Mid-Unit 3 Assessment and Independent Reading Check-in | EL Education Curriculum

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ELA 2012 G7:M2A:U3:L5

Mid-Unit 3 Assessment and Independent Reading Check-in

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Long Term Learning Targets

  • I can generate additional questions for further research. (W.7.7)
  • I can quote or paraphrase others' work while avoiding plagiarism. (W.7.8)
  • I can make connections between narratives and other texts, ideas, events, and situations. (RL.7.11)

Supporting Targets

  • I can read a source, identify and paraphrase information that helps answer my focus research question, and generate effective supporting research questions.
  • I can self-select a text based on personal preferences and read it independently.

Ongoing Assessment

  • Mid-Unit 3 Assessment
  • Exit ticket


AgendaTeaching Notes

1.   Opening

A.  Entry Task (5 minutes)

B.  Reviewing Research Progress (5 minutes)

2.   Work Time

A.  Mid-Unit 3 Assessment (20 minutes)

B.  Checking in on Independent Reading (13 minutes)

3.   Closing and Assessment

A.  Exit Ticket (2 minutes)

4.   Homework

A.  Continue reading in your independent reading book for this unit.

  • In this lesson, students will be doing one of their routine independent reading check-ins. Use whichever structure you have established with your class to do this. For ideas, see stand-alone document on EngageNY.org: Launching Independent Reading in Grades 6-8: Sample Plan. The routine you have or will establish should:  support students in checking to see if they met their previous goal and set a new goal, allow students to talk about their books with a peer, and give you a chance to confer with some students about their reading. By bringing their independent reading into class, this routine both motivates students and holds them accountable.
  • Consider collecting Researcher's Notebooks and giving feedback the next day on the notes students have taken. This is not part of the formal assessment, but it will be formally assessed soon, and this is a good opportunity to provide feedback.
  • In advance: Make sure you have decided on a routine for checking in about independent reading.


sweatshop (1)


  • Researcher's Notebook (from Lesson 2)
  • Researcher's Roadmap anchor chart (from Lesson 2; one large copy to display and students' own copies)
  • Assessment Text: "Are My Clothes Made in Sweatshops?" (Source 3) (one per student and one to display)
  • Mid-Unit 3 Assessment: Gathering Relevant Information and Generating Additional Research Questions  (one per student)
  • Mid-Unit 3 Assessment: Gathering Relevant Information and Generating Additional Research Questions (Answers, for Teacher Reference)
  • Exit ticket (one per student)


OpeningMeeting Students' Needs

A. Entry Task (5 minutes)

  • Tell students: "Take out your Researcher's Notebook and look at the questions you wrote down as you read Source 2 yesterday. Put a star next to at least two questions you think meet the criteria on the Researcher's Roadmap for effective questions."
  • Call on several students to share out, prompting them to name why their questions are effective. Consider adding these questions to the version of the Researcher's Notebook you are using to model, so that all students can access them.
  • Ask several students to share questions they decided were not effective questions, and prompt them to explain why.
  • Looking at both good and bad examples is a powerful way to help students understand a concept.


B. Reviewing Research Progress (5 minutes)

  • Direct students' attention to the Researcher's Roadmap anchor chart--in particular, Step 5: Evaluating Research. Using the notes you modeled with in Lesson 4, show students briefly how you might do the first part of Step 5: "Which of my research questions have I answered, either partially or completely?" Point out that a researcher rarely completely answers a supporting research question with one source, but that it's worth noting which questions you found no information about. Direct students to put a check next to supporting research questions that they found some information about.
  • Next, point out that they answered the next question in Step 5-- "What additional questions did I generate?"--for the entry task, when they identified additional supporting research questions. Remind students that as they read their next source, they will need to look for information that relates to any of these questions. 
  • In this case, because students aren't doing the "finding sources" stage, the third question in Step 5--"Which source might I use next?"--is less relevant. Remind students that you have chosen the source for them.

Work Time

Work TimeMeeting Students' Needs

A. Mid-Unit 3 Assessment (20 minutes)

  • Tell students that they have had some practice now with gathering information about their research questions and with generating effective research questions. On the Mid-Unit 3 Assessment today, they will have the opportunity to demonstrate their capabilities.
  • Distribute the Assessment Text "Are Your Clothes Made in Sweatshops?" (Source 3) and the Mid-Unit 3 Assessment: Gathering Relevant Information.  Direct students to read the text once, and then answer any questions about unfamiliar vocabulary. In particular, confirm that students have figured out what sweatshop means.
  • Students should complete the Mid-Unit 3 Assessment individually. When they are done, they should add the information they found to their Researcher's Notebook, focusing on evidence that addresses their guiding research questions or the additional questions they starred in the entry task. They should also add any additional questions this article raised.
  • If students receive accommodations for assessments, communicate with the cooperating service providers regarding the practices of instruction during this study as well as the goals of the assessment.
  • For students who struggle, consider checking on their answer to Question 1 before they continue. Mark their answer correct or incorrect, then let them know which supporting research question they should use to guide the rest of their assessment.

B. Checking in on Independent Reading (13 minutes)

  • Use this time for an independent reading check-in, using whichever routine you have established with your class. For ideas, see the stand-alone document on EngageNY.org: Launching Independent Reading in Grades 6-8: Sample Plan. Remember that in this time:

*   Students need time to talk with a peer about their book.

*   You need a chance to confer with students about their reading (you will confer with a few each time, working your way through a class over several weeks).

*   Students need to check in and see if they met their last goal and set a new goal.

  • Consider inviting coordinating service providers to your class to check in with students who need more reading support. This is an opportunity to ensure that students comprehend their independent reading and monitor their progress.

Closing & Assessments

ClosingMeeting Students' Needs

A. Exit Ticket (2 minutes)

  • Distribute the exit ticket for students to complete. 
  • Collect students' exit tickets.
  • In the next independent reading check-in, prioritize talking with students who did not meet their goals.



  • Continue reading in your independent reading book for this unit.

Teaching Note: Assess students'  Mid-Unit 3 Assessments. There is time to hand these back to students at the beginning of Lesson 6.

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