7th Grade - Gateway 2

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

The materials contain sets of coherently sequenced higher order thinking questions and tasks that provide students with multiple opportunities to analyze language, key ideas, details, craft, and structure of individual texts in order to make and build understanding within each thematically-based unit. The Cold Read activity for each texts encourages students to refer to pre-defined vocabulary and contains higher order thinking questions in the form of both text-dependent and text-specific questions. This type of activity is designed to help students make meaning of what they are reading as they prepare for the Close Read’s Extended Writing Prompt that asks students to more closely analyze the text using evidence. Examples of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts include but are not limited to:

• In Unit 1, in the Cold Read of “Call of the Klondike: A True Gold Rush Adventure,” students respond to the prompt: “How do the text structure, text features, and added sidebar help you to understand the causes and motivation behind “gold fever” and the process involved in staking a claim? In a clear topic sentence, use these informational text elements (text structure, text features, and sidebar) to make inferences about life in the Klondike, using Pearce’s recollection of the stampede to Swede Creek. Organize and support your writing with evidence from the text, using precise language and specific vocabulary choices from the selection.”
• In Unit 2, in the Cold Read of Gladiator, students analyze structure as they respond to the prompt: “Why does the author use sequence (or time order) in Gladiator to organize his ideas? How does telling about the events in the order that they happened help you understand what brought about the beginning and end of the gladiator tradition in Rome?”
• In Unit 3, in the Cold read of “Speech to the Young: Speech to the Progress Toward,” students analyze language as they address the prompt: “How does the use of alliteration and other forms of repetition help Gwendolyn Brooks develop her themes in “Speech to the Young: Speech to the Progress-Toward”? How does the use of figurative language, such as metaphors, contribute to the development of the themes? Use your understanding of poetic elements to determine the themes that emerge in this poem. Support your writing with specific evidence from the text.”
• In Unit 4, in the Cold Read for The Outsiders, students analyze key ideas as they address the prompt: “Use specific textual evidence to make three inferences about how interacting with Cherry has changed Ponyboy’s point of view about the Greasers and the Socs. Consider which pieces of textual evidence help you make these inferences and how your own prior knowledge supports them.”

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

The materials provided students multiple opportunities, through questions and tasks, to analyze the integration of knowledge and ideas across both individual and multiple texts. Each unit contains texts that are represented in more than one format, several texts that explore/represent one theme, and several argumentative prompts that give students the opportunity to state and claim and use evidence from the various texts to support their claim.

Throughout the year, students thoroughly read, write about, and discuss numerous reading selections. Each unit includes prompts for informational, argument, and literary analysis writing tasks that require students to cite evidence from multiple texts. Each unit also includes a Research Project.

Instruction begins with a First Read Lesson, designed to emphasize meaning making and content comprehension. First Read lessons include StudySyncTV, which models critical thinking with collaborative passages that students are reading, and end with a series of short answer text-dependent questions. Students are then introduced to Skill Lessons and Close Read Lessons to support knowledge building, and culminate with a short constructed response that synthesizes their work. Each unit also contains a Full Text Study which comes with companion texts. This text set becomes the resource for the final activity for the Full Text Study, where students are asked to complete sustained writing tasks in response to prompts that require them to compare and contrast two or more of the texts in the set. Examples of 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 include but are not limited to:

• In Unit 1, students read Jack London’s, The Call of the Wild and listen to an audio version of the text. Then, students are asked to complete the following writing task: “Compare and contrast the text and the audio versions of The Call of the Wild. Begin with a clear thesis statement that sets the direction for the rest of your writing. How are the two media alike, and how are they different? At what points does the audio version use expression, intonation, and /or pace to support or interpret the text? In what ways do these interpretations help to develop character, setting, plot, and theme? Using precise language and selection vocabulary, support your writing with evidence from the text and the audio file. Use transitions to show the relationships among your ideas. Present your information with a formal style. Summarize your main points in a conclusion that supports the ideas you have presented.” To further knowledge building, in the Close Read section, students are asked to annotate using the following prompt that deepens their understanding of the text by tying the text's theme back to the Essential Question for the Unit: "How does Buck's story help readers understand what drives individuals to undertake a mission? Highlight textual evidence and make annotations to support your response."
• In Unit 3, the Extended Writing Project requires students to compare and contrast two texts. Students are asked to “Write a literary analysis in which you compare and contrast the text about Gandhi with the text about Mandela to determine which is more convincing in presenting and supporting the claim that this individual was a great defender of justice and human rights. Analyze the reasons and evidence presented in the text as well as the language that is used to describe the individual’s words, actions, and accomplishments. Then decide which writer was more persuasive in defending his claim about the impact this person had on human rights.”
• In Unit 4, one of the Full Text Studies is The Miracle Worker by William Gibson. After reading the play, students are asked to watch a film version of the play and write a compare/contrast essay addressing the following prompt: “Write an essay discussing Gibson’s translation of The Miracle Worker from stage to screen. Some questions to consider: How do the formal properties of film dictate certain creative choices? What opportunities does the medium of film offer a storyteller that the theatre cannot? Conversely, how is film more restrictive than the stage? Your essay should reference the film as well as the play in your analysis, offering specific examples of the ways in which the film changes or expands upon the source material. Which version do you prefer and why?” A Reading Guide with key passage breakdowns is included for every section of the text, to ensure that students are able to build knowledge and think critically about the text.

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

Most culminating tasks support knowledge building. Examples of tasks that have students demonstrate building knowledge through integrated standards-based skills include, but are not limited to, the following:

• In Unit 1, in the Extended Writing Project, students focus on the driving force that causes people to set out on a mission to achieve a goal, no matter the cost. Through their reading of short stories, poetry, memoirs, and several nonfiction narratives, students learn about the characters’ and real life people’s pursuit of these missions. The culminating task requires students to write an informative/explanatory essay about the motivation behind a person or character from one of the readings that was compelled to embark on a mission. The reading, speaking, and listening tasks throughout the unit work together to lead to this culminating project by providing questions for consideration along the way, such as in the Close Read of The Call of the Klondike: “How do the text structure, text features, and added sidebar help you to understand the causes and motivation behind ‘gold fever’ and the process involved in staking a claim?”

• In Unit 2, in the Research Section, students are provided with opportunities to demonstrate their comprehension. For example, in Unit 2, students respond to the following prompt: “What are the most pressing injustices in our society today? Interview a friend, family member, or neighbor about this topic. What injustices does this person find troubling in our society? Then do research to help you find more facts about the issues your person has cited. Does your research lead you to agree or disagree with the person you interviewed? Do you think the problems he or she identified are the most pressing ones for our nation, or does another issue seem more pressing? Present your claim in an argument. Use sound reasoning and strong supporting evidence.”

• In Unit 3, students read, write, and discuss the importance the importance of defending human rights. The reading selections in the unit feature determined individuals who have taken a stand and have become a voice for others fighting for basic human rights. The Extended Writing Project requires students to write a literary analysis where they compare and contrast two of the texts in the unit and make a claim about which subject of the two texts - Gandhi or Mandela - is a greater defender of justice and human rights. The reading questions and activities that the students have been challenged with along the way help them to eventually arrive at this task, such as the following prompt in the Close Read of “Elegy on the Death of César Chávez”: “Think about how Rudolfo Anaya uses figurative language and connotation in ‘Elegy on the Death of César Chávez.’ How does his use of figurative language and connotation help him develop his message (or theme)? Begin your writing with a clear thesis statement. Then think about what you know of Chávez from having read ‘About César,’ an informational text. How do both texts support the evidence that Chávez was a protector of human rights?”

• In Unit 4, students examine the forces that create challenges for human interaction. The texts in the unit illustrate the challenges that humans encounter when they try to form relationships with each other and with the world around them. The Extended Writing Task requires students to write an argumentative essay that explores the challenges that humans face when interacting with the environment. Specifically, students choose an invasive plant or animal to research. The students then write an explanation of whether humans should intervene in the situation or let nature take its course. The activities in the unit prior to this culminating task have students consider both sides of an issue such as in the First Read of “The Dangers of Social Media”: “What evidence is there that both the “Point” and “Counterpoint” writers believe that social media is a permanent part of American society? What different conclusion do the writers draw from this point of view?

The instructional materials reviewed for Grade 7 meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic and domain-specific vocabulary words in and across texts.

Language instruction in the StudySync core program provides systematic vocabulary instruction as well as repeated opportunities for practice and application in reading, writing, speaking, and listening. Students will encounter vocabulary-building opportunities across all three lesson types: First Reads, Skill Lessons, and Close Reads.

Students are exposed to the challenging vocabulary in the text. They are given opportunities to use context clues and analyze word parts in order to understand the meaning of the words, and teachers are encouraged to model these types of strategies. The materials focus on language development by having students use context clues, word placement, and common Greek and Latin affixes and roots to figure out the meaning of words. The lesson plans for each text focus on academic and domain-specific vocabulary, and students are exposed to these vocabulary words through a variety of media. The vocabulary words are explained by other teens through a video, and there is a written explanation and examples for each term below the video.

Students are also provided with a Vocabulary Handbook within each unit. This includes lessons on topics such as synonyms, context clues, base words, and prefixes. Each unit also includes instructional presentations, practice activities and assessments for teachers to use to support students with vocabulary development. Examples of opportunities for students to interact with and build key academic vocabulary words in and across texts include but are not limited to:

• In Unit 1, in the First Read of “The Song of Wandering Aengus,” the materials bold certain vocabulary words as the students approach the read for the first time. After reading, students have to answer questions related to the bold words. For example, students are directed to, “Use context to determine the meaning of the word flickering as it is used in line 6 of ‘The Song of Wandering Aengus.’ Write your definition of flickering here and cite specific context clues to explain how you determined its meaning.” Later, in the Close Read of “The Song of Wandering Aengus,” students are provided with the vocabulary words and the definitions. Students then write about the word choice used in this selection.

• In Unit 2, in each First Read, students build lexical dexterity through using various strategies including context clues, Greek and Latin roots and affixes, and the relationships between words to determine the possible meanings of two selected words. In the Close Read of “The Lottery,” the materials provide a graphic organizer for vocabulary review. Students think about the meaning of the word, and then use it correctly in a sentence.

• In Unit 3, in the Close Read of The People Could Fly, students review the vocabulary and then complete a fill-in-the-blank activity to check their understanding of the vocabulary. Students have a discussion comparing and contrasting two texts. The lesson plan tells the teacher, “Make sure that students have acquired and accurately use academic-specific words and phrases related to the skill, and demonstrate a command of formal English appropriate to the discussion.”

• In Unit 4, Lessons 19 and 20 focus on building Academic Vocabulary. Students are asked to match the word part with each academic vocabulary word and then explain how they will remember the meaning of the word. For example, for the word revise, students would match it with the part vid/vis (Latin) “see” and then type a response on how they would remember the meaning of revise.

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

The materials supports students’ growth in writing skills over the course of the school year. To achieve this goal, instructional materials include well-designed lesson plans, models, and protocols for teachers to implement and monitor students’ writing development. Direct instruction on the writing process builds as the year progresses. Within the unit, students write in response to driving questions in Blasts, comprehension questions in First Reads, and discussion questions in Close Reads. These informal writing opportunities prepare students to write more formally as part of each unit’s Extended Writing Project and Research assignments. For Research, students discuss, plan, research, write, and deliver presentations. In the Extended Writing Project, students complete a writing project in one of the three primary modes of writing with the help of a student model, graphic organizers, rubrics, and extensive scaffolding of writing skills. The students engage in all phases of the writing process. Examples of materials supporting students’ increasing writing skills over the school year include but are not limited to:

• In Unit 1, the Extended Writing Project focuses on the informative/explanatory form of writing. In addition to providing writing skills applicable to most of the writing modes, such as audience and purpose, introductions and conclusions, and body paragraphs and transitions, students will focus on skill lessons particular to informative writing, such as thesis statement, organization, supporting details, and citations. The next step in the Extended Writing Project process is for students to practice and develop the skills they learn.

• In Unit 2, the Extended Writing Project focuses on the narrative form of writing. The Student Model is used to help students better understand how narrative elements work together to create an engaging story, analyze how the Model employs specific skills to capture and retain readers’ interest, examine the process the writer used to develop the narrative through graphic organizers and story road maps, and identify how the model might benefit from revision. Direct instruction is included on skills lessons such as organization, descriptive details, and narrative techniques and sequencing.

• In Unit 3, in the Close Read Section of “About Caesar,” students complete an extended writing assignment according to the following prompt: “Why is “Sí, se puede!” (“Yes, it can be done!”) a fitting motto for Cesar Chavez’s life and for the influence he had on events, ideas, and the people around him? Why do you think Chavez thought it was important to defend human rights? In crafting your response, begin with a clear thesis statement and use your understanding of informational text elements by analyzing the interaction among people, ideas, and events in the selection. Organize and support your writing with textual evidence, and use precise language and vocabulary from the selection. Use transitions to show the relationships among your ideas, and provide a concluding statement that summarizes your key points.” Once students complete their writing assignment, they submit substantive feedback to two peers and use their peers' feedback to improve their writing.

• In Unit 4, in the Full Text Study of The Outsiders, students write an analytical essay that synthesizes the study of the main text and the accompanying texts, as seen in the following example: “Tell a story of social dynamics that you have witnessed firsthand. You can tell the story in memoir form, like in Bronx Masquerade, or using another kind of media. For inspiration, check out this video featuring S.E. Hinton, in which she describes not only the locations that inspired The Outsiders, but the process of turning those locations into significant story points.”

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

Each of the four units in the Grade 7 materials include multiple opportunities for students to engage in research activities and present their findings. Each unit begins with a Big Idea Blast that gives students their first opportunity to draft a response to the driving question of the unit. The Blast includes multimedia research links that are related to the theme. As students interact with the research links in the Blasts throughout the unit, they formulate a broader understanding of the theme, the texts in the unit, and the issues that surround them. The First Read of each selection in the unit includes a Build Background activity that asks students to work collaboratively on a small scale research inquiry that complements the text they are reading.

Each unit also includes an extensive, multi-step Research Project that is related to the unit’s theme and is a culmination of the skills that the students have practiced over the course of the unit and the knowledge they have gained. After sharing and discussing the results of individual members’ research findings, each group plans and then delivers a formal presentation in either the narrative, argumentative, or informative mode using multimedia elements such as videos, graphics, photos, and recordings to reinforce its main ideas.

If students are working on a topic that is informative, they present evidence to develop the subject matter. If students are working on a topic that involves presenting an argument in support of a claim, they use evidence that both supports their opinion and answers opposing viewpoints, or counter arguments. The Speaking & Listening Handbook is of critical importance during this phase of the Research project both for speakers and for listeners, who are required to respond critically and constructively to the work of their peers. Each unit provides suggested topics for each research project. Examples of focused research projects to encourage students to develop knowledge in a given area include but are not limited to:

• In Unit 1, students research what motivates people to take on a mission, what missions people pursue, and what strategies they might use to accomplish a mission. Students work together to plan and deliver an informative or argumentative group presentation about the topic of undertaking a mission. Students are given a list of suggested topics for research such as “How could you compare and contrast the mission undertaken by a character in a fictional story, such as Walt Masters in The King of Mazy May, with a real person’s attempt to achieve the same mission in a historical account, such as Stanley Pearce in Call of the Klondike? How might the two texts that describe similar events be alike in their portrayal of an individual who is undertaking a mission? How might they differ?”

• In Unit 2, students research an aspect of the way power is used in society. Students work together to plan and deliver an informative or argumentative group presentation about the particular topic they have chosen. They research in search of strong supporting evidence relevant to their topics. One suggested topic for research is “How are the media biographies of a powerful person similar to and different from print accounts of the same leader’s actions? Think about a historical or contemporary leader who has been the subject of at least one film or television biography (apart from broadcast news). How did this portrayal differ, if at all, from the straightforward facts? For example, did the media portrayal emphasize the person’s heroism or villainy? How did the media presentation show the person’s effect on his or her society? Develop your presentation with evidence from both media and print sources.”

• In Unit 3, students research examples of how great leaders have fought to combat injustices and defend human rights. People are particularly motivated to defend their rights and the rights of others during times of political struggle and in the face of injustice or religious persecution. Students work together to plan and deliver an informative or argumentative group presentation about the particular human-rights topic they have chosen. One suggested topic for research and presentation is as follows: “How would you compare and contrast a biographical text about an important defender of human rights, such as “About Cesar,” with a poem written to honor the same person, such as “Elegy on the Death of César Chávez”? César Chávez is an example of someone who fought for the rights of others--in his case, migrant farm workers--and brought about positive changes. How might the two texts be similar in their portrayal of such an individual? How might the texts differ? How might their message to readers be similar yet different?”

• In Unit 4, students research different situations and how people respond to each other in those situations. Responses can be emotional, learned, or instinctive. Students collaborate to plan and deliver an informative or argumentative group presentation on the topic of choice. One suggested topic for research and presentations is as follows: “How do the video and written versions of The Outsiders compare to each other? How are they similar? How are they different? Does one present more information about the characters than the other? Explain. Does one version give you a better understanding of each character’s emotions and responses? Do the written and video versions show the characters interacting with each other differently, and if so, how? How does your perception of the characters’ reactions in the written version change after seeing them in the video?

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

The Core Program Overview includes a structured guide titled “Building an Independent Reading Program.” This section provides an overview of why independent reading is important, and it gives details on how to set up such a program in the classroom. Teachers are also given a five step plan to implement an independent reading program that provides choice for students to select texts and read independently at home and at school. This includes referring students to the StudySync Library where they can explore other titles in the library that share the same themes as addressed by the units.

Suggestions for accountability include reading logs, notebooks, online reflections, and informal conversations; having students do end-of reading activities such as filling out a Google Form, pitching books, producing movie trailers, writing reviews on GoodReads, designing movie posters, and participating in a book club style chat. Examples of opportunities for students to regularly engage in a volume of independent while being held accountable include but are not limited to:

• In Unit 1, in the First Read of The Hobbit students are given an opportunity for independent reading. The lesson plan instructs the teacher to “Individually or as a class, have students read the Introduction to The Hobbit.” The lesson then states, “Have students read and annotate the excerpt.” The students are expected to read independently in class for this lesson, although the teacher may have students listen to audio versions of the text.

• In Unit 2, students are encouraged to read texts on the theme of The Powers That Be during independent reading. The Core Program Guide states, “Your independent reading program should be ongoing, so it’s important to set up a system for recording what students are reading. This can be easily done using a Google Form to create an online reading log. As students finish each book, they should complete a form providing basic information about their book, a rating and a written review.” The pacing guide gives suggestions for further and independent reading including texts such as Catching Fire by Suzanne Collins, Ella Enchanted by Gail Carson Levine, and The Absolutely True Story of a Part-Time Indian by Sherman Alexie.

• In Unit 3, the StudySync Library includes several additional texts related to the theme Justice Served. Additional texts include The Internationale by Eugene Pottier, The House of Dies Drear by Virginia Hamilton, and We Real Cool by Gwendolyn Brooks. The Core Program Guide states, “In addition to the time you spend reading in class, it’s important to set clear expectations for independent reading outside of the classroom. Students should read outside of class for a set amount of time each day. As students become stronger readers, the time spent reading outside of class should also increase.”

• In Unit 4, the pacing guide provides suggestions for further and independent reading. The pacing guide begins by stating, “Students will gain a deeper understanding of both the themes and the historical context of The Outsiders after exploring the completed works excerpted in the StudySync Full-text Unit for S.E. Hinton’s classic novel.” The pacing guide goes into detail about The Outsiders and then goes on to list texts that students might be interested in reading that are related to the themes presented in the unit.