Alignment to College and Career Ready Standards: Overall Summary

MyPerspectives English Language Arts Grade 7 fully meets the expectations of alignment to EdReports.org's Gateways 1, 2, and 3 criteria. Texts with which students engage are appropriately rigorous and rich and are accompanied by cohesive writing and speaking questions and tasks that build over the school year while providing support for students who may experience struggle. The materials provide practice and production opportunities for students to grow their literacy skills in multiple areas as they build knowledge as well. There are multiple opportunities for students to synthesize information by working with varied tasks and in growing research and critical thinking abilities. Materials are organized to support comprehensive vocabulary development, writing instruction in multiple modes, and independent reading of complex texts over the course of the year. The materials also include support for educators to implement, plan, and differentiate the standards-based materials, leveraging digital resources when appropriate.

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Understanding Gateways

Alignment

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Meets Expectations

Gateway 1:

Text Quality

0
17
32
36
36
32-36
Meets Expectations
18-31
Partially Meets Expectations
0-17
Does Not Meet Expectations

Gateway 2:

Building Knowledge

0
15
28
32
32
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Usability

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Meets Expectations

Not Rated

Gateway 3:

Usability

0
23
30
34
34
30-34
Meets Expectations
24-29
Partially Meets Expectations
0-23
Does Not Meet Expectations

Gateway One

Text Quality & Complexity and Alignment to Standards Components

Meets Expectations

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Gateway One Details

The materials for Grade 7 meet the expectations for Gateway 1. The materials include texts that are high quality and engaging, and provide students opportunities to work with texts at the appropriate level of rigor and complexity. Questions and tasks students work with are consistently linked to texts and provide ongoing practice in grade level reading, writing, speaking and listening, and language.

Criterion 1a - 1f

Texts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.
20/20
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Criterion Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts Grade 7 meet the expectations of Text Quality and complexity. Texts students encounter are rich and varied, providing rigorous opportunities to build literacy skills over the course of the year while they are engaged with a balance of text genres and modes.

Indicator 1a

Anchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.
4/4
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Indicator Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts Grade 7 meet expectations that materials contain anchor texts that are of publishable quality and worthy of reading for a variety of student interests. The publisher includes texts that are relevant for a variety of purposes. Authors of the anchor texts are noted in their various fields as accomplished writers. Each anchor text relates directly to the theme of the unit and following works support students as they seek to answer the unit’s essential question. In several units, there are more than one anchor text.

Examples of texts that represent how this program meets the requirement of quality text include (but are not limited to) the following:

  • Unit 1 guides students through considering how generations work together. Text examples include “Two Kinds” from The Joy Luck Club (novel) by Amy Tan, “A Simple Act” (News Blog) by Tyler Jackson, and an excerpt from “An Invisible Thread” (Memoir) by Laura Schroff and Alex Tresniowski
  • Unit 2 focuses on space exploration and colonization. Text examples include “Dark They Were, and Golden-Eyed” (Short Story) by Ray Bradbury and “Danger! This Mission to Mars Could Bore You to Death” (News Article) by Maggie Koerth-Baker.
  • Unit 4 focuses on environmental impacts and includes excerpts from Rachel Carson's Silent Spring and Al Gore's Nobel Speech.
  • Unit 5's focus about overcoming adversity includes excerpts from the Grapes of Wrath (Novel) by John Steinbeck.

Indicator 1b

Materials reflect the distribution of text types and genres required by the standards at each grade level.
4/4
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Indicator Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts Grade 7 meet the expectations for reflecting the distribution of text types and genres required by the standards. Throughout the five units of study, there is a balanced mixture of informational and literary texts as required per the standards. The text types span a range of informational and literary texts: nonfiction and personal narratives, novels, short stories, blog posts, poetry, opinion/editorials, drama, science fiction, film and video media, news articles, mythology, speeches, and memoir. Some texts are paired for comparison. For example, a news blog is paired with an excerpt from a memoir; a novel excerpt is paired with a video. Texts of varying lengths are provided, from novels in Unit 5 to poetry throughout the year. The publisher suggests trade books that can be used in four ways to enhance or extend reading selections: supplemental texts, substitution texts, extension of textbook materials, or pacing texts (p T36).

Students in Grade 7 are exposed to this text balance across the units, as noted by the representative examples below:

Unit 1 “Grounded” (nonfiction narrative)
“Two Kinds” from The Joy Luck Club (short story)
“A Simple Act” (news blog)

From An Invisible Thread (novel excerpt)
Unit 2 “Dark They Were, and Golden-Eyed” (short story)
“Radio Play – Dark They Were, and Golden Eyed (media)
“Neil deGrasse Tyson on the Future of U.S. Space Exploration after Curiosity” (news interview)

Unit 3: “A Christmas Carol: Scrooge and Marley” (drama)
“Thank you, M’am” (short story)

Unit 4: People and the Planet “Nobel Speech” (speech)
"'Nature' is what We see” (poetry)
“The Sparrow” (poetry)

Indicator 1c

Texts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.
4/4
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Indicator Rating Details

The core texts used across the school year for My Perspectives: English Language Arts Grade 7 have the appropriate level of complexity according to quantitative analysis and qualitative analysis. Additionally, the relationship between the level of complexity and the relationship to student tasks is appropriate for the grade level.

Texts students engage with over the course of the year range in quantitative measure from 500- 1350 on a Lexile scale; qualitative measures identify texts as appropriate for Grade 7 students. Students also engage with poetry and multimedia texts which have appropriate qualitative features (but cannot be identified with a quantitative measure).

Below is an example from the Grade 7 materials:

  • Unit 2: Generations includes “The Last Dog,” a short story.
    • Quantitative Measures
      • Lexile: 810
      • Text Length: 4,971 words
    • Qualitative Measures (based on a scale of 1 to 5, from lowest to highest)
      • Knowledge Demands: 4 “The selection explores multiple themes of varying complexity…”
      • Structure: 3 “Story is mostly told chronologically, but with flashbacks to previous events…”
      • Language Conventionality and Clarity: 3 “Vocabulary and syntax are on level.”
      • Levels of Meaning/Purpose: 4 “Reader must infer multiple levels of meaning, including how current environmental changes could impact life in the future.”

Indicator 1d

Materials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)
4/4
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Indicator Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts for Grade 7 students support students’ increasing literacy skills over the course of the school year. Teacher’s editions divide texts for each unit into color-coded levels of Whole Class Learning (green), Small Group Learning (turquoise), and Independent Learning (purple). Not only do the texts build with the challenges of what students are being asked to do to read complex texts, especially with language and meaning, but also the writing builds throughout each unit and throughout the year.

The series of texts in each unit vary in text complexity but build in complexity throughout the year. The publisher adds a rubric for each reading that assesses the quantitative and qualitative value for each reading. The qualitative demands increase throughout the year and are mostly in the moderate and complex range by Unit 5 at the end of the year. Each unit contains selected tasks that can be used to assess students’ grasp of concepts such as a performance tasks that includes both a writing and a speaking/listening component. The materials also contain formative assessments with suggestions for reteaching and selection of test items for tracking student mastery of literacy standards across the year.

Readings vary in text complexity over the entire school year to build students' literacy skills. The materials support a spectrum of qualitative and knowledge demands to provide students opportunity to engage with texts that are rigorous in a variety of ways. The following text example is but one to illustrate how the placement of texts supports students' increasing challenges over the year:

Unit 1: Generations
“An Invisible Thread” (memoir)
Lexile: 820L Text Length:833 words
Knowledge Demands - 3
Structure - 3
Language Conventionality and Clarity - 2
Levels of Meaning/Purpose - 2

Unit 5: Facing Adversity
“The Circuit” (short story)
Lexile: 1120L Text Length: 2,311
Knowledge Demands - 2
Structure - 2
Language Conventionality and Clarity - 3
Levels of Meaning/Purpose - 3

In this example, the quantitative measure of the Unit 5 text is much higher than that in Unit 1, but the qualitative measures support students' ability to navigate after working over the year.

Indicator 1e

Anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.
2/2
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Indicator Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts Grade 7 include Teacher’s Editions that provide a text complexity analysis and rationale for purpose and placement of anchor texts and series of texts in Grade 7.

The publisher includes a “Planning” section before the anchor texts and series of texts that lists the Lesson Resources with a “Text Complexity Rubric.” The Planning section gives a summary and insight for the anchor texts, as well as an explanation for connections between the Essential Question, Performance Tasks, and the reading selections. A rationale is included for the scores given on the rubric. The text complexity rubric includes Lexile level, text length, and qualitative measures such as Knowledge Demands, Structure, Language Conventionality and Clarity, and Levels of Meaning/Purpose.

The Planning section for each unit include the following sections to support teachers as they work with students to build literacy:

  • Summary of the text
  • Insight into the rationale for the text selection
  • Connection to the essential question
  • Connection to performance tasks

Indicator 1f

Anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.
2/2
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Indicator Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts Grade 7 meet the requirements for this indicator. The anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.

For each of the five units, there are multiple selections lined to a central theme and essential question. In each unit students are given the opportunity to engage in a large volume of reading following a similar format beginning with whole group learning, then small group learning, and finally independent learning ending in a culminating Performance Based Assessment. There is a variety of genres found in each unit and all units are organized by the gradual release of responsibility model to provide students with supports throughout the unit which includes close reading and multiple-reads. Students also have a choices in independent reading materials at the end of the unit.

Some text examples used within Grade 7 are as follows:

Unit 1: Generations
Anchor Texts: “Two Kinds” from The Joy Luck Club (novel) by Amy Tan p 12
“A Simple Act” (News Blog) by Tyler Jackson p 32
From “An Invisible Thread” (Memoir) by Laura Schroff and Alex Tresniowski p 42
Range and Volume: excerpt from larger work; 850L (low), 4,610 words
Growth toward Grade Level: refresher from grade 6

Unit 3: Turning Points
Anchor Text: “A Christmas Carol: Scrooge and Marley” (Act I and Act II) by Israel Horovitz p 234
Range and Volume: only one act from the play paired with Media - Film “Scrooge”
Growth toward Grade Level: Scores of 4 on Qualitative- Structure and Language

Criterion 1g - 1n

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
16/16
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Criterion Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts Grade 7 meet the expectations of indicators 1g through 1n. The materials include comprehensive support for students to build their writing skills over the course of the year, with a mix of on-demand and process writing that attends to the modes and types of writing required by the standards. Questions and tasks, both in writing and speaking, are text-focused, building students' literacy skills in diving deep into texts.

Indicator 1g

Most questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).
2/2
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Indicator Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts Grade 7 meet expectations that most of the questions, tasks, and assignments are text dependent and require students to engage with the text directly. Students are required to provide evidence from the text to support their responses in almost all questions and the Teacher’s Edition provides formative assessment suggestions that remind students to cite evidence from the text.

The materials provide a consistent format for students to engage with text-dependent questions and/or tasks. Each anchor and small group text asks students to answer analyze craft and structure questions. Also, each text selection is followed by a section to analyze the text in which students are asked to interpret, draw conclusions, and speculate using text evidence to support their answers (e.g. What is the general attitude of the characters? How can you tell? ). The final question directs students to the unit’s essential question using text evidence to support their thinking. During small group instruction, students work through a comprehension check which begins with literal text-dependent questions and then moves to more analytical “why” questions and a written summary. After reading in their small groups, students discuss answers to these questions and clarify details from the text (How did human activity contribute to creating the Dust Bowl? ).

Examples of questions and tasks that require text-based evidence include, but are not limited to, the following:

After reading Amy Tan’s “Two Kinds” from The Joy Luck Club in Unit 1, students are presented with questions such as, "How are the mother and daughter similar and different? How does the difference in their attitudes cause problems? What motives does the daughter have to rebel against her mother?"

With Isreal Horovitz’s A Christmas Carol: Scrooge and Marley, Act I in Unit 3, students are asked, "What has Marley done to help save Scrooge? Identify three experiences Scrooge has with the Ghost of Christmas Past. What does Scrooge mean when he says, “Christmas is less of a time of year for being merry, and more of a time of year for being loony…if you ask me”? What does Cratchit mean when he says, “Well, there it is, eh, six”? Why does he say this?"

After reading John Steinbeck’s The Grapes of Wrath in Unit 5, students answer, "What are some details Steinbeck includes that tell the reader these character are farm people? What is the general attitude of the characters? How can you tell? What does the term 'tenant people' reveal about these characters? What conclusion about these people can you draw from this?"

Also included in the materials are longer text-focused activities that require reflection on the reading. An example:

After reading the “Nobel Speech” in Unit 4, students are asked to "Choose at least one unfamiliar detail from the text. Briefly research that detail. For example, you might want to find out more about Alfred Nobel, the United Nations, or 'Earth Summit.' In what way does the information you learned shed light on an aspect of the speech?"

Students then use the "Evidence Log for Exploration:" After summarizing a text and quick writing about what they have read, students formulate their point of view in one succinct sentence and then record textual evidence to support their point of view.

Indicator 1h

Sets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).
2/2
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Indicator Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts Grade 7 meet expectations that the text-dependent questions and tasks build to culminating tasks that integrates skills (writing, speaking or a combination) which provide teachers information about what students know and are able to do.

Each unit has the same format of teacher led, small group, and independent student learning which culminates in a performance-based writing assessment. Not only do the texts build with the challenges of what students are being asked to do to read the complex texts, but also the writing builds throughout each unit and throughout the year.

All units end with a writing task and a speaking and listening performance task focused on the unit essential question and backward mapped from all unit activities. The culminating writing tasks are of different genres of writing such as argument, explanatory and informative essays, and narratives. Both text-dependent questions and writing tasks build throughout each unit to support students in the culminating writing task. A few examples that are representative of this include:

Unit 2: A Starry Home. Students complete a speaking and listening focused culminating task that addresses the question: “Should space exploration be a priority?” They work in groups to plan, rehearse, present, evaluate texts, provide evidence, and select media examples for an argumentative multimedia presentation. They organize their ideas and practice delivering the presentation. Students apply presentation techniques and evaluate their work using a checklist. This allows for an integration of writing with speaking.

After whole group learning students are asked to do a performance task with a writing focus. Selections provide an audio summary to help students build additional background knowledge before the first read and have a connection to the unit’s essential question as well as connection to the whole-class learning performance task and the unit performance task (Unit 2 TE p.100A).

The Unit 4 culminating writing task is an argument answering the question, “Is it too late to fix the damage that has been done to our environment?” Students begin the unit by answering this same question in a quick write after reading the launch text, viewing the unit introductory video, and participating in class discussion. While analyzing the anchor text, “Silent Spring,” students respond to the question, “What have you learned about the effects people have on the environment by reading this selection?” The culminating activity for the anchor texts requires students to write an argument taking a position in response to the question, “Do people have a more positive or more negative impact on the environment?” Throughout the unit, students keep an evidence log to record textual evidence in preparation of the unit culminating tasks.

Indicator 1i

Materials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)
2/2
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Indicator Rating Details

The instructional materials reviewed for My Perspectives: English Language Arts Grade 7 meet the expectations for Indicator 1i. For each series the units are divided into Whole-Learning, Small-Group Learning, and Independent Learning. Students are given multiple opportunities to work with partners and groups to learn and model academic vocabulary and syntax. Throughout the series there are sections like “Making Meaning” and “Language Development” that are solely devoted to academic vocabulary and syntax. Throughout the texts in both the teacher’s edition and student’s edition, academic terms are highlighted in each unit. Graphic organizers are used repeatedly throughout the series to give students words that will be useful as they analyze, discuss, and write about the texts.

Examples of how the program meets the expectations of the indicator include, but are not limited to, the following:

Unit 3: Turning Points

Under “Making Meaning,” students are given Media vocabulary for the clip from the film, A Christmas Carol. The teacher is given instructions for how to teach media vocabulary, including having students to discuss where (in other texts) they have seens the terms before and whether or not they have used them in speaking and writing. Teachers are told to direct the students to explain how storytelling through film might be more advantageous. In addition, instructions are given on how to teach domain specific vocabulary that have multiple meanings. For example, direction as a media term for filmmaking describes how the story is told but can also refer to movement or the direction in which something is moving.

Under “Language and Development: Author’s Style,” in Unit 4, students work with their small groups to identify specific examples of word choice that affects meaning and tone. The lesson includes a chart/graphic organizer that asks students to use their knowledge of “denotation” and “connotation” when analyzing three selected poems.

Learning strategies and actions are found at the beginning of each of the three sections in each unit: Whole-Class Learning, Small-Group, and Independent Learning. Strategies for Whole-Class Learning include: listen actively, clarify by asking questions, monitor understanding, interact and share ideas. Strategies for Small-Group Learning include: prepare, participate fully, support others, and clarify. Strategies for Independent Learning include: create a schedule, practice what you’ve learned, and take notes. There are also videos teachers could show on learning strategies available online in the Professional Development Center.

Prior to the Small-Group Learning, the teacher edition provides support for instructing students in being effective members of a small group. Students are provided the 5 steps for working as a team:
1. Discuss the topic
2. List Your Rules
3. Apply the Rules
4. Name Your Group
5. Create a Communication Plan

Teachers also instruct in Accountable Talk, with specific supports to grow students' speaking and listening skills. Some examples:

Remember to ask clarifying questions.
Which sounds like….
Can you say that again?
Can you give me an example?

Remember to make connections.
Which sounds like…
This reminds me of _______.
How does that relate to the point made by _______?

Remember to explain your thinking.
Which sounds like….
I think this is right because ____________.

Indicator 1j

Materials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.
2/2
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Indicator Rating Details

The instructional materials reviewed for My Perspectives Grade 7 support students’ listening and speaking about what they are reading and researching with relevant follow-up questions and supports. There are several opportunities within this series for students to discuss topics with classmates and teachers. In all five units of study, there is a section dedicated to “Speaking and Listening" that is intended to be connected to the texts read in the unit. Some examples of how the materials support this indicator include (but are not limited to):

In Unit 3, groups are expected and prompted to discuss their reading. They are asked to review and clarify details with their group when answering the Comprehension Check questions.

In Unit 5, under, Small-Group Learning, students participate in a small-group discussion analyzing one of two quotes. Students are provided questions to prompt the discussion and a chart to record their ideas. They are directed to cite examples and details from the text.

The Performance Task for this unit has students develop an explanatory essay in a multimedia presentation with their group. They discuss the people, challenges they faced, and the strengths and qualities that enabled them to overcome obstacles. A checklist (rubric) provides students a way to evaluate the effectiveness of their performance.

Indicator 1k

Materials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.
2/2
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Indicator Rating Details

The instructional materials reviewed for My Perspectives Grade 7 meet the expectations of indicator 1k. The materials include a mix of on-demand and process writing and short, focused projects, incorporating digital resources where appropriate.

Each of the five units begins with a launch text modeling the type of writing students will be completing in their performance assessment at the end of the unit. Immediately following the launch text, students write a summary of the launch text and a quick write responding to a prompt focused on the essential question and preparing them for the culminating unit performance task. Additionally, each unit contains a writing activity at the end of the whole-class learning and at least one of the small-group text includes a writing activity. Each unit ends with a culminating writing performance assessment.

Examples of how the program includes on-demand and process writing include, but are not limited to the following examples:

In Unit 1, in Writing to Compare: After completing group work comparing points of view in “A Simple Act” and “An Invisible Thread,” students draft an explanatory essay in which they analyze the effect of each point of view. Students are presented with two choices for organizing the essay: point-by-point or block.

In Unit 2, students are prompted to: use your imagination to write your own version of the ending of this story (“The Last Dog”)...Begin your revised ending with...Write your own version of the last seven paragraphs…

From Unit 3, after reading the launch text, students are asked to write a summary of “Freedom of the Press?” Learning strategies and actions are found at the beginning of each of the three sections in each unit: Whole-Class Learning, Small-Group, and Independent Learning.
A QuickWrite is done to the prompt, “How do people determine what happens to them and make their own choices in life?”
Students are asked to write an argument writing to sources and responding to the claim, “Barrington Irving has achieved success by recognizing problems and finding ways to solve them. Students need to find evidence to support the claim.

Indicator 1l

Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.
2/2
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Indicator Rating Details

The instructional materials reviewed for My Perspectives Grade 7 meets the expectations of indicator 1l The materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. Within each unit, all writing tasks are directly related to the text and/or essential questions for the units. Students engage in writing narrative, informational, and argumentative pieces across all units as demonstrated in the evidence below.

Unit 1

  • Nonfiction Narrative: After reading three texts on how people of different generations influence each other’s lives, students write a narrative in which they refer to the experiences of others based on the texts. Students complete prewriting and planning activities such as developing realistic and engaging characters (traits, details, and dialogue). They also gather anecdotes, quotations, and examples from their own memories and experiences to craft the nonfiction narrative. Students organize the nonfiction narrative into a chronological sequence of events before writing a first draft, revising, and publishing a final draft.

Unit 2

  • Argumentative: The whole-class performance tasks, small-group performance tasks require students to write arguments to support claims with clear reasons and relevant evidence.
  • Argumentative: Performance-Based Assessment - Writing to Sources: Write an argument in which you state and defend a claim in response to the following question.

Unit 3

  • Informative: The whole-class performance tasks, and small group performance tasks require students to write informative/explanatory texts to examine a topic and convey ideas concepts and information through the selection, organization and analysis of relevant content

Unit 5

  • Informative: SE p 451 - Write an Explanatory Essay on the topic of facing adversity.

Indicator 1m

Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.
2/2
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Indicator Rating Details

The instructional materials reviewed for My Perspectives Grade 7 meet the expectations for indicator 1m because they include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Frequent opportunities exist across the school year for students to acquire and practice skills that they can use in various assignments and performance-based assessments. Students also write multiple argumentative compositions in which they must clarify and defend claims using evidence from texts and/or sources.

In Unit 2, students work with Write an Argument. After reading three texts that relate to space exploration and other worlds, students use their understanding to write an argument in the form of an editorial about space exploration. Students complete prewriting and planning activities such as developing and writing a claim, planning for counterclaims and opposing positions, gathering evidence, and connecting across the three texts. Students are guided through writing a first draft (organizing the argument and clearly connecting their ideas), revision (evaluating the first draft, highlighting main points, and choosing precise words), and publishing the final draft, pp 164-169

In Unit 3, students are asked to write an Argument writing to sources and responding to the claim, “Barrington Irving has achieved success by recognizing problems and finding ways to solve them. Students need to find evidence to support the claim.

In Unit 4, the Performance Task with Writing Focus is to write an Informative Essay. Students read and watch selections that relate to someone experiencing a turning point in life. Students then use knowledge of the play read in class to write an informative cause and effect essay in which they address this question: How does Scrooge’s character transform over the course of the play?

Indicator 1n

Materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.
2/2
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Indicator Rating Details

My Perspectives Grade 7 meets the expectations for indicator 1n.Materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. Included in each unit are frequent opportunities for students to demonstrate command of the conventions of standard English grammar and usage through writing or speaking. Some grammar, mechanics and conventions are taught explicitly while others are integrated with the reading and writing instruction. Each unit has a Planning section for the teacher. Under the heading “Lesson Resources,” the activities for a text are laid out clearly for the teacher. It is divided into 3 sections: Making Meaning, Language Development, and Effective Expression.

Examples of how the program meets the expectation of indicator 1n, include (but are not limited to) the following:

In Unit 2, students reread paragraph from “Two Kinds” to identify and classify the nouns and pronouns. Students then revise sentences to replace nouns with appropriate pronouns. The exercise concludes with students writing three sentences about an important scene between the mother and daughter of the selection.

In Unit 3, the teacher reviews with students simple, compound, complex, and compound-complex sentences, and dependent and independent clauses. They then read sentences from the text and identify the structure of each and underline the clause in each. They then write an example of each type of sentence structure in their notebook.

In Unit 5, students are writing an explanatory essay as a performance assessment. Instructions include editing for conventions and proofreading for accuracy. They are to reread their drafts and correct errors in grammar and word usage, using commas correctly, and look for spelling and punctuation errors.

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Meets Expectations

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Gateway Two Details

The instructional materials integrate reading, writing, speaking, and listening through topically organized sets framed by an Essential Question. Students engage in research supported by text-dependent questions and tasks as they build and demonstrate knowledge and skills in all areas of ELA.

Criterion 2a - 2h

32/32

Indicator 2a

Texts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.
4/4
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Indicator Rating Details

MyPerspectives Grade 7 materials are grouped around topics/themes to grow students' knowledge over the course of the school year. The sequence of texts around these topics/themes and the provided lesson scaffolds ensure that students are able to read and comprehend complex texts independently and proficiently. Texts within units are connected and arranged by topics around an essential question.

As illustrated below, unit titles are themes that connect the reading selections:

  • Unit 1: Generations
  • Unit 2: A Starry Home
  • Unit 3: Turning Points
  • Unit 4: People and the Planet
  • Unit 5: Facing Adversity

An example of the way the publisher organizes the unit by theme with appropriate texts and differentiated learning modality is illustrated below with Unit 4:

Theme/topic: People and the Planet

  • Launch text – “Rethinking the Wild”
  • Anchor Text: Essay – from Silent Spring
  • Anchor text: Speech – “Nobel Speech”
  • Media: Video – “Al Gore’s Nobel Prize Acceptance Speech”
  • Small Group
  • Poetry – “Turtle Watchers,” ““Nature” is what we see-,” and “The Sparrow”
  • Media: Photo Gallery – Eagle Tracking at Follensby Pond
  • Short Story – “He-y, Come On Ou-t!”

Indicator 2b

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.
4/4
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Indicator Rating Details

My Perspectives Grade 7 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. This provides students with opportunities to share their learning through written and oral projects.

Below are direct examples from unit assignments to illustrate how materials contain sets of coherently sequences questions and tasks:

From Unit 3, "Turning Points"

“Urban Farming is Growing a Greener Future” (media: art and photography):

Students analyze photographs, noting details, making inferences, and drawing conclusions. They also complete a graphic organizer where they analyze what the photograph shows and how it relates to the text that accompanies each image.

Concept vocabulary are introduced at the beginning of the selection and revisited again at the end where students are asked to use the vocabulary in their answers to sequenced questions: What turning point is described in the background information for this selection? Identify at least one thing that all of the images have in common. What benefits of urban farming do the photos illustrate?

From Unit 4, "People and the Planet"

  • Media - Photo Gallery: “Eagle Tracking at Follensby Pond” by Nature Conservancy
  • Notes text boxes are given after all six photos.
  • Comprehension Check Questions:
  • Where did conservationists collect eaglets for eventful release in New York State?
  • According to the article, what bas been the result of this repopulation project?
  • Notebook: Confirm your understanding of the selection by writing a brief explanation of the reason the eagles were brought from Alaska.
  • Close Review - With your group…
  • Analyze the Media (p 418) - Present and Discuss, Review and Synthesize, Essential Question
  • Media Vocabulary: documentary photography, vantage point, monochrome
  • Research: Assignment, Research Project, Present

Indicator 2c

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.
4/4
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Indicator Rating Details

My Perspectives Grade 7 materials contain a coherently sequenced set of text-dependent question and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. The questions for each text are written to give students preparation for the culminating tasks while building answers to the Essential Questions. Students are provided opportunities in each unit to integrate knowledge and ideas through text-dependent questions and writing assignments across both individual and multiple texts.

In Unit 4, students are asked to evaluate an argument in a persuasive speech, “Nobel Speech”, by Al Gore, completing a chart identifying types of persuasion used in the speech, then responding to questions and writing a summary to summarize the effectiveness of the arguments.

Following this, students then compare the video of Al Gore’s acceptance speech with the previous text, writing an argument answering the questions: How did the video and speech affect you? How does the delivery of the speech impact Al Gore’s words? What are the strengths and weaknesses of each medium? State your opinion about which medium you think is most effective.

In Unit 5, students engage with “Surviving the Dust Bowl” and Grapes of Wrath (non-fiction video paired with literary text task) and then compare and contrast images from the video with personal images from the text, recording their ideas in a chart and writing an essay based on information gathered in the chart. This represents the integration of knowledge and ideas across multiple texts.

Indicator 2d

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).
4/4
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Indicator Rating Details

My Perspectives Grade 7 meet the expectations of indicator 2d. The series is organized into five units which each conclude with Performance-Based Assessment to not only provide information for the teacher to understand students' learning, but also for students to grow their own abilities in synthesizing knowledge and multiple standards.

After reading the anchor texts during whole group instruction, which all have a connection to the unit’s Essential Question and the culminating task, the unit begins writing to sources with one of the 3 types of CCSS writing (Performance Task: Writing Focus). Throughout each unit there are questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills. Embedded in each unit are both writing and speaking/listening performance tasks preparing students for success on the end-of-unit performance-based assessment.

Examples of these include (but are not limited to) the following:

Unit 2: A Starry Home

The culminating writing task is an argument answering the question, “Should we spend valuable resources on space exploration?” and a brief oral presentation on the topic. Students begin the unit by answering this question in a quick write after reading the launch text, viewing the unit introductory video, and participating in class discussion. While analyzing the anchor text Dark They Were and Golden Eyed, students respond to the question, “What have you learned about living in space by reading this story?” p 142. The culminating activity for the anchor texts requires students to write an editorial responding to the prompt, “Do the benefits of exploring Mars outweigh the risks?” p 164. Throughout the unit, students keep an evidence log to record textual evidence in preparation of the unit culminating activity.

Unit 3: Turning Points

Performance-Based Assessment (culminating task for the unit): This task is organized in two parts: (1) write an informative essay written to sources about causes of significant changes in someone’s life and (2) present a multimedia oral presentation based on the final draft of the informative essay in part 1. Students have read selections related to this topic prior to this culminating task.

In Part 1, students demonstrate their ability to develop a clear thesis supported by specific textual evidence such as examples and quotations. In Part 2, students review their informative essay and identify the most salient ideas (taken from the introductory, body, and concluding paragraphs) to present in the multimedia oral presentation.

Unit 4: People and the Planet

A comparison of media with text can be found in unit 4. The task is much more difficult with students needing to make a comparison between Al Gore’s Nobel Prize Acceptance Speech. They must give both similarities and differences in the two versions. This is a more difficult task due to subject specific vocabulary, figurative language, and many quotes from scientists and world leaders. Lastly, in unit 5 students are asked to write and comparison and contrast essay in which they discover the differences between two versions of an episode in Helen Keller’s life (pp 516-517).

Indicator 2e

Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.
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Indicator Rating Details

The instructional materials for Grade 7 include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Students are provided frequent opportunities to interact with and build key academic vocabulary words in and across texts throughout all five units. In each unit, students have a section labeled “Making Meaning” for several of the texts, including readings and videos. In that section, students are given subsections called “Concept Vocabulary,” “Word Study” and “Analyze Craft and Structure.” Additionally, students are given a section called “Word Network” that allows them to choose “interesting words” from a particular text and add it to their ongoing list of words over the course of the year.

Some samples of the vocabulary process in the program include the following:

Unit 2

ascertain: The term is first introduced on page 119 through an argument chart and then reviewed more closely on page 164 through a writing focused, performance task for argument. On page 220, students work with the term once again through a performance-based writing assessment.

Unit 4

Concept Vocabulary p 340 - Three words ancestors, wisdom, heed, are listed for students. Then the SE asks, “Why These Words? The concept vocabulary words from the text are related. With your group, determine what the words have in common. Write your ideas and add another word that fits the category.

Under Practice, students are asked to “Confirm your understanding of these words holding a group discussion of the connection between people and the environment.”

Under Word Study, students are given the definition of etymology, along with an explanation of how the word “ancestor” is built by combining a Latin prefix and a Latin verb.

After reading Silent Spring (SE p 368) students are given the concept vocabulary again and asked about the author’s choice to use these words with questions such as: “How does the concept vocabulary sharpen the reader’s understanding of what happens to the town and its people?” and “What other words in the selection are related to the town’s changing landscape?”

Unit 5

In preparation for and after reading an excerpt from The Grapes of Wrath, pp. 456-462, students complete the following activities:

  • Prior to reading the selection, pg. 456, students are provided 6 concept vocabulary words to rank in order from most familiar to least familiar. After their first read of the text, they are to return to the vocabulary and make changes to their original ranking as needed.
  • As students read, concept vocabulary is highlighted in blue and defined in the margin.
  • Following the reading of the text on pg. 464, students complete the Concept Vocabulary section. Students respond to the following questions:
  1. How does the concept vocabulary sharpen the reader’s understanding of the characters in the story?
  2. What other words in the selection are related to the difficult conditions these characters face?
  3. Use each concept word in a sentence that demonstrates your understanding of the word’s meaning.
  • Students are introduced to the suffixes -ness and -less in the Word Study section. They complete the following:
  1. Write your own sentence that correctly uses the word bitterness.
  2. Write your own sentence that correctly uses the word ruthless.
  3. Using a dictionary or thesaurus, find two other words that have the suffix -ness and two other words that have the suffix -less. Record a definition for each words and write a sentence that correctly uses it.

Indicator 2f

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.
4/4
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Indicator Rating Details

The instructional materials for Grade 7 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 school year. The five units are divided into Unit Introduction, Whole-Class Learning, Small-Group Learning, Independent Learning, Performance-Based Assessment, and Unit Reflection. Following the backward design model, the writing activities within the units lead to Performance Tasks that prepare students for the Performance-Based Assessment. Throughout the unit, students keep an Evidence Log to record information they gather and connections they make.

Examples that demonstrate MyPerspectives' approach to teaching writing include (but are not limited to) the following:

Unit 1: After reading the poem, “Mother to Son,” students are asked to write a narrative poem in which the speaker shares a lesson learned through personal experience with another person. The texts provides assignments for group work where each member writes a brief description of a lesson learned through personal experience. This is shared as a part of the planning process, so students can select one description to base the assigned poem. A list of questions are given to help the group brainstorm further about their intended topic. Additional steps are given to assist students with combining their work, revisions, presentation, and discussion.

Unit 3: Following the Launch Text, an Informative Essay model, “At the Crossroads,” students write a summary of the text and in a quick write address the prompt, “What can cause a significant change in someone’s life?” Teachers draw students’ attention to the structure of the text, making note the author does not state a position, simply tells the story and makes clear cause-and-effect relationships among the events in the story.

During whole-class learning, students read the short story, A Christmas Carol: Scrooge and Marley Acts I and II, and write a brief explanatory essay in which they explain how the stage directions in the play enhance their understanding and enjoyment of the selection. Teachers review with students what stage directions are their role in a play. There is also a document, Writing to Sources: Explanatory Essay, in the online Interactive Teacher’s Edition or Unit Resources.

Unit 5: Students are asked to view a video, Surviving the Dust Bowl, read an excerpt from The Grapes of Wrath, and read a short story, The Circuit. After analyzing each and writing about them with graphic organizers or their Evidence Log, students are asked to use this information along with their class discussion to write an essay in which they compare and contrast the fictional portrayal of people in the text excerpt to the historical account in the video.

Indicator 2g

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.
4/4
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Indicator Rating Details

The instructional materials for Grade 7 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 sources. Each of the units has students engaged in research projects, sequenced throughout the unit and across the year, to developing their knowledge on a given topic centered around the essential question for the unit, and requiring they analyze different aspects of the topic using multiple texts and source materials.

Some examples of how Grade 7 students will work on research skills over the year include:

Unit 2: After reading the news article, “Future of Space Exploration Could See Humans on Mars, Alien Planets, students are asked to choose at least one unfamiliar scientific detail in the excerpt, such as Proxima Centauri or possible methods to wrap space-time and research that detail. Then, students are asked to respond to the question, “In what way does the information you learned from your research shed light on the excerpt and on the 100-Year Spaceship project? Finally, students share their findings with their group.

Unit 4: After students have finished reading the essay, Silent Spring, and writing an argument essay in which they state a position on whether they feel the author’s description inspires readers to take action or discourages action because the problem is too big, they conduct research and deliver an informational multimedia presentation on one of the following topics:

  • The importance of Silent Spring and the impact it had on revolutionizing the way in which humans view their environment
  • The struggle to ban DDT and the ban’s eventual victory
  • The parallels between the current threats to bee populations worldwide and the impacts DDT had on wildlife when Carson wrote Silent Spring

Students are instructed to research the topic and use credible internet and library resources to gather information and relevant visual aids. A presentation evaluation guide is provided in the SE for peers to rate each other.


Unit 5: Research to clarify/research to explore: Research an unfamiliar detail in the excerpt. For instance, you might want to learn more about Helen Keller’s teacher, Anne Sullivan. In what way does the information you learned shed light on the excerpt? Share your findings with your small group.

Research a detail in the excerpt. For instance, you might want to learn more about Helen Keller’s amazing life. In what way does the information you learned shed light on the excerpt? Share your findings with your small group.

Indicator 2h

Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.
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Indicator Rating Details

The instructional materials for Grade 7 provide a design for how students will regularly engage in a volume of independent reading. Each unit follows the same format of whole group, small group, and then independent reading. Students connect the Essential Question to the Independent Reading selections and continue adding to their Evidence Log.

This series has an “Independent Learning” section within each unit. The section is color-coded purple so that it is easily recognized by teachers and students. During the scheduled days for Independent Learning, students choose one online selection to read independently centered around the unit essential question. When introducing the Independent Learning, teachers encourage students to think about what they have already learned about the unit topic. They review independent learning strategies by watching the video on Independent Learning Strategies.

Graphic organizers are used to record the student’s response to the selected reading for this section. Students are held accountable by completing two graphic organizers - First-Read Guide and Close-Read Guide and a series of questions under Share Your Independent Learning.

Trade books are integrated throughout the school year, per unit of study. For example, in Unit 2 students choose among Parasite Peg by William Sleator, Crater by Homer Hickam, and James and the Giant Peach by Roald Dahl. In Unit 4, the independent reading choices include Hatchet by Gary Paulsen, My Side of the Mountain by Jan Craighead George, and Hoot by Carl Hiaasen.

Students are periodically provided choice to engage them in independent reading. In Unit 2, students can choose from a poetry selection “Science Fiction Cradlesong”, an article “UFO Sightings and News”, an essay “Packing for Mars”, and an article “Trip to Mars Could Damage Astronauts’ Brains."

Students are given a list of online selections to choose one to read independently as well. In Unit 3, the genres include a reflective essay, news article, biography, and short story. In the SE a section on Independent Learning Strategies is given to assist students as they learn to “rely on yourself to learn and work on your own.” Students are asked to review the strategies and put them into practice as they focus on Independent Learning.

Tools for students to practice building reading skills on their own are included. For the “First-Read Guide” graphic organizer, students are asked to “Use this page to record your first-read ideas.” The boxes on the organizer are divided into the follow sections:

NOTICE new information or ideas you learn about the unit topic.
ANNOTATE by marking vocabulary and key passages you want to revisit.
CONNECT ideas within the selection to other knowledge and the selections you have read.
RESPOND by writing a brief summary of the selection.

The next graphic organizer “Close-Read Guide” asks students to “record your close-read ideas” about the selection of their choice.

Gateway Three

Usability

Meets Expectations

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Gateway Three Details

The instructional materials are easy to use and the design is simple and facilitates student learning. Planning, instruction, and assessment is well-supported with quality resources (print and digital), standards-aligned assessments, support for differentiated instruction, and the effective use of technology.

Criterion 3a - 3e

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8/8
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Criterion Rating Details

The materials are well-designed and take into account effective lesson structure and pacing so that students can master the content by the end of the course. The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids. Student directions are clearly written and units and assignments follow the same predictable sequence making it easy for students to complete activities. Alignment to the standards is found repeatedly throughout the series.

Indicator 3a

Materials are well-designed and take into account effective lesson structure and pacing.
2/2
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Indicator Rating Details

The materials for Grade 7 are well-designed and take into account effective lesson structure and pacing. Each unit is organized into the following sections: unit introduction, whole-class learning, small-group learning, independent learning, performance-based assessment, and unit reflection. Teachers and students are also directed to additional materials such as digital resources including media selections, modeling videos, and audio recordings.

The curriculum is composed of five, seven week units. Each unit follows the same sequence of instruction focused on the unit essential question. A sample of how lessons and units are organized and what components are included with each unit is listed below:

Unit Introduction – 2 days
Whole-Class Learning – 13 days followed by 3 days for performance task
Small-Group Learning – 12 days followed by 2 days for performance task
Independent Learning – 2 days followed by 2 days for performance based assessment

Each section begins with an overview followed by the lesson plan for the text. Each lesson plan includes:
Summary of text
Insight into the text itself
Connection to the essential question
Connection to the performance task
Lesson Resources including:
Instructional Standards for the lessonStudent and Teacher Resources are found online in Interactive Teacher’s Edition

Also included:
Reteach/Practice resources
Assessment component
Text Complexity Rubric
· Support for ELLs, struggling learners, and gifted
· Teaching and Learning Cycle: Decide and Plan → Teach → Analyze and Revise Identify Needs → Decide and Plan

Indicator 3b

The teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.
2/2
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Indicator Rating Details

For Grade 7, the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding. The pacing is such that students can master the content by the end of the course. The pacing guide appears in the TE on the first page of each unit, on the Whole-Class Learning overview page, on the Small-Group Learning overview page, and on the Independent Learning overview page of each unit.

The total number of lessons available for Grade 6 is 180. Each unit provides 7 weeks of instruction. With 5 units, the curriculum could be covered in a 36 week academic year. Teachers may choose to deliver whole-class learning, assign students to groups for small-group learning, or assign the independent learning lessons to individual students.

Support for block scheduling of the course content for individual lessons in each unit is available. For example, each day in the pacing plan represents a 40-50 minute class period. Teachers are advised to combine days to reflect their class schedule and they are given guidance on revising the pacing for differentiation (integrating lesson components and resources as necessary for students).

Indicator 3c

The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).
2/2
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Indicator Rating Details

The student resources for Grade 7 include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids. Materials include but are not limited to: evidence log; word network; learning strategies for whole-class, small-group and independent learning; genre specific first and close read guides; text dependent questions; App for scanning multi-media; model text for writing; support charts; concept vocabulary; essay rubrics; organization chart for small group work; choice in many assignments; selection audio; presentation rubrics; and sentence stems.

Student directions are clearly written and units and assignments follow the same predictable sequence making it easy for students to complete activities. By beginning the Unit with a launch text written in the type of writing students will be practicing throughout the unit, and by having students address the essential question in response to the launch text, throughout the unit, and again in the culminating performance assessment, students continue to interact with the theme through reading, writing, and speaking.

The First-Read Guide is divided into quadrants titled: Notice, Annotate, Connect, and Respond.

  • Notice new information or ideas you learn about the topic as you first read this text.
  • Annotate by marking vocabulary and key passages you want to revisit.
  • Connect ideas within the selection to other knowledge and the selections you have read.
  • Respond by writing a brief summary of the selection.

The Close-Read Guide is divided into three sections:

  • Close read the text – Revisit sections of the text you marked during your first read. Read these sections closely and annotate what you notice. Ask yourself questions about the text. What can you conclude? Write down your ideas.
  • Analyze the text – Think about the author’s choices of patterns, structure, techniques, and ideas included in the text. Select one and record your thoughts about what this choice conveys.
  • Quick Write – Pick a paragraph from the text that grabbed your interest. Explain the power of this passage.

Ample review and practice resources are available:

  • Evaluating Your Draft checklist:
    • Purpose and Organization
      • Provides an introduction that establishes a clear context and introduces the characters.
      • Presents a clear chronological sequence of events that are linked by a variety of transitions.
      • Provides a conclusion that follows from the events and experiences in the narrative.
    • Evidence and Elaboration
      • Effectively uses narrative techniques such as dialogue, pacing , and description.
      • Uses descriptive details, sensory language, and precise words and phrases.
      • Establishes the writer’s voice through word choice, sentence structure, and tone.
    • Conventions
      • Attends to the norms and conventions of the discipline.

Directions and explanations are clear and reference materials are correctly labeled:

  • Peer Review
    • Exchange papers with a classmate. Use the checklist to evaluate your classmate’s nonfiction narrative and provide supportive feedback

Indicator 3d

Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.
2/2
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Indicator Rating Details

Materials for Grade 7 include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. Alignment to the standards is found repeatedly throughout the series.

On pages T48-T59 of the TE, there is the Standards Correlation noting, by standard, the name of the text or assignment and page number on which it appears. In Lesson Resources prior to each text in the TE, the standards appear in the chart broken down by Reading, Language, Writing, and Speaking and Listening.

In the SE, Standards are found on pp. xx-xxix and noted in the margins throughout each text selection, with the activities and questions following the text, with the performance tasks, and with the culminating Performance-Based Assessment.

There is alignment between questions, tasks and assessment items. Examples like the one below, can be found throughout the textbook:

  • Question
    • What was the author’s dream at age 12?
  • Task
    • Using this chart, cite three of the author’s influences and explain how each influence affected the central idea of the text. Share your responses with your group.
  • Assessment Item
    • You have read about imaginary characters and settings. Work with your group to develop, plan, and perform a fictional narrative for your class in which you address this question: What might Alice and the Jabberwock discuss if they had met and had a conversation?

Indicator 3e

The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
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Indicator Rating Details

The visual design for Grade 7 (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

The visual design is engaging. The colors chosen are not distracting. Also color coding is used appropriately to allow teachers and students to locate sections of the textbook.

The layout of the text is consistent throughout, with each unit following the same format. Color-coded sections within each unit make them easy to quickly locate. For example, in the teacher’s edition, all lesson sections labeled “Teaching” appear with a green background color while sections labeled for “Teaching” performance tasks appear with an orange background color.

Charts and graphics are easily recognizable from one unit to the next and are free from distraction. Texts are flanked by wide margins to allow for first and close reading notes. The font, size, margins, and spacing are consistent and readable.

Selections and their accompanying questions and tasks appear consistently throughout the text making it easy for students recognize and follow the order in which the materials are presented.

Criterion 3f - 3j

Materials support teacher learning and understanding of the Standards.
8/8
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Criterion Rating Details

Materials include a teacher’s edition with ample and useful annotation, suggestions on how to present the content contained 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. To further assist teachers, there is a connection to standards, other lessons, trade books, skills, and vocabulary. The units include notes for cross-curricular perspectives and differentiation of instruction.

The materials include 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. Throughout the units, teacher guidance is provided in the margins on every page. The teacher should be very clear what his/her role will be at every point in the unit.

The materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

Indicator 3f

Materials contain 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.
2/2
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Indicator Rating Details

My Perspectives: English Language Arts - Grade 7 includes a teacher’s edition with ample and useful annotation 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.

The series includes an overview for each of the five units that include a pacing plan with suggested days for unit introduction, whole-class learning, small-group learning, and independent learning. After each type of learning there are performance tasks that lead to the performance-based assessment at the end of each unit. To further assist teachers, there is a connection to standards, other lessons, trade books, skills, and vocabulary. The units include notes for cross-curricular perspectives and differentiation of instruction.

Throughout the unit, teacher guidance is provided in the margins on every page. For example, during Close Read the narrative guides teachers through this process by reminding students of what to look for, Annotate gives modeling language,Question models questioning and has the teacher talk through what they are wondering following the narrative, and finally, Conclude where the teacher makes a conclusion based on the modeled think aloud.

Pearson Realize has online resources supplementing the TE and SE. Digital Perspectives in the TE shows what digital resources are available for each lesson. For example, audio, video, document, annotation highlights, EL highlights, and online assessments. Students have an online Evidence Log that is used to record evidence from all selections in a unit to aid in writing the culminating task of the Performance Based Assessment.

Indicator 3g

Materials contain 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.
2/2
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Indicator Rating Details

The teacher's edition materials for My Perspectives: English Language Arts - Grade 7 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.

Each unit in this series includes labels (Introduction with Unit Goals, Overview, Planning, and Teaching) that give teachers an explanation of how to teach the texts and skills. The Personalize for Learning offers English Language Support, as well as Challenges for advanced students. This and other resources are available at http://eladashboard.com/myperspectives - the online support for the Teacher Edition.

Throughout the unit, teacher guidance is provided in the margins on every page. Pages are also color coded, Whole Group Learning is green and says Teaching at the top of the page, Performance Tasks are color coded in orange, Small Group Learning is blue with Facilitating at the top of the page, and Independent Learning is dark blue with Advising at the top of the page. The teacher should be very clear what his/her role will be at every point in the unit.

Author’s Perspective notes are integrated throughout each unit and assist teachers by offering an expert opinion on topics such as the Importance of Background Knowledge, Why Goal Setting Matters,Using Sentence Starters, Strategic Use of Media,etc. My Perspectives has a team of four experts in the educational field who are known for their best practices.

Indicator 3h

Materials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.
2/2
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Indicator Rating Details

The teacher's edition for My Perspectives: English Language Arts - Grade 7 clearly explains the role of the specific ELA/literacy standards in the context of the overall curriculum.

Teachers are provided with a Pacing Plan for each unit that includes the Unit Introduction, Whole Group Learning, Small Group Learning, and Independent Learning. Within each section, there is a recommended number of days allocated for each reading selection and activities, including Performance Tasks. This gives a great overview of the unit and what to expect for ease of planning.

The teacher’s edition shows the connections between the standards and myPerspectives: ELA series. The Personalize for Learning notes include opportunities for teachers to address standards with additional resources in the online resource http://eladashboard.com/myperspectives.

My Perspectives: English Language Arts has an online explanation for the correlation between standards and the texs at http://www.pearsonschool.com/index.cfm?locator=PS2rBh&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolutionId=&PMDbCategoryId=3289&PMDbSubCategoryId=28138&PMDbSubjectAreaId=&PMDbProgramId=144499&elementType=correlations

Indicator 3i

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
2/2
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Indicator Rating Details

The instructional materials for Grade 7 meet the expectations of indicator 3i. The materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. The program outline includes foundational background:

“The program is backward designed from standards-based learning outcomes. All activities, instruction, and assessments contribute to students demonstrating their learning in response to an achievable performance-based assessment. Students integrate the knowledge they acquired, apply critical thinking skills, cite evidence, and use effective expression to respond to a complex multi-step writing and/or speaking and listening task.”

Teachers are provided with a Pacing Plan for each unit that includes the Unit Introduction, Whole Group Learning, Small Group Learning, and Independent Learning. Within each section, there is a recommended number of days allocated for each reading selection and activities, including Performance Tasks. This gives a great overview of the unit and what to expect for ease of planning.

Pages are also color coded, Whole Group Learning is green and says teaching at the top of the page, Performance Tasks are color coded in orange, Small Group Learning is blue with Facilitating at the top of the page, and Independent Learning is dark blue with Advising at the top of the page. The teacher should be very clear what his/her role will be at every point in the unit.

There is also a Planning section before each text selection showing the Lesson Resources, both student and teacher resources organized by Making Meaning, Language Development, and Effective Expression. Next, is a Personalize For Learning: Reading Support that gives the Text Complexity rubric for that reading selection and a Decide and Plan section which gives teachers additional information for English Language Support, Strategic Support, and Challenge support as well as a Read and Respond teaching scaffold. Decide and Plan also includes CCSS Instructional Standards for the selection with a Catching up suggestion and a looking forward selection for the various standards covered in Reading, Writing, Speaking and Listening, and Language.

Indicator 3j

Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.
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Indicator Rating Details

My Perspectives: English Language Arts Grade 7 contains strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.

There a section in the margins called “Home Connection” that instructs teachers to send home a letter explaining to parents what students will be learning and how they will be assessed. This and other resources can be found at http://eladashboard.com/myperspectives - the online support for the Teacher Edition.

Prior to each unit, students are given an outline page that lists the Essential Question with all the readings from in the Whole-Class Learning, Small-Group Learning, and Independent Learning. Additionally, the Performance Tasks that the follows the three types of learning is listed for students to view. Finally, the Performance-Based Assessment is listed with the prompt so students are made aware of what will be expected of them before they start the unit of study.

At the beginning of each unit, there are “Unit Goals” in the Student Edition. The goals are as follows: Reading Goals, Writing and Research Goals, Language Goals, and Speaking and Listening Goals. Students are asked to “Rate how well you meet these goals right now.” Introductory directions say, “These goals will help you succeed on the Unit Performance-Based Assessment.” Later in the unit, students are given the opportunity to revisit their rankings as they reflect on individual growth.

Criterion 3k - 3n

Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
8/8
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Criterion Rating Details

Materials regularly and systematically offer standards-aligned assessment opportunities throughout the year that genuinely measure student progress and inform placement, remediation and enrichment needs, and achievement.

Sufficient guidance to teachers for interpreting student performance and suggestions for follow-up are present. Rubrics are included for the performance-based assessments that accompany each unit. There is also an opportunity for students to complete a self-assessment, rating themselves on how they meet the unit goals.

Students are systematically held accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.

Indicator 3k

Materials regularly and systematically offer assessment opportunities that genuinely measure student progress.
2/2
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Indicator Rating Details

Materials for Grade 7 regularly and systematically offer assessment opportunities that genuinely measure student progress. The series provides for year-long assessments in the form of a Beginning-of-Year Test on all standards taught in the academic year for planning standard focus, a Mid-Year Test for mastery of standards taught the first half of year, providing opportunities to remediate, and End-of-Year Test to determine mastery of standards, future class placement, and to capture final assessment data.

Examples of what Unit-level Assessments include are shown below:
  • Selection activities formatively used to assess students’ grasp of critical concepts such as analyzing text, analyzing craft and structure, concept vocabulary, word study, and author’s style. (Notes in the TE offer suggestions for re-teaching, if needed.)
  • Selection tests tracking student progress toward mastering standards taught with the selection
  • Performance tasks including both a writing and a speaking and listening performance task preparing students for success on the end-of-unit Performance-Based Assessment
  • Unit tests requiring students to apply standards taught in the unit with new text, providing an opportunity for teachers to remediate
  • Performance-Based Assessments where students use their notes, knowledge, and skills learned to complete a project on their own.

Indicator 3l

The purpose/use of each assessment is clear:
0/0

Indicator 3l.i

Assessments clearly denote which standards are being emphasized.
2/2
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Indicator Rating Details

The materials meet the expectations of indicator 3l.i. Included assessments for Grade 6 clearly denote which standards are being emphasized. On pages T48-T59 of the TE, there is the Standards Correlation noting, by standard, the name of the text or assignment and page number on which it appears. In Lesson Resources prior to each text in the TE, the standards appear in the chart by activity and assessment, broken down by Reading, Language, Writing, and Speaking and Listening.

In the SE, Standards are noted in the margin next to each text, activity, assessment and performance task. Standards identified align with the appropriate tasks and questions students complete.

Indicator 3l.ii

Assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
2/2
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Indicator Rating Details

Assessments for Grade 7 provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

When assessing taught standards, Mid-Year Tests and Unit Tests can be administered online and remediation is assigned automatically. If not administered online, an interpretation guide can be used to assign remediation resources.

The writing portion of each Performance-Based Assessment includes a genre specific rubric in both the TE and SE. The second part of the Performance-Based Assessment, speaking and listening, includes a rubric specific to the type of presentation. The wording in these rubrics is taken directly from the standards. Formative assessment tips and suggestions are included with each activity. A section entitled, Personalize for Learning, located in the bottom margin of the TE throughout each unit, provides support for ELLs, Strategic Support, and Challenge.

Indicator 3m

Materials should include routines and guidance that point out opportunities to monitor student progress.
2/2
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Indicator Rating Details

Materials for Grade 7 include routines and guidance that point out opportunities to monitor student progress.

Prior to the introductory launch text, students complete a self-assessment, rating themselves on how they meet the unit goals.

The first activity students complete at the end of each text during Whole-Group and Small-Group Learning is a Comprehension Check, in which students respond to several open-ended questions following the first read of the text and write a summary of the text. During Small-Group Learning, students respond individually, then review and clarify details with group members.

Formative assessment tips and suggestions are included in the TE in the margins with each of the activities student are to complete following a text. In the lesson plan for each text, teachers are provided the list of resources to go with that text found in the Interactive TE or Unit Resources. The list includes Reteach/Practice documents and Assessment for the text if available.

Indicator 3n

Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.
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Indicator Rating Details

Materials for Grade 7 indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. All texts are read independently for the first and close reads. Students are provided graphic organizers to record notes for both. Students keep an evidence guide throughout the unit to collect evidence supporting their understanding of the unit essential question.

An Independent Learning Strategies video is included in the TE that can be viewed with students prior to the two days of Independent Learning.
The materials include an "Independent Learning Strategy" chart with the strategy and action plan they will follow. Strategies include: Create a schedule, Practice what you’ve learned, and Take Notes. The materials include detailed instructions and supports for these strategies.

A trade book alignment is included with each unit for suggestions for integrating longer works within the unit and lesson plans for each title are available.

Criterion 3o - 3v

Materials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.
10/10
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Criterion Rating Details

Materials provide teachers with strategies for meeting the needs of a range of learners, so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards. All students have extensive opportunities to read, write, speak, and listen to grade level text and meet or exceed grade level standards. Lessons provide whole class, small group, and independent learning opportunities throughout the school year.

Indicator 3o

Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.
2/2
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Indicator Rating Details

Materials for Grade 7 provide teachers with strategies for meeting the needs of a range of learners, so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.

Each unit begins with a Launch Text that is a lower Lexile, so that students can read independently and complete the assigned homework. There is also an audio summary for students to build additional background for students before reading.

There is a Personalize For Learning: Reading Support section that gives the Text Complexity rubric for that reading selection and a Decide and Plan section which gives teachers additional information for:

  • English Language Support with suggestions for Knowledge Demands and Language
  • Strategic Support with suggestions for Knowledge Demands and Language/Clarity
  • Challenge support with suggestions for Text Analysis and Written Response

As part of supporting the standards throughout the unit’s teaching and learning cycle, under Decide and Plan is the standard being taught.

  • Next to the standard under Catching Up, selection scaffolds are provided before the lesson is assigned in the SE to scaffold learning for students who are below grade level or students who need English Language support.
  • The Looking Forward section provides activities to practice mastered skills in depth

There are also notes in the TE under the heading Personalize For Learning to provide extra support. There is a Vocabulary Development section that focuses on multiple meaning words and gives examples for several meanings of selected word.

Under Lesson Resources in the TE there are Reteach/Practice materials available online for students who may need extra teaching and practice with author’s craft, word study, conventions and writing/discussion. Each selection has the option to listen to the audio online as well as the Word Network graphic organizer and the Evidence Log.

Author’s Perspective gives teachers pertinent information to assist with providing differentiated instruction.

Indicator 3p

Materials regularly provide 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.
4/4
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Indicator Rating Details

Materials for Grade 7 regularly provide 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 have extensive opportunities to read, write, speak, and listen to grade level text and meet or exceed grade level standards. The students read the same grade level texts throughout each unit, with the teacher modeling and scaffolding instruction during whole group learning and facilitating during small group learning. The students do have a choice of selections during Independent Learning. These selections vary in genre and Lexile but are all tied to the unit’s Essential Question and have a similar lesson plan and expectations.

There are supports built into the series to help make students who are not at grade level and students who speak a language other than English successful with the grade level text and grade level standards. For example, when introducing a unit, there is an introduction video and a Launch Text that is always a model of the type of writing students will be expected to write at the end of the unit. Audio Summaries are also available in both English and Spanish to help build background knowledge before reading.

Indicator 3q

Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.
2/2
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Indicator Rating Details

Materials for Grade 7 regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

All students have extensive opportunities to read, write, speak, and listen to grade level text and meet or exceed grade level standards. The students read the same grade level texts throughout each unit, with the teacher modeling and scaffolding instruction during whole group learning and facilitating during small group learning.

Under Personalize For Learning: Reading Support the Decide and Plan section gives teachers additional information for Challenge support with suggestions for Text Analysis and Written Response.

Under Standards Support Through Teaching and Learning Cycle, the Looking Forward section provides activities to practice mastered skills in depth for those students exceeding grade level standards. Within the Teacher’s Edition (TE), there is a chart that has the CCSS grade level standard listed that includes a column called “Looking Forward.” This gives advanced opportunities for students who have mastered the standard to go deeper into the standard.

Indicator 3r

Materials provide opportunities for teachers to use a variety of grouping strategies.
2/2
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Indicator Rating Details

Materials for Grade 7 provide opportunities for teachers to use a variety of grouping strategies. Some examples of this include (but are not limited to) the following:

Unit 1

Whole-Class Learning: After reading the anchor texts, a news blog and a memoir, students are assigned to “Plan with Your Group.” The directions are as follows: “Analyze the Text. With your group, discuss the lessons taught in each text listed. Summarize your ideas on this chart. Then circle the lesson that you think best matches your own experience or observation.”

Small-Group Learning: Under the title “Working as a Team,” students are asked to discuss the following question: “What kinds of ideas and experiences can young people and adults share?” Prior to the discussion, students are asked to create group rules, choose a group name and create a communication plan.

Independent Learning: After choosing a text from the selections offered as independent readings for this unit, students are asked to share what they have learned with classmates (pairing or small groups). The task is as follows: “Reflect on the text you explored independently and write notes about its connection to the unit. In your notes, consider why this text belongs in the this unit.” Under “Learn From Your Classmates,” students are asked to “Share your ideas about the text you explored on your own. As you talk with others in your class, jot down a few ideas that you learned from them.”

Unit 5

Whole-Class Learning: After reading “The Circuit” by Francisco Jimenez, students are given an assignment that requires them to work with a partner. “First , work with a partner to research what life was like for migrant farm workers and their families in the time period of “The Circuit.”

Small-Group Learning: After reading an excerpt from Helen Keller’s The Story of My Life, students are asked to review the concept vocabulary words found in the text (imitate, mystery, barriers). With their group, they are asked to “determine what the words have in common.” Additionally, the group is assigned to “add another word that fits the category.”


Independent Learning: After choosing a text from the selections offered as independent readings for this unit, students are asked to share what they have learned with classmates (pairing or small groups). The task is as follows: “Reflect on the text you explored independently and write notes about its connection to the unit. In your notes, consider why this text belongs in the this unit.” Under “Learn From Your Classmates,” students are asked to “Share your ideas about the text you explored on your own. As you talk with others in your class, jot down a few ideas that you learned from them.”

Indicator 3s

0/
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Indicator Rating Details

Digital materials for Grade 7 are web-based, compatible with multiple Internet browsers, “platform neutral” follow universal programming style, and allow the use of tablets and mobile devices.

Students can use the BouncePage app whenever you see “Scan for Multimedia” to access. Additionally, they can access multimedia resources directly from print by using their mobile or tablet device.

Additional digital resources can be found in Interactive Student Edition and myPerspectives website. Digital resources, including editable worksheets, can be found in myPerspectives website.

Assessments can be administered in print and/or online. Pearson Realize provides data reporting.

Indicator 3s3v

0/
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Indicator Rating Details

Digital materials are web-based, compatible with multiple Internet browsers, “platform neutral” follow universal programming style, and allow the use of tablets and mobile devices.

Effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate is supported. There are multiple opportunities for teachers to differentiate instructional materials for multiple student needs, including supports for before during, and after each selection.

The materials can be easily customized for local use. Digital Perspectives identifies online resources for each lesson.

Indicator 3t

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Indicator Rating Details

Materials for Grade 7 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate. The Student Edition gives instructions for downloading Pearson’s BouncePages App from the Apple App or Google Play Store. When a student aims their camera at the Student Edition, they can tap the screen to scan the page. When they press “Play,” a video or audio can be listened to of that particular text. Also, students can access digital novels, interactive lessons, and games using this app.

Audio Summaries: Audio summaries of A Christmas Carol: Scrooge and Marley, Act II are available online in both English and Spanish in the interactive Teacher’s Edition or Unit Resources. Assigning these summaries prior to reading the selection may help students build additional background knowledge and set a context for their first read.

Audio Summaries: Audio summaries of “from Silent Spring” are available online in both English and Spanish in the interactive Teacher’s Edition or Unit Resources. Assigning these summaries prior to reading the selection may help students build additional background knowledge and set a context for their first read.

Indicator 3u

0/

Indicator 3u.i

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Indicator Rating Details

My Perspectives: English Language Arts - Grade 7 includes digital materials that give opportunities for teachers to personalize learning for all students, using adaptive technological innovations.

There are multiple opportunities for teachers to differentiate instructional materials for multiple student needs, including supports for before during, and after each selection. Digital Perspectives offers suggestions for using digital resources to strengthen concepts being taught. Pearson Realize gives teachers access to manage and customize units by rearranging content, uploading their own content, adding links to online media, and edit resources and assessments.

Indicator 3u.ii

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Indicator Rating Details

The instructional materials, My Perspectives: English Language Arts - Grades 6-8, can be easily customized for local use. Differentiation and extension opportunities available throughout the instructional materials allow many opportunities to personalize learning as appropriate for students. Teachers are also able to add notes to the materials.

Indicator 3v

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Indicator Rating Details

Digital Perspectives identifies online resources for each lesson. The Student Edition is Interactive with access to online annotations tools for reading selections. Students also have access to embedded, interactive graphic organizers and activities that allow for interaction when students are working with a particular text. Additionally, the Integrated Student Notebook gives students opportunities to share their work.

Criterion 3s - 3v

Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0
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Criterion Rating Details

Digital materials are web-based, compatible with multiple Internet browsers, “platform neutral” follow universal programming style, and allow the use of tablets and mobile devices.

Effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate is supported. There are multiple opportunities for teachers to differentiate instructional materials for multiple student needs, including supports for before during, and after each selection.

The materials can be easily customized for local use. Digital Perspectives identifies online resources for each lesson.

Indicator 3s

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.
0/0
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Indicator Rating Details

Digital materials for Grade 7 are web-based, compatible with multiple Internet browsers, “platform neutral” follow universal programming style, and allow the use of tablets and mobile devices.

Students can use the BouncePage app whenever you see “Scan for Multimedia” to access. Additionally, they can access multimedia resources directly from print by using their mobile or tablet device.

Additional digital resources can be found in Interactive Student Edition and myPerspectives website. Digital resources, including editable worksheets, can be found in myPerspectives website.

Assessments can be administered in print and/or online. Pearson Realize provides data reporting.

Indicator 3t

Materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.
0/0
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Indicator Rating Details

Materials for Grade 7 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate. The Student Edition gives instructions for downloading Pearson’s BouncePages App from the Apple App or Google Play Store. When a student aims their camera at the Student Edition, they can tap the screen to scan the page. When they press “Play,” a video or audio can be listened to of that particular text. Also, students can access digital novels, interactive lessons, and games using this app.

Audio Summaries: Audio summaries of A Christmas Carol: Scrooge and Marley, Act II are available online in both English and Spanish in the interactive Teacher’s Edition or Unit Resources. Assigning these summaries prior to reading the selection may help students build additional background knowledge and set a context for their first read.

Audio Summaries: Audio summaries of “from Silent Spring” are available online in both English and Spanish in the interactive Teacher’s Edition or Unit Resources. Assigning these summaries prior to reading the selection may help students build additional background knowledge and set a context for their first read.

Indicator 3u

Materials can be easily customized for individual learners.
0/0

Indicator 3u.i

Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
0/0
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Indicator Rating Details

My Perspectives: English Language Arts - Grade 7 includes digital materials that give opportunities for teachers to personalize learning for all students, using adaptive technological innovations.

There are multiple opportunities for teachers to differentiate instructional materials for multiple student needs, including supports for before during, and after each selection. Digital Perspectives offers suggestions for using digital resources to strengthen concepts being taught. Pearson Realize gives teachers access to manage and customize units by rearranging content, uploading their own content, adding links to online media, and edit resources and assessments.

Indicator 3u.ii

Materials can be easily customized for local use.
0/0
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Indicator Rating Details

The instructional materials, My Perspectives: English Language Arts - Grades 6-8, can be easily customized for local use. Differentiation and extension opportunities available throughout the instructional materials allow many opportunities to personalize learning as appropriate for students. Teachers are also able to add notes to the materials.

Indicator 3v

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
0/0
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Indicator Rating Details

Digital Perspectives identifies online resources for each lesson. The Student Edition is Interactive with access to online annotations tools for reading selections. Students also have access to embedded, interactive graphic organizers and activities that allow for interaction when students are working with a particular text. Additionally, the Integrated Student Notebook gives students opportunities to share their work.

Additional Publication Details

Report Published Date: Fri May 19 00:00:00 UTC 2017

Report Edition: 2017

Title ISBN Edition Publisher Year
My Perspectives English Language Arts Grade 7 Teacher's Edition 978-0-13-333866-9 Copyright: 2017 0
My Perspectives English Language Arts 2017 Student Edition Grade 07 978-0-13-333874-4 Copyright: 2017 0

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Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

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After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

ELA 3-8 Rubric and Evidence Guides

The ELA review rubrics identify the criteria and indicators for high quality instructional materials. The rubrics support a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For ELA, our rubrics evaluate materials based on:

  • Text Quality and Complexity, and Alignment to Standards with Tasks Grounded in Evidence

  • Building Knowledge with Texts, Vocabulary, and Tasks

  • Instructional Supports and Usability

The ELA Evidence Guides complement the rubrics by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

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