7th Grade - Gateway 2

The materials reviewed for Grade 7 meet the criteria for Indicator 2a. 

The materials are grouped around a unit theme or topic and an essential question to build students’ knowledge over the course of the school year. The sequence of these texts helps students read and comprehend complex texts independently and proficiently. Students read literary and informational texts across various genres that add to their knowledge of the theme or topic. 

Texts are connected by a grade-appropriate cohesive topic/theme/line of inquiry. Texts build knowledge and the ability to read and comprehend complex texts across a school year. Examples include, but are not limited to, the following:

• Each of the seven units includes a variety of texts to illustrate and develop the theme or topic and Essential Question. Each unit contains six to eight grade-appropriate modules, including several readings, an opportunity for student discourse, and a writing assignment for the student portfolio connected by the theme or topic. The focus for each unit is as follows: “Who Is In Your Circle?,” “What Impact Can Transportation Have?,” “How Do Beliefs Shape Reality?,” “What’s the Problem with Plastic?,” “What’s Love Got to Do with It?,” “What Do You Want to Do with Your Life?,” and “How Do We Understand Our Past Through Stories?” 

• In Unit 2, the topic is “What Impact Can Transportation Have?” and the Essential Question is “What is the best way for people to move around their communities?” Students read four mentor texts and five selections in the Read Across Genres module that are related to the topic. In Module 1, students read “Building Better Drivers” by Dan Risch. They practice tracing the claim and evidence that the author uses to “convince readers that technology can make teen driving safer.” In Module 2, students explore Charlotte West’s “A Surprising Reason Preventing Some Students from Finishing College: Lack of Transportation.” They evaluate the effectiveness of the author’s research, expert opinions, and personal experiences regarding transportation being a barrier for students who want to attend college.”  In Module 3, students read “A System in Sync: Smart Cars Need Smart Roads” by Fiona Young Brown. Students “[a]nalyze the author’s use of infographics, photos, and illustrations to determine if they convince [the reader] that smart cars need smarter roads.” In Nicole Kobie’s article “The Case for Making Public Transit Free Everywhere,” students read the article to “[t]race the evidence the author provides to make the case for free public transit.” Additional texts in Module 5 include a media literacy selection, opinion texts, and visual texts. After viewing the Photo Essay “Eight Unusual Transit Systems Around the World” by ThinkCERCA,  students “use the photos and captions to convey the idea that the transit systems in the photos were ahead of their time.”

• In Unit 3, the topic is “How Do Beliefs Shape Reality?” and the Essential Question is, “How can stories set outside of everyday reality help us better understand our own lives?” Each module focuses on how the text provides evidence to respond to the topic and the essential question. In Module 1, students read the short story “All Summer in A Day” by Ray Bradbury. They look for evidence in the text that explains how the author uses “the setting, characterization, and the events [in the story] to help readers understand the causes and effects of bullying.” In Module 2, students read “Harrison Bergeron” by Kurt Vonnegut, Jr. to find evidence to answer the Class Discussion Question, “How can viewing the world from someone else’s point of view impact our thoughts and actions?” In Module 3, students read another short story, “Rainmaker” by Mazi Nwonwu. In this story, the author promotes the “main characters’ self-discovery,” which eventually allows students to comment on “the importance of heritage in our lives.” Students use evidence from the story to support their claims. In Module 4, students read the short story “No Me Dejas” by Mark Oshiro. In the story, students evaluate “Gabriela’s perspective about her own life change after she receives her grandmother’s memories in the Transfer.” In Module 5, students begin by viewing a short video, “Short Fuse,” by The Short Fuse Team at CGBros. Then, they read two poems and two informational texts to continue to find evidence to support their claims and responses to the essential question.

• In Unit 7, the topic is “How Do We Understand Our Past Through Stories?” and the Essential Question is, “How do writers retell history in a way that reveals timeless lessons for humanity?” Students read three mentor texts and five selections in the Read Across Genres module that are related to the topic. The advanced texts that are coupled for each module require students to track ideas and evidence from at least two texts to support their responses. For each module, students consider the Class Discussion Question, “What can we learn about ourselves and the world when we compare and contrast the themes and messages of different stories?” This unit requires advanced levels of analysis as students compare and contrast elements and evidence among the texts. In Module 1, students read an informational text, “Gold Fever! Deadly Cold! And the Amazing Adventures of Jack London in the Wild” by Richard Grant, and a historical fiction novel excerpt from The Call of the Wild by Jack London. Students read to find evidence to support their claims made from the following prompt: “Compare and contrast the environmental challenges faced by the character John Thornton and his dog Buck in The Call of the Wild with the real-life challenges faced by the author, Jack London, during his turn-of-the-20th-century expedition in the harsh Yukon territory.” In Module 2, students read “For Pilot Bessie Coleman, Every ‘No’ Got Her Closer to ‘Yes’” by David Kindy and an excerpt from A Pair of Wings: A Novel Inspired By Pioneer Aviatrix Bessie Coleman by Carole Hopson. Students analyze the two texts to determine the challenges and achievements Bessie Coleman faced in her quest to earn her pilot’s license in 1921. In Module 3, students read and compare the similarities and differences between Ishmael Beah’s memoir A Long Way Gone: Memoirs of a Boy Soldier and Salva Dut’s fictionalized experiences in the excerpt from A Long Walk to Water by Linda Sue Park.” In Module 4, students Read Across Genres. In this module, students compare the poem “At the Vietnam War Memorial” by Robert Patrick Dana to the poem “A Tale of Two Soldiers” by Pham Duy. After reading both poems, students analyze the poetic structure of each poem to explain how the poet’s choices help convey the meaning and theme. Students take the analysis one step further to understand multiple perspectives on the same topic and identify the counterarguments in texts on a similar topic. 

The materials reviewed for Grade 7 meet the criteria for Indicator 2b. 

The materials include opportunities for students to analyze the key ideas, details, craft, and structure within individual texts and across multiple texts. After each reading, students are provided with multiple-choice questions that are aligned to the standards. The tasks within the student materials include opportunities for students to analyze the text through varied tasks such as completing graphic organizers, participating in debates, and writing tasks. Each unit of instruction includes direct instruction on a specific text analysis skill, thematically linked reading selections with reading check tasks, which include multiple choice questions to apply the reading analysis skill, and an Apply Your Learning Task, allowing students to practice the skill prior to engaging in a written response. Students have multiple opportunities throughout the year to practice literacy skills across various genres and text selections.

For most texts, students analyze key ideas and details (according to grade-level standards). Examples include, but are not limited to, the following:

• In Unit 1, Module 2, students read “The Coolness Equation” by Adam Gidwitz. Then, students answer five multiple-choice questions to demonstrate understanding of the text, including “Which of these details provides the strongest evidence of how our desire for peer acceptance can cause us to lose touch with who we really are and what we care about?” Then, they use the online activity to Analyze the text, looking for specific details and evidence from the reading to show how the narrator thinks and feels about his peers and himself. Students use online highlighter tools to color-code the evidence and then use it to respond to the Writing Prompt, “Using evidence from the text, what message is the author trying to convey about peer acceptance and our relationships with ourselves?”

• In Unit 3, Module 1, students complete a Direct Instruction lesson on Determining Themes in Literature and apply their learning as they read “All Summer in a Day” by Ray Bradbury. They complete a close read of the excerpt and then respond to questions such as, 

  • “What details from the text best illustrate how Margot’s classmates feel about her? 

  • Describe the time and place in the setting. 

  • What conditions on Venus are affecting the children?” 

  After responding to these questions, students make an inference about the theme of the story. 

• In Unit 5, Module 2, students read A Midsummer Night’s Dream: Act II by William Shakespeare. During the reading check, they answer the question, “Which of these quotes best captures how love can ‘blind’ characters to others’ faults? and In Act II, Scene II, they answer, “Why does Helena believe that Lysander is mocking her when he wakes up and says he loves her deeply?” In the online activity to Analyze the text, students highlight areas of the text where “characters are confused or experiencing a misunderstanding” to write a response to the prompt: “How does Shakespeare use action and devices to cause confusion and deception between characters?”

For most texts, students analyze craft and structure (according to grade-level standards). Examples include, but are not limited to, the following:

• In Unit 1, Module 3, students read “Seventy-Six Dollars and Forty-Nine Cents: A Story in Verse” by Kwame Alexander. Then, they answer five multiple-choice questions, including:

  • “Reread the sentence from the passage. ‘The hallway is silent, crickets, when she asks her question.’ What does the word crickets mean in the sentence?

  • Which of the following best describes how Monk’s use of language impacts the tone of this moment in his story?” 

  Then, students write a response to “What is the tone of Monk’s memoir, and how do the author’s word choices shape this tone for the reader?”

• In Unit 4, Module 3, students read “In the Ocean, It’s Snowing Microplastics” by Sabrina Imbler. During the Apply Your Learning task, students complete a graphic organizer to respond to the broader question, “Which choice below best summarizes the author’s point of view that is presented in the article?” For example, one question asks, “Why does the author use the data and quotes when explaining the concerns with microplastics? 

• In Unit 7, Module 5, students complete an online Direct Instruction lesson on poetic structure before reading the poems “At the Vietnam War Memorial” by Robert Patrick Dana and “A Tale of Two Soldiers” by Pham Duy. Then, they complete the Analyze Poetic Structure task. They “find at least two pieces of evidence to explain how each poet used structure to convey their messages about the poem’s subject.”

The materials reviewed for Grade 7 meet the criteria for Indicator 2c. 

The materials include multiple opportunities for students to read and analyze individual texts as well as multiple texts. The tasks are sequenced in a way that is appropriate for the grade level and include text-specific and text-dependent questions and/or tasks. In order to complete the tasks provided, the students must analyze the texts and integrate their knowledge to complete the literacy activities throughout the unit. Each unit is designed around the unit’s Essential Question. Each unit also includes a Reading Across Genres module, which allows students to read a variety of text types and make connections across topics by responding to questions and completing tasks that require knowledge of the topic. 

Most sets of questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to, the following:

• In Unit 2, Module 3, students view an online Direct Instruction presentation on    Analyzing Text Features. To demonstrate their understanding, they complete a Reading Check by answering comprehension questions such as, “Which text feature would readers refer to if they wanted to learn background information about the author?” Then, students read “A System In Sync: Smart Cars Need Smart Roads” by Fiona Young-Brown. Like the presentation, they answer five more multiple choice questions to demonstrate understanding of the text, including, “How do the images in sections ‘Sensors Instead?’ and ‘What about Pedestrians?’ add to the reader’s understanding of smart car technology?” Following the completion of the multiple choice questions, students write a response to the Writing Prompt: “Analyze the author’s use of infographics, photos, and illustrations in the text. Do these text features convince you that smart cars need smarter roads?”

• In Unit 4, Module 2, students read “How the Plastic Bottle Went from Miracle Container to Hated Garbage” by Laura Parker. After reading, they answer multiple-choice questions, such as, “How does the chronological structure of the text contribute to the central idea of the article?” Then, students summarize the text and develop an argument for the prompt, “How does the chronological structure contribute to the central idea of the article? How does the inclusion of ‘The Story of Plastic’ infographic contribute to the meaning of the text?”

• In Unit 5, Module 1, students use a “Map the Play” graphic organizer to learn about and visually map out the different aspects of the play “A Midsummer Night’s Dream” by Shakespeare. In this module, students read Act I of the play and map out the main characters and potential conflict arising. Students also analyze several sections of the play. After reading, students summarize the section and then write an argument to the prompt, “How does Shakespeare begin revealing the complexity of relationships and the difficulty of romantic love through the various conflicts between characters?”

Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Examples include, but are not limited to, the following:

• In Unit 2, Module 5, students read “Unpopular Opinion: The Legal Driving Age Should Be Increased” by Marla Rowley. They respond to reading check questions about the article, including “Why did the author use the phrase ‘This behavior is typically associated with other behaviors’ in the sentence?” Students then read “Driving Ages Should Not Be Raised” by Muhammad Asharib to learn about an opposing perspective. They complete reading check questions, including “Which of the following pieces of evidence might the author include to best support the claim that the driving age should not be raised?” After reading both of the selections, students use graphic organizers to analyze each author’s argument. Lastly, students use a graphic organizer for each author’s argument and the appeals each author uses to make them. 

• In Unit 6, Module 5, students read the article “Plotting a Course” by Jaime Joyce. They respond to reading check questions about the article, including “Which piece of evidence provides the strongest support for the claim that a job in sports does not have to mean playing sports professionally?” Students then read the “Staying Curious” interview by Emily Cambias to learn more about career options. They complete reading check questions, including one about the author’s claim and use of evidence: “Dr. Abraham claims that he tries to keep environmental concerns at the forefront of his research. What example does he give to support his claim?” After reading both of the selections, students work with a small group or a partner to complete an organizer to compare the two articles by discussing and completing an organizer to compare different pathways, evidence, personalities/interests, and connections to the future for each of the articles.

• In Unit 7, Module 3, students read excerpts from A Long Walk to Water by Linda Sue Park and “Excerpt from A Long Way Gone: Memoirs of a Boy Soldier” by Ishmael Beah. Students complete a Venn Diagram to compare the two main characters’ journeys. Then, students write an argument to answer the prompt, “Compare and contrast the refugee experiences that are presented in the excerpts…What are some similarities and differences between Beah’s real life experiences as a former child soldier seeking refuge in the United States and Salva’s fictionalized experiences? Consider how each of them initially reacts to their new American homes and how they choose to take action for others with similar experiences.” 

The materials reviewed for Grade 7 meet the criteria for Indicator 2d. 

The materials include two culminating tasks for each unit: a speaking and listening task and a writing task that becomes part of the student’s portfolio. In each culminating writing task, students show their knowledge and understanding of the topic by writing an essay for a specific genre. Each writing task is organized by a topic or theme and allows students to demonstrate their understanding of the unit’s topic and/or essential question. The culminating writing assignment requires students to read and analyze texts to draft their response to the prompt. Many of the steps toward the completion of each task are repetitive. For example, students read narrative texts and then write a narrative. There is no variation in building skills or improving writing over the school year. The opportunities for speaking and listening related to these writing tasks are limited to peer review tasks focused on developing the composition, not standards addressed within the unit. In each culminating speaking and listening task, students participate in various speaking and listening activities as they explore each unit’s essential question(s) and knowledge. Student tasks are Socratic discussions, pitch decks, performances, debate games, and panel discussions. 

Culminating tasks are evident and varied across the year and they are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). Examples include, but are not limited to, the following:

• In Unit 1, Module 7, students complete a writing task that serves as the conclusion of the unit. Students read a content lesson on writing their personal narratives and consider the format of the narratives that they read throughout the unit. They respond to the prompt, “Write a personal narrative about a moment in your life when you found a friend that helped you feel a sense of belonging.” Students analyze a student exemplar and score it using the unit’s writing rubric, so they begin with an idea of how to begin their story. They share their writing with peers and provide feedback to each other. Then, students edit the drafts together before submitting the final draft.

• In Unit 2, Module 7, students complete a writing task that serves as the conclusion of the unit. Students use their texts and writing activities from the unit to answer the writing prompt, “Based on your readings, what improvements to transportation would have the greatest positive impact in your area?” This relates to the module topic of “What Impact Can Transportation Have?” Students begin by viewing the direct instruction presentation on writing an argument. Then, students read and score a student exemplar that is connected with the unit’s final rubric. Students map their argument, revise their work to make it powerful, share and edit the draft with a partner making it powerful, and reflect on their writing. To complete the task, students must include “well-chosen and relevant” evidence from credible sources, primarily from the texts in the unit. 

• In Unit 3, Module 6, students participate in a Socratic Discussion. Students begin by independently reviewing the Socratic Discussion direct instruction slick deck. Then, students look at a list of texts they read throughout the unit, which should be considered in their discussion. They use a few handouts in the Student Guide to prepare for discussion, including the Reflect on the Essential Question handout and the Prepare for the Discussion graphic organizer. In both these handouts, students consider their claims with supporting evidence from the unit’s texts to answer the essential question, “How can stories set outside of everyday reality help us better understand our own lives?” After preparing, students move into the discussion. They may use sentence starters on the Build Knowledge Together handout if they need help. Once the discussion is over, teachers Conduct the Poll Again activity to see if students changed their minds throughout the discussion. Lastly, students answer questions to reflect on their discussion. 

• In Unit 4, Module 8, students complete a writing task that serves as the conclusion of the unit. In this unit, students read texts that provide information about plastics and sustainability. Then, they compose a research paper as a culminating task. The instructional materials include a direct instruction lesson on Writing the Research Paper and five multiple-choice comprehension questions. Students also read a student exemplar, “Plastic for Dinner?” by Eloise Auseon, and answer five multiple-choice questions about the author’s use of evidence and details to support the thesis statement and score the exemplar using the rubric provided in the Student Guide. The materials also include a Map Your Research Organizer, which students use to plan their response to the prompt, “Based on the readings and other research, what are the most pressing issues surrounding the use of plastic in packaging and other goods?” After composing an initial draft of the paper, students engage in peer review by “pair[ing] with another writer and ask each other questions to help you flesh out your claim in greater detail. For example, What is your claim? What evidence do you have to support it?” Students then compose and submit a final draft of their research paper.

• In Unit 5, Module 7, students participate in a Performance. Students begin by independently reviewing the Performance direct instruction slick deck. Then, students look at a list of texts they read throughout the unit, which should be used in their performances. They use a few handouts in the Student Guide to prepare for discussion, including the Reflect on the Essential Question handout and the Prepare for the Performance graphic organizer. In the first handout, students consider their claims with supporting evidence from the unit’s texts to answer the essential question, “What can happen when our individual wants conflict with what others desire for us?” In the second handout, students use the texts from the unit to prepare their performances. Next, students perform in groups. After the performances, they reflect on their classmates’ performances and their own individual performances. Lastly, teachers Conduct the Poll Again activity to see if students changed their minds about the essential question. 

The materials reviewed for Grade 7 meet the criteria for Indicator 2e. 

The materials provide writing instruction that aligns to the standards across the school year and meets the distribution required by the standards for argumentative, informative/explanatory, and narrative writing. Each unit includes lessons and activities that follow a consistent pattern for developing students’ writing. The modules provide guidance and protocols for students to practice writing summaries and argumentative paragraphs with respect to the readings. Over the school year, students focus on writing an argumentative paragraph for the modules within each unit. Still, they also write full-length essays in the form of a personal narrative, an argument, a short story, a research paper, a cause-and-effect essay, a personal statement, and a literary analysis. Within each instruction unit, students have opportunities to engage in direct instruction slide decks focused on composition skills related to the culminating writing task for the unit. The Student Guide allows students to complete graphic organizers to develop and organize ideas, analyze student examples, and participate in revising and editing tasks to improve writing. Each unit provides mentor texts that emphasize different writing techniques for students to reference and learn techniques to apply in their writing. Guidance is provided for students as they practice and apply writing standards. The standards can be located in each Unit-At-a-Glance, Scope and Sequence, and Teacher Guide. The Teacher Guide includes some guidance to support the tasks, and additional materials found in the Resources tab of the platform provide guidance for implementing and monitoring students’ writing development. Each culminating writing assignment includes a final rubric to evaluate student writing.

Materials include writing instruction that aligns to the standards for the grade level and supports students’ growth in writing skills over the course of the school year. Examples include, but are not limited to, the following:

• In each unit, students complete a culminating task that covers a specific genre of writing based on the texts students read in that unit. 

• In all units, the Student Guide offers support in the form of a prewriting, drafting, and revising checklist, an informative writing rubric, a student model that students score using the rubric, and a worksheet to practice giving feedback to peers. The Student Guide includes a page with specific guidance for the writing task with instructions, the writing prompt, and notes on either collecting research or planning the writing task. Graphic organizers are provided to complete various tasks, such as goal-setting, mapping the task, gathering evidence, and proofreading evidence for mistakes and inconsistencies. 

• In Unit 2, Module 7, students write an argumentative essay that answers the Writing Prompt, “Based on your readings, what single change to your learning environment or school’s design would have the greatest positive impact for student success?” First, the students review a Direct Instruction lesson, “Writing the Argumentative Essay,” online. The lesson emphasizes the reasons writers write arguments, how to build a strong argument, how to organize an argument, and the process to use when writing an argument. After the students review this slide deck, they read the model student essay, “Why Getting Rid of Participation Grades Will Improve Learning Environments,” by Mateo Burgos. After reading the student exemplar, students review the online rubric and score the different sections of the student paper according to the criteria. Students score the Claim, Evidence, Reasoning, Coherence, and Audience Appeal. They also use the sentence starter: “This draft receives a score of ____ because ____. This process helps familiarize students with the final rubric and a possible structure for developing their own argumentative essay. 

• In Unit 4, Module 4, the students read “Help for a World Drowning in Microplastics” by Sharon Oosthoek and Maria Temming. Before developing a response to the module’s Writing Prompt, “How does the author help readers to understand the ‘promise and peril’ of plastic alternatives?” Students reread the article and analyze the causes and effects of microplastic pollution. They highlight the examples using an online highlighter tool. Then, in another color, they locate the promise of alternative solutions and the associated problems. They highlight these ideas using a different colored online highlighter. The careful analysis of the model text helps the students understand the organizational structure they can use to write the final research paper for this unit. 

• Each Student Guide in the materials provides students with scaffolds and structures for writing practice. The Teacher Guide includes Teach Academic Writing Skills, Show and Tell, and Model Your Thinking strategies for the writing tasks, which provides teachers with support for modeling and scaffolding. 

Instructional materials include well-designed guidance, protocols, models, and support for teachers to implement and monitor students’ writing development. Examples include, but are not limited to, the following:

• In the Assessments tab, Writing Benchmarks are included for the beginning, middle, and end of the year. The stated purpose is “to personalize instruction for your students and track progress throughout the year.” Each benchmark test includes a text to read, ten multiple-choice questions to answer, and an argumentative writing prompt. Teacher directions state: “Assign lessons to introduce the CERCA framework and gain insight into student writing readiness. Evaluate completed student work and review results. Assign each student a personal growth focus.” In the Resources tab, training course videos show how to enter the rubric score. Benchmark summary reports in the Reports tab include performance by class, rubric category score, growth focus distribution by class, and individual student data. 

• ThinkCERCA materials include a bank of Direct Instruction and Skills Practice lessons for writing. The materials include 49 lessons that fall under argument writing, including Structure and Organization, Author’s Bias, Introductions in Argument, and Supporting Claims with Evidence. The materials include 37 lessons that fall under narrative writing that include but are not limited to Types of Narrative Writing, Setting in Narrative Writing, Establishing Character in Narrative Writing, and Using Time as a Storytelling Tool. The materials include 62  lessons that fall under informative writing, including but not limited to Citing Evidence to Support Analysis, Summaries in Informative Writing, Citing and Documenting Sources, and Revising for Clarity, Development, and Organization. 

• Under the Resources tab, Curriculum Resources, Writing, the materials include guidance documents on the following topics (not limited to): Feedback Guidance, Writing Revisions Strategies Toolkit, and Best Practices: Compare Writing. 

  • The Feedback Guidance document includes general guidance for using ThinkCERCA’s provided writing feedback banks across the three core writing types: argumentative, informational, and narrative. This document also links each feedback bank. 

  • The Writing Revision Strategies Toolkit document includes general guidance for teachers to provide student feedback on their writing. It links parts of the CERCA process and how teachers can respond to each student depending on their learning gap. The document also links a Personalized Growth Plan Document, which outlines and provides general guidance on the different settings teachers can use to give feedback (1:1, small group, whole class). This document also includes links to other resources for supporting students with specific action steps based on data from benchmark writing assessments. 

  • The Best Practices: Compare Writing document provides general guidance for a strategy teachers can use to support students in comparing two pieces of writing to analyze and evaluate the “techniques employed by writers.”

• In Unit 2, Module 3, students read “A System In Sync: Smart Cars Need Smart Roads” by Fiona Young-Brown. Before reading the text, students connect with the text by writing a Quick Journal in response to the Writing Prompt, “How do we use technology to build better, safer, and more efficient ways to drive?” The Teacher Guide provides the following guidance: “Introduce the Quick Journal, pointing out that this is a low-stakes writing opportunity with no requirements other than to write, filling as much of the page as possible. Give students five minutes to write, then ask them to turn to a partner and share what they feel comfortable sharing.”

• In Unit 3, Module 7, students write a short story in response to the Writing Prompt, “Write a short story set in an alternate universe that addresses your theme and includes aspects of dystopia/utopia or science fiction that you have explored in this unit.” In the Teacher Guide, the guidance for Mapping Your Story states: 

  • “Explain that students will establish a clear beginning, middle, and end for their short stories.

  • Guide students in plotting the narrative arcs for their stories.

  • Support students as they write the initial drafts of their short stories.” 

• In Unit 6, Module 7, students write a personal statement based on the Writing Prompt, “Describe a topic, idea, or concept you find so engaging it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?” The Teacher Guide includes guidance for Pre-Writing the Personal Statement. During the lesson, the students complete the activity and read the Final Rubric from the Student Guide. Teacher Guidance for this section of the lesson states, “Instruct students to review the evaluation criteria for “Your Portfolio.”

The materials reviewed for Grade 7 meet the criteria for Indicator 2g. 

The materials spend the majority of instructional time on tasks and assessment questions aligned to grade-level standards, including instruction delivered through online slideshows that students complete at their own pace, followed by short multiple-choice quizzes and PDF worksheets. Teachers have access to the Unit Planning Tools that provide support for guidance, planning, and explicit instruction for each unit, as well as a Teacher Guide for each unit. These include clarification of directions and notes to direct students into the online program or Student Guide, suggestions for teacher modeling of aspects of lessons, and opportunities to conduct think-alouds. Assessment questions are multiple-choice and only include reading standards. In other parts of the program, most standards are repeatedly addressed within and across the units to ensure students have multiple opportunities to demonstrate mastery of the standard; however, some standards are covered only once.

Over the course of each unit, most instruction is aligned to grade-level standards. Examples include, but are not limited to, the following:

• Each unit of instruction includes a Unit-At-a-Glance, Unit Planning Tools,  a Teacher Guide, a Student Guide, a Diverse Learners Guide, and an Answer Key. While each module in the online portal is labeled with the primary standard focus, the explicit instruction for meeting each standard does not appear in the materials. The Unit-At-a-Glance overviews the skills addressed with key standards identified. The Unit-At-a-Glance includes a Skills Students Will Know, Understand, and Apply Section listing some of the unit's key standards. It also includes an overview of each module with suggested timing for Before You Read, Read and Analyze the Anchor Texts, and Close Reading and Academic Writing portions of the lessons. Unit Planning Tools include general guidance for How to Align to Standard. The units consistently include close reading and academic writing, which are facilitated through an online slide deck presentation labeled Direct Instruction. In the Student Guide, students have various activities aligned to the standards, but the connection to the standard is not directly labeled. Each module in the Student Guide contains the following lessons: Apply Your Learning, Appreciate the Author’s Craft, Draft Your Argument, Building Vocabulary, and Write to Impress; however, the standards are not identified with each activity.

• In Unit 4, Module 1, the focus standards identified by the publisher are RI.7.4 and W.7.2. Students view a Direct Instruction lesson on Determining the Meanings of Words and Phrases. The lesson covers denotation, connotation, multiple-meaning words, using context to determine denotation and connotation, and how connotation can impact the text’s tone. The Teacher Guide states, 

  • “Explain that understanding the components of words enhances students’ ability to recognize word relationships and deduce meaning, leading to stronger literacy skills overall. It also helps students expand their vocabulary and decode unfamiliar words.” 

  Then, students read “She Tried to Avoid Plastic While Grocery Shopping for a Week. Here’s How It Went” by Martha Bebinger. Students answer five questions after reading, but none of the questions align with the identified standard, although they are standard aligned. Students complete an Apply Your Learning task that requires them to read an excerpt from the text and focus on the connotation of the words. This task is aligned with standard RI.7.4. Teacher guidance says, 

  • “Remind students that the Direct Instruction lesson is a useful resource. Have students hear the prompts out loud before they begin working. Facilitate pairs or groups for students to complete the tasks.” 

  There is also a sample teacher model for breaking down the prompts provided for the teacher in this section. Other guidance is provided for modeling, annotating, and close reading of the passage. Finally, students complete a CERCA writing task to respond to the prompt, “How does the author use her story to define the issues with single-use plastic packaging?” This assignment aligns with standard W.7.2. In the Share Your Plan Activity,  The Teacher Guide states, “Teacher Tip: Encourage students to share their CERCA plans with peers and give one another feedback.” The teacher is guided to:

  • “Explain to students that their claims should answer all aspects of the prompt, provide a clear focus for the writing, and present the points they will cover in their writing. 

  • Remind students to provide at least two reasons to support the claim.

  • Explain to students that no reason can be submitted without supporting evidence and that no evidence can be provided without an explanation of reasoning. 

  • Guide students in sharing their CERCA plans with peers.”

• In Unit 5, the focus standards identified by the publisher are RL.7.3, RL.7.4, RL.7.5, RL.7.6, and W.7.1. In Unit 5, Module 1, students engage in two direct instruction lessons. The first independent direct instruction lesson is Understanding Types of Conflict in Literature and Apply their Learning to Questions in the Student Guide. Students work through a slide deck and answer five questions to check their understanding. These questions include, “Why is conflict important to a good story? How does conflict impact the characters and theme of a story?” This task aligns with RL.7.3. The Teacher Guide provides the following guidance for this section of the lesson: 

  • “Explain that understanding types of conflict helps readers to better understand the character development, plot, and themes within a piece of literature.”

  Guidance for the Apply Your Learning in the Teacher Guide includes “Model Your Thinking For Students” with prompts for the teacher to say aloud while guiding the students through the task. Further guidance suggests, “Remind students that the Direct Instruction lesson is a useful resource,  Have students hear the prompts out loud before they begin working and Facilitate pairs or groups for students to complete the tasks.” A second independent instruction on Context Clues is followed by five independent questions: “Use the compare and contrast context clue in the following sentence to choose the correct meaning of the word ‘sweltering.’ Which word in the sentence helps you to determine the cause-and-effect relationship of the word ‘abruptly’?” These questions align with standard RL.7.4. Students then read “A Midsummer Night’s Dream: Act I” and answer five comprehension questions. Then, students analyze the text and respond to a writing prompt: “How does Shakespeare begin revealing the complexity of relationships and the difficulty of romantic love through the various conflicts between characters?” by writing an argumentative response to the writing prompt. This assignment aligns with standard W.7.1. The Teacher Guide provides general guidance for supporting students. The guidance states,

  • “Explain to students that their claims should answer all aspects of the prompt, provide a clear focus for the writing, and present the points they will cover in their writing. 

  • Remind students to provide at least two reasons to support the claim. 

  • Explain to students that no reason can be submitted without supporting evidence and that no evidence can be provided without an explanation of reasoning.

  • Guide students in sharing their CERCA plans with peers.

  Feedback Focus: Check in with students to ensure their claims are supported with at least two reasons,” as well as additional instruction for the teacher.”

Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. Examples include, but are not limited to, the following:

• In Unit 3, the focus standards identified by the publisher are RL.7.2, RL 7.3, RL.7.6,  and W.7.1. In Unit 3, Module 3, students engage in two Direct Instruction lessons on Analyzing Story Elements in Literature and Figurative Language. After completing an independent slide deck on the first topic, students answer five multiple-choice questions (RL.7.3): 

  • “Which story element includes the events of a story? 

  • Which story element is developed in the following text? 

  • What does this episode within the plot reveal about Beauty? 

  • How did the conflict change Beauty’s character during the story? 

  • What does this dialogue tell us about the plot?” 

  Students later read “Rainmaker” by Mazi Nwonwu. They answer five comprehension questions (RL.7.3): 

  • “A central conflict in the story is that Bama comes from a disgraced family of rainmakers who had to flee Earth because of a failure. How does this conflict lead to Bama’s character growth in the story? 

  • How does this dialogue from the end of the passage tie the overall plot back to the beginning of the story? 

  • Which detail from the passage best shows Katma’s support of Bama after performing the rain dance? 

  • Which statement most likely describes the true source of conflict that made Karid confront Bama at the dance and mock him about claiming to be a rainmaker? 

  • How does the conflict affect what happens next in the story?” 

  Students analyze the text to respond to the writing prompt: “How does the author use this futuristic story and its main characters’ self-discovery to comment upon the importance of heritage in our lives?” (W.7.1)

• In Unit 6, the focus standards identified by the publisher are RI.7.3, RI.7.6, W.7.1, and W.7.2. Students read informational texts about various pathways after high school. In Module 1, students read “Go Your Own Way” by Terrina Allen. They complete comprehension questions such as “What is the most likely reason that the author lists the different jobs that she has held throughout her life?” and “Which of these statements provides the strongest support for the author’s point of view that everyone has to create their own path in order to have a life that they are proud of?” (RI.7.6) Students are also asked to analyze the text for examples of the author’s experience with overcoming fears and advice to the readers. Students compose a response to the prompt, “How does the author use her own experiences to convey her message to readers who might feel scared about their future or their power over it? Use evidence from the text to support your answer” (W.7.2). In Module 4, students read “What Are the Big Five Personality Traits?” by Kendra Cherry. They analyze the text for the author’s point of view and purpose by highlighting details that identify the text structure and specific word choice. Students also compose a written response to the prompt, “What is the author’s purpose in this text about personality traits, and how is it conveyed through sentence structure and specific word choices?” (RI.7.6) In Module 7, students compose a personal statement: “Describe a topic, idea, or concept you find so engaging it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?” (W.7.2)

Over the course of each unit, the majority of assessment questions are aligned to grade-level standards. Examples include, but are not limited to, the following:

• In Unit 1, Module 8, students read various narrative non-fiction texts and complete an end-of-module assessment over two selections, “The Right Place” by Jennifer Sneed and “The Jazz Age” by Scott C. Mikula. Students complete multiple choice questions such as “What is the best summary of the selection titled ‘The Right Place’?” which aligns to standard RL.7.4. They also address standard RL.7.6 in response to the question, “Which of the following statements best describes how repetition of the phrase ‘I can do this’ impacts the protagonist in ‘The Right Place’?” Individual questions are not labeled by the standard being assessed. 

• In Unit 3, Module 8, students complete a Unit Reading Assessment and Reflection. Students read “Heart Quest” by Drew Rogers and “The Buckwheat” by Hans Christian Andersen to assess the standards taught during the unit. Then, students answer fifteen multiple choice questions that are standards-aligned, including, “How does the setting of “Heart Quest” most shape the plot?” and “Which statement best explains how the setting propels the plot of ‘The Buckwheat?” Individual questions are not labeled by the standard being assessed. 

• In Unit 6, Module 8, students complete a Unit Reading Assessment and Reflection for the unit “What Do You Want to Do with Your Life?” Students read “Life of Service” and “Do Happy People Live Longer?” and answer 14 multiple choice standards-based questions, including: “Which of the following words best captures the phrase ‘you accept life’s troubles more easily than your grumpier’ as it is used in the sentence?” and “What is the author’s most likely viewpoint on youth in ‘Life of Service’?” Individual questions are not labeled by the standard being assessed. 

By the end of the academic year, some standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Examples include, but are not limited to, the following:

• Addressed in multiple units, the students become familiar with RL.7.1. In Unit 1, Who Is in Your Circle? Students have multiple opportunities to cite textual evidence. When reading “Seventh Grade” by Gary Soto, students respond to multiple choice questions such as, “Which quote from the passage best explains why Mr. Bueller does not reveal Victor’s inability to speak French?” and compose a written response to the prompt “What lessons does Victor learn about himself and how he relates to others over the course of the story? Cite specific evidence, including inferences you made, from the text to support your response.” In Unit 3, How Do Beliefs Shape Reality? Students read “Harrison Bergeron” by Kurt Vonnegut and write an argumentative response to the prompt, “Using details from the text that show both direct and indirect characterization, explain why Harrison ultimately rebels against the system of his futuristic society. What commentary is Vonnegut making on society through the characterization of Harrison and his role in the rebellion?” In Unit 5, What’s Love Got to Do With It? Students read A Midsummer Night’s Dream by Shakespeare and analyze the text by highlighting details and word choices that show conflicts between characters. 

• Addressed in multiple units, students become familiar with RL.7.4. In Unit 1, Module 4, students complete a Direct Instruction lesson on Analyzing Imagery in a Personal Narrative. Students read “Fourth Grade Ukus” by Marie Hara and complete an Apply Your Learning task to analyze the use of imagery in the text. In Unit 3, Module 5, students engage in a Direct Instruction lesson on Analyzing and Comparing Elements of Poetry,” which includes figurative language and rhyme. In the module, students read “[The cry of the cicada]” and “[An ancient pond!]” by Matsuo Basho and answer the question, “How does the rhyme scheme of [The cry of the cicada] help enhance the meaning of the poem?” and “What effect does the first line of [An ancient pond!] have on the tone of the poem?” In Unit 5, Module 3, students read Act III of A Midsummer Night’s Dream by William Shakespeare. Students engage in a Direct Instruction lesson on Shakespearean Language, including the use of similes, metaphors, puns, and allusion. Students complete an Apply Your Learning task to analyze a pun from the text. Students also answer, “What is the most likely reason why Shakespeare uses a metaphor when Demetrius compares Hermia to a murderer?” Students also respond to the prompt, “How does Shakespeare use language in this Act to escalate the conflict between characters? Think about elements like word puns, clever insults, and hyperbole when crafting your response.”

• Addressed only in Unit 4, Module 4, students have limited opportunities to familiarize themselves with RI.7.2. Students engage in a Direct Instruction lesson on Summarizing Informational Texts, including how to write an objective summary. Students read “Help for a World Drowning in Microplastics” by Sharon Oosthoek and Maria Temming. Students are asked to write a summary. Students are asked to summarize in every unit, but this is the only one where it has direct instruction, and the culminating writing for this unit is not an objective summary. 

• The following standards are only labeled as addressed in one unit throughout the school year: L.7.1.B, L.7.2.A, L.7.4.A, L.7.4.B, L.7.4.C,  L.7.5.B, and L.7.5.C.

The materials reviewed for Grade 7 meet the criteria for Indicator 2h. 

Each unit and module is accompanied by a Unit At-a-Glance that includes high-level pacing guides for a 50-minute or 90-minute class session. The pacing guides can also work with an online or a blended model. Task-specific timing guidance is found in the Teacher Guides. Tasks that are deemed essential are starred in the Unit-at-a-Glance document as well as the Teacher Guide. Most units are designed to be completed within 22-26 instructional days, so the seven units can reasonably be completed within a school year. Each unit includes complementary writing tasks that teachers can use to provide students with additional writing practice. The materials also provide Longer Works units, which are novel-centered and can be used to enhance units within the core curriculum. The provided optional Longer Work of Fiction novel study units are meaningful and follow the same pacing as a core unit. The publisher recommends these as optional units of study during a regular weekly choice period as independent exploration time, schoolwide WIN time, silent sustained reading, or at home independent reading.

Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. Examples include, but are not limited to, the following:

• The Unit At-a-Glance includes a 50-minute Class Pacing Guide and a 90-minute Class Pacing Guide. The 50-minute Class Pacing Guide for one unit covers 22-26 days or blocks per unit, which would account for up to 182 school days to complete seven units. The 50-minute Class Pacing Guides include:

  • One block for previewing the unit theme and setting personal goals.

  • One block to explore the theme.

  • 12 to 16 blocks to read and analyze the texts for the unit. Individual core texts take three instructional blocks: Before you Read, Read and Analyze, and Write to a prompt.

  • Three to four blocks to read across genres. 

  • One to two blocks for an integrated speaking and listening activity, such as Socratic discussion, debate, etc.

  • Three to five blocks for the Your Portfolio process writing task.

  • One to two blocks for assessment and reflection.

• The Teacher Guide provides timing for each part of the lesson. Parts of lessons are labeled as “essential” in the Unit-At-a-Glance, Teacher Guide, and Module-At-a-Glance.

• Novel study units are optional choices and include a Unit Planner with 50-minute and 90-minute pacing guides. The 50-minute class schedule covers 31 blocks, and the 90-minute block schedule covers 18 blocks. 

Suggested implementation schedules can be reasonably completed in the time allotted. Examples include, but are not limited to, the following:

• In Unit 1, the Unit At-a-Glance outlines a pacing guide. The 50-minute class paces out a schedule for completing Unit 1 in 21 to 30 instructional days. Students spend two days completing a unit preview; 12 to 16 days reading, analyzing, and writing tasks connected to short stories; three to four days completing tasks where students read across genres; one to two days on a Socratic Discussion; three to four days completing their portfolio writing tasks and reflecting on their learning; and one to two days on the core assessment. 

• In Unit 3, Module 2, students read “Harrison Bergeron” by Kurt Vonnegut, Jr. The suggested pacing for the text is three to four 50-minute sessions (one to two 90-minute sessions). Students read the text online, then complete the five question Check and two Pause and Reflect questions online. Students complete the Direct Instruction lesson on Direct and Indirect Characterization before completing an Analyze task highlighting specific characterization examples in the text. Students then complete the Apply Your Learning task before writing the argumentative paragraph in response to the prompt, “Using details from the text that show both direct and indirect characterization, explain why Harrison ultimately rebels against the system of his futuristic society. What commentary is Vonnegut making on society through the characterization of Harrison and his role in the rebellion?”  The suggested timing guidance for all tasks in the Teacher Guide totals 186 minutes; therefore, this module could be reasonably completed in four 50-minute sessions or two 90-minute sessions. 

• In Unit 5, Module 2, students read “A Midsummer Night’s Dream: Act II” by William Shakespeare. The suggested pacing is four to five 50-minute sessions (two to three 90-minute sessions) to read the text and complete the activities. To connect with the text, students engage in pre-reading activities, including vocabulary and journaling. A recommended activity is for students to complete two Direct Instruction lessons on how playwrights introduce dramatic action through scenes and understanding relationships captured in words. Students then read the text and answer five comprehension questions independently before analyzing the text and preparing to write. Students then summarize the text and respond in writing to a prompt. The suggested timing guidance for all tasks in the Teacher Guide totals 231 minutes; therefore, this module could be reasonably completed in five 50-minute sessions or three 90-minute sessions. 

• As an added resource, the publisher provides teachers with a Class Planner and Pacing Calculator, which includes the following guidance:

  • “In the sheets that follow, you will find calculators that help you gauge the time it takes for your students to complete certain tasks.

  • We know each of the opportunities for learning that we provide takes time, and we want to empower you to make the most of your time by planning for your students’ needs efficiently and realistically.

  • Simply adjust the number of minutes per session and start recording your estimates or actual minutes spent on given tasks to gauge how long it takes your students to complete them. As they gain experience and practice, they will need less time, so consider adjusting throughout the year so you can plan carefully to meet your students’ needs.”

Optional tasks do not distract from core learning. Examples include, but are not limited to, the following:

• In the Unit Planning Tool, additional complementary writing prompts are provided as “practice options as students progress through the curriculum prior to the portfolio piece for each unit.” These prompts are aligned texts read in the unit. The Planning Tool includes student worksheets and graphic organizers to plan their writing as well as reflect on writing. There are no direct instruction notes for the teacher for these prompts. The teacher guidance says, “Make planning decisions based on schedule, your program, and your students’ needs. Use the complementary prompts to ensure appropriate levels of standards coverage in student experiences with the process of writing.”

• Longer Works of Fiction novel studies for Grades 6, 7, and 8 include A Single Shard by Linda Sue Park, Bud, Not Buddy by Christopher Paul Curtis, and Long Way Down by Jason Reynolds. These units include a Unit-at-a-Glance, Teacher Guide, Student Guide, and Diverse Learner Guide in the same format as the Core ELAR. 

• The publisher provides the Longer Works Units and some guidance on incorporating these units into the curriculum as part of the unit of instruction, independent reading, at-home enrichment, or schoolwide reading programs. 

• In each module throughout the program, there are “recommended” and “essential” tasks for each lesson. While the publisher suggests completing all activities in a lesson, the “recommended” tasks could be optional and cut when teachers are short on instructional time; however, cutting material repeatedly could affect the delivery of instruction essential to achieving grade-level standards.

Optional tasks are meaningful and enhance core instruction. Examples include, but are not limited to, the following:

• In each unit, complementary writing prompts are provided. Teachers are able to use these prompts to give students extra practice with different types of writing and standards. 

• Longer Works of Fiction novel studies include similar tasks and pacing as core units. The novel studies are not intended to enhance core instruction. The materials for The Giver by Lois Lowry include eight modules that follow the same format as the Core ELAR units. In Module 1, students read the novel’s first part and analyze the author’s craft in the exposition. In Modules 2-5, students continue to read the anchor text and complete Direct Instruction and Writing Lessons that follow a similar format as the Core ELAR units. In Module 6, Read Across Genres, students read and analyze poetry, informational texts, and a multimedia piece to “enrich learnings from” the core text. In Module 7, Socratic Discussion, students learn about and prepare to participate in a Socratic discussion to the question, “How do humans make sense and react to the dualities of life?” In Module 8, Your Portfolio, students write a literary analysis essay for the prompt, “Choose one duality as a theme (for example, joy vs. grief, awareness vs. ignorance, memory vs. the present) and analyze how it is explored throughout The Giver. Consider how the Community attempts to control this duality, what problems occur because of it, and how it shapes Jonas’s character.”