1, Unit 3, lesson 3, students define the word cite and think of other words with a partner that have the words cite in them. Students are shown that these words have the cit root in them and are given the definition of the root.
• In Module 2A, Unit 1, lesson 13, students are invited to turn to a partner and share about a time that they were in an argument. Students discuss what causes an argument and students use this definition to build to what an argument means in writing.
• In Module 2A, Unit 1, students keep a Reader's Dictionary to note word definitions that will be used throughout the unit. Students use the Reader's Dictionary while writing and when completing an argument essay.
• In Module 2B, Unit 1, lesson 1, students define the term self-worth and write about it being different from being "stuck up" or "conceited." Students write about what it would look like for a person to have a sense of self-worth and how that can play a role in someone's identity.
• In Module 3, Unit 1, lesson 7, students determine the meaning of words in context, determine the meaning of words using roots, and answer questions about what sentences mean. The teacher models think aloud of finding context clues for words such as deprived in the text, giving specific evidence from the text that provided context clues to the words meaning.
• In Module 3, Unit 1, lesson 8, students complete an entry task that asks them to use sentences from a text to define roots, prefixes, and suffixes and also to define the word in the text.
• In Module 3, Unit 2, lesson 5, students are provided with a text excerpt and questions for "The Fight with Covey." The excerpt includes student-friendly definitions of words, as well as some words that students will need to define themselves based on context clues.
• In Module 4A, Unit 1, lesson 19, a resource of definitions in the article “Growing Up Digital" is provided for teacher and student reference.

The instructional materials reviewed for Grade 7 meet the expectation for materials supporting 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. Students are supported through the writing process with mentor text. Feedback is provided by peers, the teacher, and self-evaluations to ensure that students' writing skills are increasing throughout the year.

• In Module 1, Unit 3, lesson 2 students use Two-Voice Poem: Graphic Organizers that have received feedback from the teacher. Teachers are directed to state, “Writers often play with several ideas before they generate their writing plans, and that they often talk over their ideas.” Students will then participate in a back-to-back and face-to-face discussion in preparation to write.
• In Module 1, Unit 3, lesson 4, students participate in a peer critique protocol to review their two-voice poems.
• In Module 2A, Unit 2, lesson 3, students focus on identifying the rhetoric words and terms in Chavez’s speech and add to an anchor chart of words that can be used when writing.
• In Module 2B, Unit 3, lesson 13 students revisit past writings and reflect on their growth. The teaching notes state, “Congratulate students on their work and their accomplishments in reading and writing over the course of the module. Tell them to take a few minutes now to consider what they will take away from this module about writing. Distribute student essays and rubrics on Pygmalion (from Unit 2), as well as students’ Writing Improvement Trackers (from Unit 1). Ask students to use the Writing Improvement Tracker to reflect on their writing skills as they did before writing their essays on Pygmalion.”
• In Module 3, Unit 2, lesson 12, students write a reflection on Frederick Douglass’s narrative after discussing with a partner reflection questions.
• In Module 3, Unit 2, lesson 15, students review a writing rubric to ensure that they understand the criteria and review a model essay “Telling the Truth about Slavery” in preparation to write their own essay.
• In Module 4, Unit 3, lesson 8, students revise vocabulary and conventions of their argument writings based on feedback from peers. It is also noted that students should revisit the writing from A Long Walk to Remember from Unit 1 to help them in the self-reflection in the next lesson.

The instructional materials reviewed for Grade 7 meet the expectations for 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.

• In Module, Unit 1, students build background knowledge about physical environment and reading maps to prepare to read about Southern Sudan.
• In Module 2A, Unit 3, lesson 4 students use their Researcher’s Roadmap to help identify credible sources in research. Students also clarify how to read a source while researching about human conditions in the workplace.
• In Module 2A, Unit 3, lesson 8, students are asked to identify which sources they used from a “works cited” list that is provided in the Brochure Planning Guide. It is noted that students will develop the skills they need to create their own citations in Module 4.
• In Module 2B, Unit 3, lesson 4, students are introduced to the research process and the process of creating quality questions while working on an Ad Analysis Task.
• In Module 3, Unit 1, lesson 2, students use a Historical Context Anchor Chart to gather evidence and hold their thinking about the historical context of the Narrative. Students will study slavery, the debate over slavery, and the life of Frederick Douglass.
• In Module 3, Unit 2, lesson 1 students build background information about Victorian England and the setting and time period of the play Pygmalion using a gallery walk of images and texts.
• In Module 4, Unit 2, lesson 4, students review the skill of paraphrasing which is taught in Module 2. Students also use their Researcher’s Notebook to evaluate sources.

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

The majority of lessons require some independent readings of text followed by text specific questions and tasks that reflect student accountability. Additionally, most homework assignments include independent readings and tasks that require students to produce evidence of reading.

• In Module 2A, the overview outlines how independent reading is structured with accountability in place after students finish reading. The overview stresses the importance of increasing the volume of reading and launching an independent reading plan for students. Students have reading time in and outside of class with opportunities to share outside reading with the class. Units 2 and 3 include time to work on an independent reading routine that is in a calendar embedded into the daily lessons
• In Module 2B, Unit 3, lesson 7, students participate in an Independent Reading check-in: they are supported with checking to see if they met previous independent reading goals as well as creating new goals.
• In Module 3, Unit 2, lesson 1, students participate in an independent reading check-in. Students talk about the text with a peer while teacher confers with students about their reading. Students discuss reading goals and create new ones.
• In Module 4A, Unit 3, lesson 6, students analyze and evaluate Independent Reading texts to create cheat sheets for future students.

The instructional materials reviewed for Grade 7 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing.

• The Grade 7 curriculum is comprised of four eight-week modules.
• Four modules make up one year of instruction. Each grade level has six modules. Teachers can choose between an A and a B option for two of the modules.
• Within each module there are three units. Each module has the same sequence of units. Unit 1 is Building Background Knowledge, Unit 2 is Extended Reading and Research, and Unit 3 is Extended Writing. Modules are anchored by one or more books as a central text.
  • For example, in Module 2, Unit 1 focuses on Building Background Knowledge and "What is Identify and How is it Formed?" Unit 2 focuses on Identity Transformation in Pygmalion, and Unit 3 focuses on a Culminating Project and "Analyzing Gender Roles in Advertising."
• Materials include a curriculum plan located online at eleducation.org that lists the topic, focus, central texts, and major writing tasks in each module.
• Materials include a curriculum map located online at eleducation.org that includes a module description, assessments, and standards assessed for each module.
• A module overview is found at the beginning of each module. The module overview explains the story of the module, lists standards assessed, and provides a week-at-a-glance planning chart. For example, the Module 2A overview is found on pages 2-19.
• There are unit overviews and a Unit-at-a-Glance located online at eleducation.org for each of the three units in each module.

• All lessons have three sections: Opening, Work Time, and Closing and Assessment. For example, Module 1, Unit 1, lesson 1, has the following parts: Opening (20 minutes), which is broken down into Engaging the Reader (10 minutes) and Introduction Learning Target (10 minutes); Work Time (10 minutes), which comprises Engaging the Reader Part II (10 minutes); and, Closing and Assessment (5 minutes), which comprises the Debrief: Revisiting Learning Targets and Creating Partner Discussion Criteria.
• Each lesson includes a title that names the literacy skills students will work on as well as the content, long-term learning targets that name the standards addressed in the lesson, supporting learning targets that specifically name what learning will take place in the lesson, ongoing assessment to be used as formative assessments, an agenda to map out the day’s outline, and teaching notes that guide teachers on how to prepare for the lesson. Also included are lesson vocabulary that list both academic and content words being addressed in the lesson, lesson materials, a Meeting Student’s Needs column to suggest differentiation and scaffolding, and all supporting materials that include student-facing materials to be distributed to students.

The instructional materials reviewed for Grade 7 meet expectations that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.

• Each Module provides approximately eight weeks of instruction. Four modules make up a year of instruction which provides approximately 32 weeks of instruction.
• The total number of lessons of available for Grade 7 is 238. However, teachers are given a choice which two modules they want to exclude. For example, the teacher can select Module 2A or Module 2B and Module 3A or 3B. Therefore, the total number of lessons taught range between 159 and 161 which is a reasonable number of lessons to complete during a school year.
• This pacing allows for maximum student understanding. Time is built in for teachers to modify lessons to tailor to their student’s needs. The program allows flexibility for teachers to rely on professional judgment to modify pacing.

The instructional materials reviewed for Grade 7 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).

Materials include but are not limited to graphic organizers, note catchers, text dependent questions, word-catchers, reference charts, anchor charts, unit assessments, supporting excerpts or texts, close read guides, jigsaw question strips, essay rubrics, reference aids, model writings, entrance and exit tickets, teacher reference sheets, vocabulary words lists and definitions, feedback forms, and writing prompts.

• Module 3, Unit 1, lesson 1, includes a Powerful Stories anchor chart and a note-catcher. Lesson 7 includes clear directions for second read of the text and a close read guide with note-taker. Also included is a Roots, Prefixes, and Suffixes reference sheet.
• Module 4A, Unit 1, lesson 1, includes a notices and wonders note catcher, a gallery walk teacher reference, a supporting text, a vocabulary anchor chart, an informational text structure map graphic organizer with teacher reference model, a gist note taker, a vocabulary note taker, and a text and questions chart. Lesson 6 includes a digital revolution text structure graphic organizer, an excerpt note taker, a teacher reference close read guide, and a model brain development anchor chart. Lesson 10 includes a text excerpt, End-of-Unit Assessment directions with chart and questions, End-of-Unit Assessment teacher reference.

Student resources include clear directions. Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed.

• In Module 1, Unit 3, lesson 4, the lesson includes a peer critique expectations and directions form written clearly: directions include, "Partner: Gives feedback based on rubric criteria: "I like how you ____. You might consider____."
• In Module 2A, Unit 1, lesson 5, the lesson includes an entry task with the following directions: "Use your Reader's Notes from Chapters 6 and 7 of Lyddie to answer the questions below."
• In Module 3, Unit 2, lesson 2, the lesson includes a T-chart with the following directions clearly written: "Write each word in the column that it belongs in. Complete this task with a partner."

Reference aids including glossaries, photographs, anchor charts, and handouts are clearly labeled as such at the top and in the teacher’s materials. Reference aids are labeled correctly.

• In Module 4A, Unit 3, lesson 7, an example of student material reference aids can be found on page 154.

The instructional materials reviewed for Grade 7 meet the expectations for materials including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.

Alignment to the CCSS is documented in multiple places in the curriculum. CCSS standards are documented on the Grade 6-8 Curriculum Map, at the module level, at the unit level, and in the Teacher's notes for each lesson in the form of Long-Term Learning Targets. Alignment for all assessments are also provided in the Curriculum Overview.

The grade-level curriculum map lists all assessments and which standards are being assessed. This map also includes a chart that illustrates which standards are being assessed in each module. These maps can be found for each grade level at eleducation.org.

At the beginning of each module there is a Week-at-a-Glance chart as well as a Unit-at-a-Glance chart that provides teachers with an overview of standards taught and assessed in each lesson. At the beginning of each module there is a module overview—a description of assessments which includes the performance task, Mid-Unit Assessments, and End-of-Unit Assessments. This overview includes standards being assessed in each assessment. The performance task, Mid-Unit Assessment, and End-of-Unit Assessment for each module includes alignment documentation of the standards addressed.

• In Module 1, Unit 3, lesson 6, the performance task provides long-term learning targets in the lesson (page 84) and on the student-facing material (page 88).
• In Module 2A, Unit 1, the Assessments Overview is found on pages 21-22.
• In Module 2B, Unit 1, the Week-at-a-Glance chart is found on page 13. Unit-at-a-Glance is found on page 35.
• In Module 2B, Unit 1, lesson 5, the long-term learning targets assessed are provided in the lesson (page 135) and on the student-facing material for the mid-unit assessment (page 145).

Materials reviewed for Grade 7 meet the expectation for materials containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

Materials include a teacher’s edition that provides teaching notes for each lesson. These notes provide an overview of the lesson, directives for the teacher, and explanations of what learning will occur. The notes also give suggestions of specific actions teachers can take to promote learning or plan for future learning. Materials also include student “listen for” statements in lessons. These "listen for" statements provide teachers with model student answers to ensure students are on target.

• Module 2A, Unit 1, lesson 5 includes a note to the teacher to listen for students to identify the character’s problem-solving skills, determination, and courage to ensure that students are comprehending.
• Module 3, Unit 1, lesson 3 includes suggestions for maximizing student understanding: "If students produce strong sandwiches, consider asking permission to display and explain their work as a model, for example, under a document camera. You could also have selected students repeat to the entire class strong work in the Back-to-Back and Face-to-Face protocol."
• Module 3, Unit 1, Lesson 7 explains the lessons purpose in the teaching notes on page 183. The notes clearly explain the purpose of the lesson, what will happen in the lesson, and for the teacher to consider referring to previous discussions to better understand the text. The teacher is also prompted to prepare for the lesson by taping four quote cards under students’ desks in advance and review the excerpt for the lesson.
• Module 3, Unit 1, lesson 9 includes the document, "A Close Reading Guide, Second Read," that includes guidance on how to support students during reading.
• Module 4B, Unit 2, lesson 12 includes guidance to support students that need practice with oral response or extend processing time. The teacher’s notes state, “Consider selecting students ahead of time for cold calls. Those who need practice in oral response or extended processing time can be told the prompt before class begins to prepare for their participation."

Technology is listed and/or suggested when appropriate in the section Resources and Links and Multimedia.

• In Module 1, Unit 1, lesson 2, the Meeting Students’ Needs column suggest that for students who struggle with complex vocabulary, consider adding visual images to the definition to the Reader’s Dictionary. To further support ELLs, consider providing definitions of challenging vocabulary in the student’s home language. Resources such as Google Translate and bilingual translation dictionaries can help.
• In Module 4B, Unit 1 under Resources and Links on page 24 there is a link provided to a site to search for images with licenses to reuse. http://search.creativecommons.org/.

Materials reviewed for Grade 7 meet the expectation of materials containing a teacher’s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.

Materials include teachers notes and other documents that explain and give rationales for teacher actions, accommodations, pacing, instructional materials, and resources.

• The "Preparing to Teach a Module: Guidance for Coaches and Teacher Leaders" document found at eleducation.org explains how to prepare to teach a module and give a guidance timeline with detailed direction.
• The "Assessment Design in Expeditionary Learning Grades 3-8 Curriculum" document outlines the step-by-step process for designing effective assessments aligned to the CCSS.
• The "Help Students Read Closely" document explains the close reading process and explicitly demonstrates how a teacher plans for a close read lesson.
• The "Writing Instruction in Expeditionary Learning Grades 3-8 ELA Curriculum" document explains the how and why of Expeditionary Learning’s approach to writing instruction.

Explanations and examples can also be found in the lesson narratives, the Meeting Student's Needs section, and in Preparation and Materials for each lesson.

• In Module 1, Unit 3, lesson 1, the lesson provides a rationale for using graphic organizers and recording forms: "Graphic organizers and recording forms engage students more actively and provide scaffolding that is especially critical for learners with lower levels of language proficiency and/or learning."
• In Module 2B, Unit 1, lesson 2, the lesson contains an explanation regarding the importance of a teacher reading a complex text aloud: "Hearing a complex text read slowly, fluently, and without interruption or explanation promotes fluency and comprehension for students. They are hearing a strong reader read the text aloud with accuracy and expression and are simultaneously looking at and thinking about the words on the printed page. "
• In Module 3, Unit 1, lesson 2, the lesson includes a rationale for the use of guiding questions: " Guiding Questions provide motivation for student engagement in the topic and give a purpose to reading a text closely."

The materials reviewed for Grade 7 meet expectations for materials containing a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.

Materials include a document, “Preface to the Modules" found on eleducation.org. The preface includes an introduction to how the materials address the Common Core shifts as well as a detailed account of how the CCSS standards have a role in the curriculum.

• The introduction to the preface states, “Expeditionary Learning’s Grades 3–8 ELA Curriculum has been designed by teachers for teachers to meet the needs and demands of the Common Core State Standards: to address and bring to life the shifts in teaching and learning required by the CCSS. To prepare students for college and the workplace, where they will be expected to read a high volume of complex informational text and write informational text, the shifts highlight the need for students to learn and practice these skills early on. This curriculum has been designed to make this learning process engaging with compelling topics, texts, and tasks.”

Each module contains a Module Overview which provides a summary to show how different ELA standards are applied to develop knowledge and expertise in content areas.

• In Module 1, the overview states, “In this eight-week module, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. In Unit 1, students begin the novel A Long Walk to Water (720L) by Linda Sue Park. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to analyze and contrast the points of view of the two central characters, Salva and Nya. They also will read informational text to gather evidence on the perspectives of the Dinka and Nuer tribes of Southern Sudan. In Unit 2, students will read the remainder of the novel, focusing on the commonalities between Salva and Nya in relation to the novel’s theme: how individuals survive in challenging environments. (The main characters’ journeys are fraught with challenges imposed by the environment, including the lack of safe drinking water, threats posed by animals, and the constant scarcity of food. They are also challenged by political and social environments.) As in Unit 1, students will read this literature closely alongside complex informational texts (focusing on background on Sudan and factual accounts of the experiences of refugees from the Second Sudanese Civil War). Unit 2 culminates with a literary analysis essay about the theme of survival. Unit 3 brings students back to a deep exploration of character and point of view: students will combine their research about Sudan with specific quotes from A Long Walk to Water as they craft a research-based two-voice poem, comparing and contrasting the points of view of the two main characters, Salva and Nya. The two-voice poem gives students an opportunity to use both their analysis of the characters and theme in the novel and their research about the experiences of the people of Southern Sudan during the Second Sudanese Civil War. This task addresses NYSP12 ELA Standards RL.7.6, RL.7.11, W.7.3a, d, W.7.4, W.7.5, W.7.8, W.7.9, L.7.1, and L.7.2.”

Materials reviewed for Grade 7 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.

Materials include online resources found on eleducation.org that provide explanations of the instructional approaches and identify research-based strategies. The preface to the modules includes how materials address the Common Core shifts, provides research, explains the story and structure of the modules, and explains how the materials integrate reading, writing, speaking and listening, and language strands through lessons, assessments, engagement strategies, and differentiation.

• The “Introduction to Preface to the Modules: Introduction to Grades 3–8 ELA Curriculum” document states, “Some structures, approaches, and strategies may be new to teachers. The materials have been designed to guide teachers carefully through the process of building students’ skills and knowledge in alignment with the standards. The modules also have been designed to build teacher capacity, so that as teachers become more familiar with the structures and strategies, they can adapt the materials to the needs of their specific students.”
• The “Preface to the Modules: Introduction to Grades 3–8 ELA Curriculum” document states, "Expeditionary Learning’s instructional practices emphasize student inquiry, critical thinking, and craftsmanship. In these ELA modules, students engage in original research and deep interdisciplinary investigations of rich academic topics, using their learning to create authentic, high-quality, academic products to share with outside audiences."
• Materials provide links to other resources websites that include a research document, “The Importance of Increasing the Volume of Reading.” This document explains research that supports increasing the volume of reading as well as rigor and relevance.

Materials reviewed for Grade 7 meet the expectations for materials regularly and systematically offering assessment opportunities that genuinely measure student progress. Each module incorporates seven formal assessments, in addition to daily opportunities to check for understanding via homework, entry and exit tickets, and in class assignments.

The formal assessments are broken into three categories which include Mid-Unit Assessments, End-of-Unit Assessments, and a Culminating Performance Task.

• Mid-Unit Assessments are on-demand, tied to standards addressed in the first half of the unit, are a checkpoint before teacher’s progress to the second half of the unit, and usually emphasize reading.
• End-of-Unit Assessments are on-demand, tied to standards addressed throughout the unit, assess understanding of both content and skills, and usually emphasize writing.
• Culminating Performance Tasks take place over the course of Unit 3, are tied to standards addressed across Units 1 and 2, are aligned to a mode of writing, always involve writing from sources and citing evidence, and always require research to build and present knowledge.
  • Module 4B Mid-Unit Assessments include: Unit 1, “The Water Crisis Isn’t Global. It’s Local”: Listening for Main Ideas and Supporting Details; Unit 2, Simulated Research Task: Water Management Strategies; and Unit 3, Final Draft of Position Paper. The End-of-Unit Assessments include: Unit 1, We Need to Pay More Attention to Water: Tracing and Evaluating Arguments in Text and Video; Unit 2, Making a Claim about Water Management, and Unit 3, Final Draft of Position Paper and Reflection on the Writing Process. The Culminating Performance Task that takes place in Unit 3 is a Visual Representation of the Position Paper.

Daily formative assessment opportunities are included in lessons as well as the unit overviews.

• In Module 1, Unit 1, the overview on pages 33-28 includes an Ongoing Assessments chart that lists assessment opportunities in lessons. For example, lesson 9 on page 36 lists a written self-reflection, world café charts, and prewriting ideas.
• In Module 2A, Unit 1, lesson 4 students show a Fist to Five Self-Assessment to address the learning target, “By engaging in discussion with my partner, I can analyze one section of Lyddie to deepen my understanding of the plot, characters, and setting.”
• In Module 2B, Unit 1, lesson 1 students respond to tasks in journals to show their understanding of how to make inferences about the central ideas of "Nadia's Hands" and begin building a definition about identity.
• In Module 3, Unit 1, lesson 12 students complete an exit ticket which is a self-assessment for student reflection and to measure progress.
• In Module 4A, Unit 3, lesson 3 students complete and exit ticket to show where they are in the Steps to Writing a Paper. Teachers collect the exit tickets to monitor student progress.

Materials reviewed for Grade 7 meet the requirement for assessments clearly denoting which standards are being emphasized.

Each formal assessment emphasizes the same standards as the accompanying lessons. Standards are also provided in the unit overview and other planning materials. Formative assessment occurs throughout unit lessons and are connected to the standards addressed in the lesson.

• In Module 1, Unit 3, lesson 6 the Final Performance Task gives students a chance to demonstrate their understanding of the characters and issues of survival by crafting and presenting a two-voice poem assessing CCSS -ELA RL.7.6, Rl.7.11, W.7.3a, W.7.3d, W.7.4, W.7.5, W.7.8, W.7.9. L.7.1, and L.7.2. Standards are denoted on the Assessment Overview page and in lesson 9 as long-term targets.
• In Module 2B, Unit 3, lesson 9 the End-of-Unit Assessment has students complete their research on the use of stereotypical gender roles in advertisements and synthesize their findings into several paragraphs in which they acknowledge their sources assessing CCSS-ELA W.7.7 and W.7.8. Standards are denoted on the Assessment Overview page and in lesson 9 as long-term targets.
• In Module 3, Unit 1, lesson 5, the Mid-Unit Assessment has students read a text about Frederick Douglass, then answer questions in which they analyze the text and support their conclusions with evidence from the text assessing CCSS-ELA RI.7.1. Standards are denoted on the Assessment Overview page and in lesson 5 as long-term targets.

Materials reviewed for Grade 7 meet the expectations of assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

Materials provide sufficient guidance to teachers for interpreting student performance.

• In Module 2A, Unit 3, lesson 5, teachers are provided with guidance and direction around assessing the performance of struggling students; the Meeting Student’s Needs column states, "For students who struggle, consider checking on their answer to Question 1 before they continue. Mark their answer correct or incorrect, then let them know which supporting research question they should use to guide the rest of their assessment."
• In Module 2B,Unit 1, lesson 5 the lesson includes guidance around next steps for the Mid- Unit Assessment and explains that students will correct their own assessments.
• In Module 3, Unit 2, lesson 7 teachers are given guidance around the scoring of the Mid- Unit Assessment. The lesson notes state, “In determining grades, Part 1 of the Mid-Unit 2 Assessment should count much less heavily than Part 2.”

Materials provide suggestions for follow-up.

• In Module 3, Unit 3, lesson 11, the teacher’s notes state, “If a group is having trouble, you may suggest they look for metaphors or a phrase that pulls them. This is a good way to identify powerful elements. Or they may want to look for turning point in a character’s development.”
• In Module 4B, Unit 3, lesson 6, the Meeting Students’ Needs column states, “Students who indicated that they did not meet the learning targets proficiently may benefit from an opportunity to revise their work before sharing it with a wider audience.”

Materials reviewed for Grade 7 meet the expectation for including routines and guidance that point out opportunities to monitor student progress.

Materials include an "Appendix: Protocols and Strategies" that includes multiple procedures to monitor student progress. Protocols and Strategies that focus on Checking for Understanding and Ongoing Assessment include Admit and Exit Tickets, Catch and Release, Cold Call, Equity Sticks, Fist-to-Five, Four Corners, Go-Around, Guided Practice, Human Bar Graph, No Opt Out, Presentation Quizzes, Red Light, Green Light, Tracking Progress, Turn and Talk, and White Boards. These protocols and strategies are used in the majority of lessons to monitor student progress.

Materials include routine checks embedded in lessons to help teachers monitor student understanding.

• In Module 1, Unit 1, lesson 5, a note in the Homework section suggests that teachers give individualized feedback to each student about his or her progress on the learning target, such as “I can cite several pieces of text-based evidence to support my analysis.”
• In Module 3, Unit 3, lesson 3, the teaching notes state, “At the end of class today, students hand in their My Children’s Book Plan. Use this, along with the exit ticket, to identify students who may need additional time or support in this important first step.”
• In Module 4B, Unit 2, lesson 2, the lesson debrief includes a “Fist to Five” checking for understanding for students to self-assess themselves on the learning target.

Materials reviewed for Grade 7 meets the expectations for providing teachers with strategies for meeting the needs of range of learners so that the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.

Materials provide supports noted within the lesson and also in the Meeting Students’ Needs column to provide teachers with multiple strategies for supporting all learners. Resources are provided on eleducation.org to meet the needs of students.

• In Module 2B, Unit 1, lesson 2 the Meeting the Students’ Needs column states, “Discussing and clarifying the language of learning targets helps build academic vocabulary.”
• In Module 3, Unit 2, lesson 5, the Meeting the Students’ Needs column states, “Many students will benefit from seeing questions posted on the board via a document camera, but reveal questions one at a time to keep students focused on the question at hand.” This same lesson also includes the note, “For students who continue to struggle with third read questions, consider omitting some of the questions required for homework. Students can then focus on given quality answers to a few questions rather than struggling to answer all of them.”
• In Module 3, Unit 2, lesson 2, the Meeting Students’ Needs column states, “During this work time, you may want to pull a small group of students to support them in answering the questions and determining the meaning of vocabulary words. Some students will need more guided practice before they are ready for independent work.”
• In Module 4A, Unit 2, lesson 9, the Meeting Students’ Needs column states, “If students struggle to write or select strong supporting research questions, consider providing question stems or model questions for them to modify for their research.”
• At eleduation.org the document "Common Core Interventions for Adolescent Readers" suggests interventions for students who are struggling.

Materials reviewed for Grade 7 meet expectations for materials regularly providing all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade-level text and meet or exceed grade-level standards. All students engage in the same complex text. Scaffolds are provided so that all students can access the complex texts and meet or exceed grade level standards.

Resources are provided on eleducation.org to meet the needs of students who are below grade level or an English Language Learner with opportunities to work with grade level text and meet or exceed grade level standards.

• The "Common Core Interventions for Adolescent Readers" document located on eleducation.org suggests interventions for students who are struggling.
• The "A Guide to Support English Language Learners" document located on eleducation.org provides strategies for scaffolding learning for students who read, write, speak, or listen in a language other than English.

Materials provide supports noted within the lesson and also in the Meeting Students’ Needs column to provide teachers with multiple strategies for supporting all learners.

• In Module 1, Unit 3, lesson 3 the student materials include two versions of a two-voice poem planner graphic organizer, one having more scaffolding to support students who need additional support.
• In Module 2A, Unit 3, lesson 2, the Meeting the Students’ Needs column states, “To support English language learners, consider posting the definitions of vocabulary relevant to research for the duration of this unit.”
• In Module 2B, Unit 1, lesson 3, the Meeting Student’s Needs column states, “Consider pairing students with emergent literacy, such as ELLS, heterogeneously with a more proficient student; pulling a small group to explicitly model these strategies in a more intensive or supportive setting; or having the ELL teacher push into this lesson specifically. You might also consider modifying any homework text with inserted activities, worksheets, or annotated text that would assist them in putting these strategies into place for themselves.”
• In Module 3, Unit 2, lesson 2, the Meeting Student’s Needs column states, “During this work time, you may want to pull a small group of students to support them in answering the questions and determining the meaning of vocabulary words. Some students will need more guided practice before they are ready for independent work."

Materials reviewed meet the expectations of providing ample opportunities for teachers to use grouping strategies during lessons.

Grouping strategies are explained in detail in the document "Appendix: Protocols and Strategies."

• The Appendix includes grouping protocols and strategies such as Back-to-Back and Face-to-Face, Carousel Brainstorm, Chalk Talk, Concentric Circles (Inner Circle/Outer Circle), Discussion Appointments, Final Word, Fishbowl, Gallery Walk/Hosted Gallery Walk, Give One, Get One, Move On (GoGoMo), Infer the Topic, Interactive Word Wall, Jigsaw, Mystery Quotes, Peer Critique, Praise, Question, Suggestion, Quiz-Quiz-Trade, Rank-Talk-Write, Say Something, Science Talks, Socratic Seminar, Take a Stand, Tea Party, Think-Pair-Share, and World Café.

Lessons include grouping strategies regularly during instruction.

• In Module 2A, Unit 3, lesson 2, students work in triads to complete research question strips.
• In Module 2B, Unit 3, lesson 3, students jigsaw learning and also participate in a “One-Example Go-Round” to discuss media techniques they are familiar with.
• In Module 3, Unit 2, lesson 2, students participate in a peer critique to give feedback while writing an argument essay.
• In Module 4A, Unit 2, lesson 13, students host a discussion with a partner to discuss research about daily entertainment screen time.