english language arts curriculum grade 7...english language arts curriculum grade 7 curriculum...

ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7

Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy

2/24/2012 Middletown Public Schools 1




STANDARDS Book

Chapter BENCHMARKS Middletown Public Schools

INSTRUCTIONAL STRATEGIES

RESOURCES ASSESSMENT EVIDENCE

1. READING

1.1 Comprehension

1.1.1 Demonstrate ability to monitor comprehension for different

types of texts and purposes by using a range of self-

monitoring and self-correction approaches. R–8–12.1 e.g.,

• predicting and confirming

• rereading

• adjusting rate

• sub-vocalizing

• consulting resources

• questioning

• skimming • scanning

• using syntax/language structure, semantics/meaning, or

other context cues.

1.1.2 Use comprehension strategies (flexibly and as needed)

before, during, and after reading literary and informational

text. EXAMPLES of reading comprehension strategies might

include:

• using prior knowledge

• sampling a page for readability

• summarizing; predicting and making text based inferences

• determining importance

• generating literal, clarifying, and inferential questions

• constructing sensory images (e.g., making pictures in one’s

mind)

• making connections (text to self, text to text, and text to

world)

• taking notes

• locating, using, and analyzing text features (e.g. transition

words, subheadings, bold/italicized print, parts of the book)

• using text structure clues (e.g. chronological, cause/effect,

compare/contrast, proposition and support, description,

Models the following reading strategies



• summarizing

• predicting and making text based

inferences


• generating literal, clarifying, and

inferential questions

• constructing sensory images (making

pictures in one’s mind)

• making connections (text to self, text

to text, and text to world)

• taking notes

• locating, using and analyzing text

features e.g. transition words,

subheadings, bold/italicized

• using text structure clues, e.g.

chronological, cause/effect,

compare/contrast, proposition and

support, description, classification,

logical sequential

• using metacognition strategies for

understanding text

Facilitates comprehension strategies

• making connections

• questioning

• visualizing

• inferring


• synthesizing information

• self-monitoring or fix-up

• predicting

• summarizing

Models the use of graphic organizers:

• sequence organizers (chains, cycle),

• concept development (mind map),

• compare/contrast organizers (Venn

diagrams, comparison charts),

• organizers (word web, concept map),

• evaluation organizers (charts, scales),

• categorize/classify organizers

(categories, tree)

• relational organizers (fish bone, pie

chart)

Textbook

Core Books

Lexile rates 955-1155 Literature

• Fire from the Rock (historical

fiction)

• Whale Rider (fiction)

Informational

• “Washington’s Letter to

Touro Synagogue” (nonfiction)

• An Inconvenient Truth

(nonfiction) • Chasing Lincoln’s Killer

(nonfiction)

Suggested Literature

• A Girl Named Disaster

• A Single Shard • City of Ember

All fiction

• City of Ember

• Down River • Freak the Mighty

• Revenge of the Whale

• Tangerine • The Breadwinner • The Contender • The Hobbit • The Seeing Stone • The Supernaturalist • Things Not Seen

• Touching Spirit Bear • Where the Wisdom Lies

Informational

• Tracking Trash (nonfiction) • The Outsiders

REQUIRED

COMMON

ASSESSMENTS • Writing Prompts

• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS • Anecdotal records

• Exhibits

• Interviews

• Graphic organizers

• Journals

• Multiple Intelligences

assessments e.g. role playing

– bodily kinesthetic, graphic

organizing – visual,

collaboration- interpersonal

• Oral presentations

• Performance/problem-based

tasks

• Rubrics

• Tests and quizzes

• Writing genres

o Arguments

o Informative

o Narrative

o Research

o Responding to literary




STANDARDS Book Chapter BENCHMARKS

Middletown Public Schools INSTRUCTIONAL

STRATEGIES RESOURCES ASSESSMENT

EVIDENCE classification, logical/sequential).

Employs best practice reading strategies

• read aloud

• think aloud

• shared reading

• guided reading

• self-selected reading

Models readers’/writers’ workshop

Facilitates

• literature circles

• readers’ theater

Supplementary

books/material • 7 Keys to Comprehension:

How to Help Your Kids Read

It and Get It, Zimmermann,

Hutchins

• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects

• Formative Assessment and Standards-Based Grading,,

Classroom Strategies That

Work, Marzano

• Grade Level and Grade Span Expectations for English Language Arts

• Literature Circles, Daniels • Mosaic of Thought, Keene,

Zimmerman

• Reading Essentials, Routman

• Rhode Island PreK-12 Literacy Policy

• Strategies that Work, Non

Fiction Matters, Harvey

Technology • Computers

• LCD projectors

• Smartboards

www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov

and informational text

1. READING –

LITERATURE

1.2 Key Ideas and

Details

Students

1.2.1 Cite several pieces of textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from

the text. (RL.7.1)

• Explain or support logical predictions (e.g., drawing




• summarizing


inferences




Textbook

Core Books



fiction)

REQUIRED

COMMON


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM







EVIDENCE conclusions based on interactions between characters.

(R-7-5.1 & R-10-5.1)

• Describe characters’ traits, motivation, or

interactions, citing thoughts, words, or actions that

reveal characters’ traits, motivation, or their changes

over time. (R-7-5.2)

• Make inferences about cause/effect, internal or

external conflicts, e.g.

o person versus self o person versus person o person versus nature/society/fate

o relationship among elements within text. (R-

7.5.3)

1.2.2 Determine a theme or central idea of a text. (RL.7.2)

• Analyze its development over the course of the text

• Provide an objective summary of the text. (R-7.5.5)

• Explain how the author's message or theme (which may

include universal themes) is supported within the text

1.2.3 Analyze how particular elements of a story or drama interact

(e.g., how setting shapes the characters or plot). (RL.7.3)

• Identify, describe, or make logical predictions about

(R-7-4.1)

o setting

o problem/solution

o plot, as appropriate to text.

• Identify any significant changes in character or

setting over time. (R-7.4.1)

• Identify rising action, climax, or falling action. (R-

7.4.1)

• Paraphrase, summarize, key ideas/plot with major





• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading







All fiction

• City of Ember





Supplementary




Hutchins




Work, Marzano



Zimmerman

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals








tasks

• Rubrics


• Writing genres

o Arguments

o Informative

o Narrative

o Research









EVIDENCE events sequenced using a variety of organizers, e.g.,

o graphic organizers such as

� Venn diagrams

� flow charts

� timelines

� cause and effect charts, etc. (R-7-4.2)

Facilitates








• LCD projectors

• Smartboards


1. READING –

LITERATURE

1.3 Craft and

Structure

Students

1.3.1 Determine the meaning of words and phrases as they are used

in a text, including figurative and connotative meanings, analyze

the impact of rhymes and other repetitions of sounds (e.g.,

alliteration) on a specific verse or stanza of a poem or section of

a story or drama. (RL.7.4)

• Identify literary devices as appropriate to genre:

o rhyme schemes

o alliteration

o simile

o dialogue

o imagery

o metaphors

o flashback

o onomatopoeia repetition

o personification R–7–4.5

• Demonstrate knowledge of use of literary elements and

devices e.g.,

o imagery

o exaggeration o repetition

o flashback

o foreshadowing




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing

Textbook

Core Books



fiction)





All fiction

• City of Ember





REQUIRED

COMMON


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals














EVIDENCE

o personification)

to analyze literary works. (state assessment) R–7–6.1

• Demonstrate knowledge of use of literary elements

and devices e.g.,

o rhyme schemes

o alliteration

o simile

o dialogue

o metaphors

o onomatopoeia

o repetition,

o idioms

to analyze literary works. R–7–6.2

1.3.2 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy,

sonnet) contributes to its meaning. (RL.7.5)

• Identify the characteristics of a variety of types/genres

of literary text, e.g. literary texts:

o poetry

o plays

o fairytales

o fantasy

o fables

o realistic fiction

o folktales

o historical fiction

o mysteries

o science fiction

o myths

o legends

o short stories R–7–4.4


devices, e.g.,

o rhyme schemes

o alliteration simile









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates



Supplementary




Hutchins




Work, Marzano



Zimmerman






• LCD projectors

• Smartboards


tasks

• Rubrics


• Writing genres

o Arguments

o Informative

o Narrative

o Research









EVIDENCE

o dialogue

o metaphors

o onomatopoeia

o repetition

o idioms

to analyze literary works. R–7–6.2

1.3.3 Analyze how an author develops and contrasts the points of view of

different characters or narrators in a text. (RL.7.6)

• Explain how the narrator's point of view and affects the reader's interpretation. (R-7-5.4)

• Describe characters’ traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters’

traits, motivations, or their changes over time (state

assessment). R–7–5.2

1. READING –

LITERATURE

1.4 Integration of

Knowledge and

Ideas

Students

1.4.1 Compare and contrast a written story, drama, or poem to its

audio, filmed, staged, or multimedia version, analyzing the

effects of techniques unique to each medium (e.g., lighting,

sound, color, or camera focus and angles in a film). (RL.7.7)

1.4.2 Compare and contrast a fictional portrayal of a time, place, or

character and a historical account of the same period as a means

of understanding how authors of fiction use or alter history.

(RL.7.9)

• Read from a wide range of genres/kinds of text,

including primary and secondary sources, and a variety

of authors (e.g., literary, informational, and

practical/functional texts). R–7–14.2

• Read multiple texts for depth of understanding an

author, subject, theme, or genre. R–7–14.3




• summarizing


inferences








• taking notes








logical sequential


understanding text


Textbook

Core Books



fiction)





All fiction

• City of Ember



• Tangerine • The Breadwinner • The Contender

REQUIRED

COMMON


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals








EVIDENCE • Identify potential sources of information. R–7–15.1

• Evaluate information presented, in terms of relevance.

R–7–15.2

• Gather, organize, analyze, and interpret the

information. R–7–15.3

• Use evidence to support conclusions. R–7–15.4


• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates



• The Hobbit • The Seeing Stone • The Supernaturalist • Things Not Seen


Supplementary




Hutchins




Work, Marzano



Zimmerman






• LCD projectors

• Smartboards








tasks

• Rubrics


• Writing genres

o Arguments

o Informative

o Narrative

o Research









EVIDENCE 1. READING –

LITERATURE

1.5 Range of Reading

and Level of Text

Complexity

Students

1.5.1 Read and comprehend literature, including stories, dramas, and

poems, in the grades 6–8 text complexity band (Lexile rates 955-

1155) proficiently, with scaffolding as needed at the high end of

the range (by the end of the year). (RL.7.10)

• Read with frequency, including in-school, out-of-school,

and summer reading. R–7–14.1


including primary and secondary sources, and a variety

of authors (e.g., literary, informational, and




• Self-select reading materials in line with reading

ability and personal interests. R–7–17.1




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


Textbook

Core Books



fiction)


Suggested • A Girl Named Disaster


All fiction

• City of Ember





Supplementary




Hutchins

• Mosaic of Thought, Keene,

Zimmerman

• Literature Circles, Daniels • Reading Essentials, Routman




REQUIRED

COMMON


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals








tasks

• Rubrics


• Writing genres

o opinion

o informational

o narrative







EVIDENCE • read aloud

• think aloud

• shared reading

• guided reading



Facilitates




Work, Marzano





• LCD projectors • Smartboards

• www.ride.ri.gov • www.corestandards.org • www.commoncore.org/maps

1. READING –

INFORMA-

TIONAL TEXT

1.6 Key Ideas and

Details

Students

1.6.1 Cite several pieces of textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from

the text. (RI.7.1)

• Draw inferences about text, including author’s purpose

(e.g., to inform, explain, entertain, persuade) or

message; or using supporting evidence to form or

evaluate opinions/judgments and assertions about the

central ideas that are relevant. (state assessment) R–

7–8.3

• Make inferences about causes or effects . (state

assessment) R–7–8.5

1.6.2 Determine two or more central ideas in a text and analyze




• summarizing


inferences








• taking notes








logical sequential


understanding text

Textbook

Core Books

Lexile rates 955-1155

Informational





(nonfiction)

Suggested Informational


Supplementary

books/material

REQUIRED

COMMON


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals







EVIDENCE

their development over the course of the text; provide an

objective summary of the text. (RI.7.2)

• Use information from the text to answer questions, to

state the main/central ideas, or to provide supporting

details. (state assessment) R–7–7.2

• Organize information to show understanding (e.g.,

representing main/central ideas or details within text

through charting, mapping, paraphrasing, summarizing,

or comparing/contrasting). (state assessment) R–7–

7.3

1.6.3 Analyze the interactions between individuals, events, and ideas

in a text (e.g., how ideas influence individuals or events, or how

individuals influence ideas or events). (RI.7.3)

• Explain connections about information within a text, across texts, or to related ideas. (state assessment) R–7–8.1

• Organize information to show understanding (e.g.,

representing main/central ideas or details within text

through charting, mapping, paraphrasing, summarizing,

or comparing/contrasting). (state assessment) R–7–

7.3

• Make inferences about causes or effects. (state




• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates



• 7 Keys to Comprehension:



Hutchins




Work, Marzano



Zimmerman






• LCD projectors

• Smartboards









tasks

• Rubrics


• Writing genres

o Arguments

o Informative

o Narrative

o Research



1. READING –

INFORMA-

TIONAL TEXT

1.7 Craft and

Structure

Students

1.7.1 Determine the meaning of words and phrases as they are used in

a text, including

• figurative • connotative




• summarizing


inferences






Textbook

Core Books


Informational




REQUIRED

COMMON


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM







EVIDENCE

• technical meanings

analyze the impact of a specific word choice on meaning and

tone. (RI.7.4)

• Select appropriate words or explaining the use of

words in context, including content specific vocabulary,

words with multiple meanings, or precise vocabulary.

(state assessment) R–7–3.2

1.7.2 Analyze the structure an author uses to organize a text,

including how the major sections contribute to the whole and to

the development of the ideas. (RI.7.5)

• Obtain information from text features (e.g., table of contents, glossary, index, transition words/phrases,

transitional devices, bold or italicized text, headings,

subheadings, graphic organizers, charts, graphs, or

illustrations). (state assessment) R–7–7.1

• Identify the characteristics of a variety of types of

text e.g.,

o reference: thesauruses, reports, magazines,

newspapers, textbooks, biographies,

autobiographies, Internet websites, public

documents and discourse, essays, articles,

technical manuals;

o practical/functional:

procedures/instructions, announcements,

invitations, book orders, recipes, menus,

advertisements, pamphlets. R–7–7.5

1.7.3 Determine an author’s point of view or purpose in a text and

analyze how the author distinguishes his or her position from

that of others. (RI.7.6)

• Synthesize and evaluate information within or across

text(s) (e.g., constructing appropriate titles; or

formulating assertions or controlling ideas. (state




• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates



(nonfiction)



Supplementary




Hutchins




Work, Marzano



Zimmerman






• LCD projectors

• Smartboards


SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals








tasks

• Rubrics


• Writing genres

o Arguments

o Informative

o Narrative

o Research









EVIDENCE • Draw inferences about text, including author’s purpose

(e.g., to inform, explain, entertain, persuade) or

message; or using supporting evidence to form or

evaluate opinions/judgments and assertions about the

central ideas that are relevant. (state assessment) R–

7–8.3

o EXAMPLE (of evaluating): Given a statement

(opinion, judgment, or assertion), students provide

evidence from the text that this statement

does/does not support the author’s purpose in

writing the piece.

• Distinguish fact from opinion, and identifying possible

bias/propaganda or conflicting information within or

across texts. (state assessment) R–7–8.4


1. READING –

INFORMA-

TIONAL TEXT

1.8 Integration of

Knowledge and

Ideas

Students

1.8.1 Compare and contrast a text to an audio, video, or multimedia

version of the text, analyzing each medium’s portrayal of the

subject (e.g., how the delivery of a speech affects the impact of

the words). (RI.7.7)

• Research by reading multiple sources (including print

and non-print texts) to solve a problem, or to make a

decision, or to formulate a judgment, or to support a

thesis and evaluate information presented, in terms of

relevance. R–7–15.2

• Gather organize, analyze, and interpret the

information. R–7–15. 3]


1.8.2 Trace and evaluate the argument and specific claims in a text,

assessing whether the reasoning is sound and the evidence is

relevant and sufficient to support the claims. (RI.7.8)




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

Textbook

Core Books


Informational





(nonfiction)



Supplementary




Hutchins

REQUIRED

COMMON


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals









EVIDENCE

• Distinguish fact from opinion, and identifying possible

bias/propaganda or conflicting information within or

across texts. (state assessment) R–7–8.4

• Evaluate the clarity and accuracy of information R–7–

8.6

1.8.3 Analyze how two or more authors writing about the same topic

shape their presentations of key information by emphasizing

different evidence or advancing different interpretations of

facts. (RI.7.9)

• Research by reading multiple sources (including print

and non-print texts) to solve a problem, or to make a

decision, or to formulate a judgment, or to support a

thesis. R 7-15

• Evaluate information presented, in terms of relevance.

R–7–15.2

• Gather, organize, analyze, and interpret the

information. R–7–15.3


• Explain connections about information within a text, across texts, or to related ideas. (state assessment) R–7–8.1

• Synthesize and evaluate information within or across

text(s) (e.g., constructing appropriate titles; or

formulating assertions or controlling ideas. (state


• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates






Work, Marzano



Zimmerman






• LCD projectors

• Smartboards







tasks

• Rubrics


• Writing genres

o Arguments

o Informative

o Narrative

o Research



1. READING –

INFORMA-

TIONAL TEXT

Students




• summarizing


Textbook

Core Books


REQUIRED

COMMON








EVIDENCE 1.9 Range of Reading

Level of Text

Complexity

1.9.1 Read and comprehend literary nonfiction in the grades 6–8 text

complexity band (Lexile rates 955-1155) proficiently, with

scaffolding as needed at the high end of the range (by the end

of the year). (RI.7.10)

Demonstrate the habit of reading widely and extensively and

• Read with frequency, including in-school, out-of-school,

and summer reading. R–7–14.1


including primary and secondary sources, and a variety of authors (e.g., literary, informational, and




• Self-select reading materials in line with reading

ability and personal interests. R–7–17.1

inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading


Informational





(nonfiction)



Supplementary




Hutchins




Work, Marzano



Zimmerman






• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals








tasks

• Rubrics


• Writing genres

o Arguments

o Informative

o Narrative

o Research









EVIDENCE


Facilitates



• LCD projectors

• Smartboards


2. WRITING

2.1 Text Types and

Purposes

Students

2.1.1 Write arguments to support claims with clear reasons and

relevant evidence. (W.7.1)

• Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

(W.7.1a)

• Support claim(s) with logical reasoning and relevant

evidence, using accurate, credible sources and

demonstrating an understanding of the topic or text.

(W.7.1b)

• Use words, phrases, and clauses to create cohesion and

clarify the relationships among claim(s), reasons, and

evidence. (W.7.1c)

• Establish and maintain a formal style. (W.7.1d)

• Provide a concluding statement or section that follows from

and supports the argument presented. (W.7.1e)

• Use an organizational text structure appropriate to

focus/controlling idea (state assessment) W–7–6.1

o EXAMPLES (of text structures): description,

sequence, chronology, proposition/support,

compare/contrast, problem/solution.

• Select appropriate information to set context, which

may include a lead/hook. (state assessment) W–7–6.2

• Use transitional words or phrases appropriate to

organizational text structure. (state assessment) W–

Models the rituals and routines of

Writer’s Workshop using the 10/40/10

model

• focus lesson (10 minutes)

• guided practice (40)

• share (10)

Models characteristics of good writing,

e.g.

• organization

• idea

• voice

• sentence fluency

• convention

• word choice

Models the writing process

• prewriting/planning

• drafting

• revising

• editing

• publishing









(categories, tree)


chart)


Textbook

Core Books

Supplementary




Hutchins




Work, Marzano



Zimmerman






• LCD projectors

• Smartboards


REQUIRED

COMMON


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals








tasks

• Rubrics


• Writing genres

o Arguments







EVIDENCE 7–6.3

• Write a conclusion that provides closure. (state

assessment) W–7–6.4

• List and cite sources. W–7–6.5

• Establish a topic. (state assessment) W–7–7.1

• State and maintain a focus/controlling idea. (state


• Write with a sense of audience, when appropriate.

(state assessment) W–7–7.3

• Include facts and details relevant to focus/controlling

idea, and excluding extraneous information. (state


• Include sufficient details or facts for appropriate

depth of information: naming, describing, explaining, comparing, use of visual images. (state assessment)

W–7–8.2

• Address readers’ concerns (including counterarguments

– in persuasive writing; addressing potential problems –

in procedures; providing context – in reports). (state


• Comment on the significance of information, when

appropriate. (state assessment) W–7–8.4

2.1.2 Write informative texts to examine a topic and convey ideas,

concepts, and information through the selection, organization,

and analysis of relevant content. (W.7.2)

• Introduce a topic clearly, previewing what is to follow;

o Informative

o Narrative

o Research









EVIDENCE organize ideas, concepts, and information, using strategies

such as definition, classification, comparison/contrast, and

cause/effect; include formatting (e.g., headings), graphics

(e.g., charts, tables), and multimedia when useful to aiding

comprehension. (W.7.2a)

• Develop the topic with relevant facts, definitions, concrete

details, quotations, or other information and examples.

(W.7.2b)

• Use appropriate transitions to create cohesion and clarify

the relationships among ideas and concepts. (W.7.2c)

• Use precise language and domain-specific vocabulary to

inform about or explain the topic. (W.7.2d)

• Establish and maintain a formal style. (W.7.2e)

• Provide a concluding statement or section that follows from

and supports the information or explanation presented.

(W.7.2f)

• Use an organizational text structure appropriate to

focus/controlling idea (state assessment) W–7–6.1

o EXAMPLES (of text structures): description,

sequence, chronology, proposition/support,

compare/contrast, problem/solution.

• Select appropriate information to set context, which

may include a lead/hook. (state assessment) W–7–6.2

• Use transitional words or phrases appropriate to

organizational text structure. (state assessment) W–

7–6.3

• Write a conclusion that provides closure. (state








EVIDENCE

• List and cite sources. W–7–6.5

• Establish a topic. (state assessment) W–7–7.1

• State and maintain a focus/controlling idea. (state


• Write with a sense of audience, when appropriate.

(state assessment) W–7–7.3

• Include facts and details relevant to focus/controlling

idea, and excluding extraneous information. (state


• Include sufficient details or facts for appropriate

depth of information: naming, describing, explaining, comparing, use of visual images. (state assessment)

W–7–8.2

• Address readers’ concerns (including counterarguments

– in persuasive writing; addressing potential problems –

in procedures; providing context – in reports). (state


• Comment on the significance of information, when

appropriate. (state assessment) W–7–8.4

2.1.3 Write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive details,

and well-structured event sequences. (W.7.3)

• Engage and orient the reader by establishing a context and

point of view and introducing a narrator and/or character.

(W.7.3a)

• Organize an event sequence that unfolds naturally and







EVIDENCE logically. (W.7.3a)

• Use narrative techniques, such as dialogue, pacing, and

description, to develop experiences, events, and/or

characters. (W.7.3b)

• Use a variety of transition words, phrases, and clauses to

convey sequence and signal shifts from one time frame or

setting to another. (W.7.3c)

• Use precise words and phrases, relevant descriptive details,

and sensory language to capture the action and convey

experiences and events. (W.7.3d)

• Provide a conclusion that follows from and reflects on the

narrated experiences or events. (W.7.3e)

• Use relevant and descriptive details and sensory

language to advance the plot/story line. (state


• Use dialogue to advance plot/story line. (state


• Develop characters through description, dialogue, and

actions. (state assessment) W–7–5.3

• Use voice appropriate to purpose. (state assessment)

W–7–5.4

• Maintain focus. (state assessment) W–7–5.5

• Select and elaborate on important ideas; and excluding

extraneous details. W–7–5.6

2. WRITING

2.2 Production and

Students

2.2.1 Produce clear and coherent writing in which the development,



Textbook

Core Books

REQUIRED

COMMON

ASSESSMENTS







EVIDENCE Distribution of

Writing

organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are

defined in standards 1–3 above.) (W.7.4)

2.2.2 With some guidance and support from peers and adults, develop

and strengthen writing as needed by

• Planning/prewriting

• Revising/drafting

• Editing/revising

• Rewriting/publishing or trying a new approach,

focusing on how well purpose and audience have been addressed.

(Editing for conventions should demonstrate command of

Language standards). (W.7.5)

• Use a recursive process, including pre-writing,

drafting, revising, editing, and critiquing to produce

final drafts of written products that includes. W–7–

10

o gathering information (note-taking, interviewing,

researching, active reading, etc.)

o prewriting (brainstorming, mapping, webbing, free

writing, quick writing, journaling, thesis, projected

organization)

o organizing (outlining, listing, ordering, subdividing,

classifying, etc.)

o drafting (instant drafting, rough drafting,

elaborating, etc.)

o revising content and organization (conferencing

with teacher and peers; adjusting and refining

voice, tone, sentence variety style, target

audience, coherence, and transitions)

o critiquing (comparing with rubric criteria and

exemplars)

o editing conventions and mechanics (editing by

peer, self, and teacher; using text resources to

support editing, reading written work aloud, etc.)

o publishing (using technology, sharing with peers

and authentic audience, evaluating effectiveness)

model



• share (10)


e.g.

• organization

• idea

• voice


• convention

• word choice



• drafting

• revising

• editing

• publishing









(categories, tree)


chart)


Supplementary




Hutchins




Work, Marzano



Zimmerman






• LCD projectors

• Smartboards


• Writing Prompts

• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals








tasks

• Rubrics


• Writing genres

o Arguments

o Informative

o Narrative

o Research









EVIDENCE 2.2.3 Use technology, including the Internet, to produce and publish

writing and link to and cite sources as well as to interact and

collaborate with others, including linking to and citing sources.

(W.7.6)

2 WRITING

2.3 Research to Build

and Present

Knowledge

Students

2.3.1 Conduct short research projects to answer a question, drawing

on several sources and generating additional related, focused

questions for further research and investigation. (W.7.7)

2.3.2 Gather relevant information from multiple print and digital

sources, using search terms effectively

• assess the credibility and accuracy of each source

• quote or paraphrase the data and conclusions of others

while avoiding plagiarism and following a standard format

for citation. (W.7.8)

2.3.3 Draw evidence from literary or informational texts to support

analysis, reflection, and research. (W.7.9)

• Apply grade 7 Reading standards to literature (e.g.,

“Compare and contrast a fictional portrayal of a time, place,

or character and a historical account of the same period as

a means of understanding how authors of fiction use or

alter history”). (W.7.9a)

• Apply grade 7 Reading standards to literary nonfiction (e.g.

“Trace and evaluate the argument and specific claims in a

text, assessing whether the reasoning is sound and the

evidence is relevant and sufficient to support the claims”).

(W.7.9b)



model



• share (10)


e.g.

• organization

• idea

• voice


• convention

• word choice



• drafting

• revising

• editing

• publishing









(categories, tree)


chart)


Textbook

Core Books

Supplementary




Hutchins




Work, Marzano



Zimmerman






• LCD projectors

• Smartboards

www.commoncore.org/maps • www.corestandards.org

REQUIRED

COMMON


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals








tasks

• Rubrics


• Writing genres

o Arguments







EVIDENCE • www.ride.ri.gov

o Informative

o Narrative

o Research



2 WRITING

2.4 Range of Writing

Students

2.4.1 Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting

or a day or two) for a range of discipline-specific tasks,

purposes, and audiences. (W.7.10)

• Write in a variety of genres. W–7–11.1

• Write with frequency, including in-school, out-of-

school, and during the summer. W–7–11.4

• Share thoughts, observations, or impressions. W–7–

11.2

• Generate topics for writing. W–7–11.3, e.g.

o journal writing

o free writes

o poetry

o quick writes

o scientific observations

o learning logs

o readers’/writers’ notebook

o letters and personal notes

o reading response journals

o sketch journals/cartooning, songs, lyrics



model



• share (10)


e.g.

• organization

• idea

• voice


• convention

• word choice



• drafting

• revising

• editing

• publishing









(categories, tree)


chart)


Textbook

Core Books

Supplementary




Hutchins




Work, Marzano



Zimmerman






• LCD projectors

• Smartboards

www.commoncore.org/maps • www.corestandards.org

REQUIRED

COMMON


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals








tasks

• Rubrics


• Writing genres







EVIDENCE • www.ride.ri.gov

o Arguments

o Informative

o Narrative

o Research



3. SPEAKING and

LISTENING

3.1 Comprehension

and Collaboration

Students

3.1.1 Engage effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher led) with diverse partners on

grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (SL.7.1)

• Come to discussions prepared, having read or researched

material under study; explicitly draw on that preparation by

referring to evidence on the topic, text, or issue to probe

and reflect on ideas under discussion. (SL.7.1a)

• Follow rules for collegial discussions, track progress toward

specific goals and deadlines, and define individual roles as

needed. (SL.7.1b)

• Pose questions that elicit elaboration and respond to others’

questions and comments with relevant observations and

ideas that bring the discussion back on topic as needed. (SL.7.1c)

• Acknowledge new information expressed by others and,

when warranted, modify their own views. (SL.7.1d)

• Follow verbal instructions to perform specific tasks, to

answer questions, or to solve problems. OC–7–1.1

• Summarize, paraphrase question, or contribute to

information presented. OC–7–1.2

• Participate in large and small group discussions showing

respect for a range of individual ideas. OC–7–1.4









(categories, tree)


chart)

Employs ELA best practices e.g.

• balanced literacy


• think/read/write aloud

• conferencing

• readers theater

Textbook

Core Books

Supplementary




Hutchins




Work, Marzano



Zimmerman






• LCD projectors

• Smartboards

www.commoncore.org/maps

REQUIRED

COMMON


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals








tasks

• Rubrics








EVIDENCE

• Reach consensus to solve a problem, make a decision, or

achieve a goal. OC–7–1.5

3.1.2 Analyze the main ideas and supporting details presented in

diverse media and formats (e.g., visually, quantitatively, orally)

and explain how the ideas clarify a topic, text, or issue under

study. (SL.7.2)

• Summarize, paraphrase question, or contribute to

information presented. OC–7–1.2

• Include smooth transitions, supporting thesis with

well-chosen details, and providing a coherent conclusion

e.g. of support and elaboration: using illustrations,

visuals, detailed descriptions, restatements,

paraphrases, examples, comparisons, artifacts. OC–7–

2.3

3.1.3 Delineate a speaker’s argument and specific claims, evaluating

the soundness of the reasoning and the relevance and

sufficiency of the evidence. (SL.7.3)

• Effectively respond to audience questions and

feedback. OC–7–2.4

• www.corestandards.org • www.ride.ri.gov

• Writing genres

o Arguments

o Informative

o Narrative

o Research



3 SPEAKING AND

LISTENING

3.2 Presentation of

Knowledge and

Ideas

Students

3.2.1 Present claims and findings, emphasizing salient points in a

focused, coherent manner with pertinent descriptions, facts,

details, and examples; use appropriate eye contact, adequate

volume, and clear pronunciation. (SL.7.4)

• Use a variety of strategies of address, e.g.,

o eye contact

o speaking rate

o volume, articulation

o inflection

o intonation









(categories, tree)


chart)





• conferencing

Textbook

Core Books

Supplementary




Hutchins

• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical

REQUIRED

COMMON


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE








EVIDENCE

o rhythm

o gesture

to communicate ideas effectively. OC–7–2.5

3.2.2 Include multimedia components and visual displays in

presentations to clarify claims and findings and emphasize

salient points. (SL.7.5)

• Use a variety of strategies of address, e.g.,

o eye contact

o speaking rate

o volume, articulation

o inflection

o intonation

o rhythm

o gesture

to communicate ideas effectively. OC–7–2.5

3.2.3 Adapt speech to a variety of contexts and tasks, demonstrating

command of formal English when indicated or appropriate. (See

grade 8 Language standards 1 and 3 for specific expectations.)

(SL.7.6)

• Exhibit logical organization and language use,

appropriate to audience, context, and purpose. OC–7–

2.1

• Maintain a consistent focus. OC–7–2.2

• Include smooth transitions, supporting thesis with

well-chosen details, and providing a coherent conclusion

e.g. of support and elaboration: using illustrations,

visuals, detailed descriptions, restatements,

paraphrases, examples, comparisons, artifact. OC–7–

2.3

• readers theater

Subjects



Work, Marzano



Zimmerman






• LCD projectors

• Smartboards


• Exhibits

• Interviews


• Journals








tasks

• Rubrics


• Writing genres

o Arguments

o Informative

o Narrative

o Research









EVIDENCE 4. LANGUAGE

4.1 Conventions of

Standard English

Students

4.1.1 Apply and effectively use background knowledge of:

• Nouns

• Verbs

• Adverbs

• Adjectives

• Pronouns

• Subject-verb agreement (5)

• Subject-verb agreement (5)

• Conjunctions (5)

• Prepositions (5)

• Interjections (5)

• Correlative conjunctions (5)

• Irregular plurals (6)

• Sentence fragments and run-ons (6)

4.1.2 Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking. (new for grade 7)

(SL.7.1)

• Explain the function of phrases and clauses in general and

their function in specific sentences. (SL.7.1a)

• Choose among simple, compound, complex, and compound-

complex sentences to signal differing relationships among

ideas. (SL.7.1b)

• Place phrases and clauses within a sentence, recognizing and

correcting misplaced and dangling modifiers. (SL.7.1c)

4.1.3 Apply rules of standard English usage to correct grammatical

errors. (state assessment) W–7–9.1

• Clear pronoun referent

• Subject-verb agreement

• Consistency of verb tense

• Irregular forms of verbs and nouns

• Phrases and clauses









(categories, tree)


chart)





• conferencing

• readers theater

Textbook

Supplementary




Hutchins




Work, Marzano



Zimmerman






• LCD projectors

• Smartboards


REQUIRED

COMMON


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals








tasks

• Rubrics


• Writing genres

o Arguments

o Informative

o Narrative

o Research









EVIDENCE

• Compound and complex sentences

• Misplaced and dangling modifiers

4.1.4 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. (L.7.2)

• Apply and effectively use background knowledge of:

o Comma, apostrophes, quotation (grades 5 & 6)

o Consonant doubling

o Consonant patterns

o Units of meaning – common roots

o Base words, pre/suffixes

• Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). (L.7.2a) • Apply appropriate punctuation to various sentence

patterns to enhance meaning. (state assessment) W–

7–9.4

o Colons, semicolons

o Comma to separate coordinate adjectives

• Spell correctly. (L.7.1b)

• Correctly spell grade-appropriate, high-frequency

words and apply conventional spelling patterns/rules

(state assessment). W–7–9.5, e.g. o Consonant doubling

o Consonant patterns

o Units of meaning – common roots

o Base words, pre/suffixes

• Apply capitalization rules. (state assessment) W–7–

9.2

4 LANGUAGE

4.2 Knowledge of Language

Students

4.2.2 Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.7.3)






Textbook

Supplementary

books/material

REQUIRED

COMMON








EVIDENCE • Choose language that expresses ideas precisely and

concisely, recognizing and eliminating wordiness and

redundancy. (L.7.3a)




(categories, tree)


chart)





• conferencing

• readers theater

• 7 Keys to Comprehension:



Hutchins




Work, Marzano



Zimmerman






• LCD projectors

• Smartboards


• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals








tasks

• Rubrics


• Writing genres

o Arguments

o Informative

o Narrative

o Research



4 LANGUAGE

Students




Textbook

REQUIRED

COMMON







EVIDENCE 4.3 Vocabulary

Acquisition and

Use

4.3.1 Determine or clarify the meaning of unknown and multiple-

meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. (L.7.4)

• Use context (e.g., the overall meaning of a sentence or

paragraph; a word’s position or function in a sentence) as a

clue to the meaning of a word or phrase. . (L.7.4a)

• Use common, grade-appropriate Greek or Latin affixes and

roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). . (L.7.4b)

• Consult general and specialized reference materials (e.g.,

dictionaries, glossaries, thesauruses), both print and digital,

to find the pronunciation of a word or determine or clarify

its precise meaning or its part of speech. . (L.7.4c)

• Verify the preliminary determination of the meaning of a

word or phrase (e.g., by checking the inferred meaning in

context or in a dictionary). (L.7.4d)

• Use strategies to unlock meaning (e.g., knowledge of

word structure, including prefixes/suffixes, base

words, common roots, or word origins; or context clues;

or other resources, such as, dictionaries, glossaries,

thesauruses; or prior knowledge). (state assessment)

R–7–2.1

• Select appropriate words or explaining the use of

words in context, including content specific vocabulary,

words with multiple meanings, or precise vocabulary.

(state assessment) R–7–3.2

4.3.2 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings. (L.7.5)

• Interpret figures of speech (e.g., literary, biblical, and

mythological allusions) in context. (L.7.5a)






(categories, tree)


chart)





• conferencing

• readers theater

Supplementary




Hutchins




Work, Marzano



Zimmerman






• LCD projectors

• Smartboards



• Common Tasks

• NEWA

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals








tasks

• Rubrics


• Writing genres

o Arguments

o Informative

o Narrative

o Research









EVIDENCE • Use the relationship between particular words (e.g.,

synonym/antonym, analogy) to better understand each of

the words. (L.7.5b)

• Distinguish among the connotations (associations) of words

with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). (L.7.5c)

• Use strategies to unlock meaning (e.g., knowledge of

word structure, including prefixes/suffixes, base

words, common roots, or word origins; or context clues;

or other resources, such as, dictionaries, glossaries,

thesauruses; or prior knowledge). (state assessment)

R–7–2.1

• Identify synonyms, antonyms, homonyms/homophones,

or shades of meaning. (state assessment) R–7–3.1.

• Identify literary devices as appropriate to genre:

rhyme schemes, alliteration, simile, dialogue, imagery,

metaphors, flashback, onomatopoeia, repetition, or

personification. R–7–4.5


devices (i.e., imagery, exaggeration, repetition,

flashback, foreshadowing, or personification) to

analyze literary works). (state assessment) R–7–6.1

4.3.3 Acquire and use accurately grade-appropriate general academic

and domain-specific words and phrases; gather vocabulary

knowledge when considering a word or phrase important to

comprehension or expression. (L.7.6)

english language arts curriculum grade 7...english language arts curriculum grade 7 curriculum...

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