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Arizona’s College and Career Ready Standards

English Language Arts

Instructional Support Document

Reading, Writing, Speaking & Listening, Language

Seventh Grade

Governing Board Approval, September 2012

7

Arizona’s College and Career Ready Standards • 7th Grade English Language Arts • MPS Instructional Support Document

Governing Board Approval, September 2012 Note: The bolded part of the standard is new to this grade level 7th Grade 1

Introduction The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school.

The present work, led by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA), builds on the foundation laid by states in their decades-long work on crafting high-quality education standards. The Standards also draw on the most important international models as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations,

educators from kindergarten through college, and parents, students, and other members of the public. In their design and content, refined through successive drafts and numerous rounds of feedback, the Standards represent a synthesis of the best elements of standards-related work to date and an important advance over that previous work.

As specified by CCSSO and NGA, the Standards are (1) research and evidence based, (2) aligned with college and work expectations, (3) rigorous, and (4) internationally benchmarked. A particular standard was included in the document only when the best available evidence indicated that its mastery was essential for college and career readiness in a twenty-first-century, globally competitive society. The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly.

Key Design Considerations

CCR and grade-specific standards The CCR standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression.

Grade levels for K–8; grade bands for 9–10 and 11–12 The Standards use individual grade levels K-8 to provide useful specificity; the Standards use two-year bands in grades 9–12 to allow schools, districts, and states flexibility in high school course design.

A focus on results rather than means By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed.

An integrated model of literacy Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected.

Research and media skills blended into the Standards as a whole The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.

Shared responsibility for students’ literacy development The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.

Focus and coherence in instruction and assessment While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task.

For a full version of this Introduction, please refer to pages 3-8 of the Introduction to the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

Arizona’s College and Career Ready Standards • English Language Arts • MPS Instructional Support Document



Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework

Grade Literary Informational Grade To Persuade To Explain To Convey Experience 4 50% 50% 4 30% 35% 35% 8 45% 55% 8 35% 35% 30%

12 30% 70% 12 40% 40% 20% Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc.

The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness. In accord with NAEP’s growing emphasis on informational texts in the higher grades, the Standards demand that a significant amount of reading of informational texts take place in and outside the ELA classroom. Fulfilling the Standards for 6–12 ELA requires much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes if the NAEP assessment framework is to be matched instructionally.1

NAEP likewise outlines a distribution across the grades of the core purposes and types of student writing. Evidence concerning the demands of college and career readiness gathered during development of the Standards concurs with NAEP’s shifting emphases: standards for grades 9–12 describe writing in all three forms, but, consistent with NAEP, the overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts.2

______________________ 1The percentages on the table reflect the sum of student reading, not just reading in ELA settings. Teachers of senior English classes, for example, are not required to devote 70 percent of reading to informational texts. Rather, 70 percent of student reading across the grade should be informational. 2As with reading, the percentages in the table reflect the sum of student writing, not just writing in ELA settings.

What Is Not Covered by the Standards The Standards should be recognized for what they are not as well as what they are. The most important intentional design limitations are as follows:

1. The Standards define what all students are expected to know and be able to do, not how teachers should teach.

2. While the Standards focus on what is most essential, they do not describe all that can or should be taught. The aim of the Standards is to articulate the fundamentals, not to set out an exhaustive list or a set of restrictions that limits what can be taught beyond what is specified herein.

3. The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school.

4. The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.

5. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives.

6. While the ELA and content area literacy components described herein are critical to college and career readiness, they do not define the whole of such readiness.



Four STRANDS of Literacy

1. Reading

Literature (RL) Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

Informational Text (RI) Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

2. Writing

Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing

3. Speaking and Listening (SL) Comprehension and Collaboration Presentation of Knowledge and Ideas

4. Language (L) Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

Overview Arizona’s College and Career Ready Standards • English Language Arts • MPS Instructional Support Document



Grades 7

Standard 1

Strand: Reading Literature

7.RL.1

Coding for Standards added by Arizona: AZ7.W.4a

Coding Arizona’s College and Career Ready Standards • English Language Arts • MPS Instructional Support Document



READING STANDARDS



Common Core Standard MPS Explanations/Clarification MPS Examples/Ideas

(Includes examples and suggestions, but is NOT required curriculum and may not fulfill the standard in its entirety.)

Reading Standards for Literature

Range of Text Types for 6-12 Literature: Stories – Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction,

realistic fiction, allegories, parodies, satire, and graphic novels. Drama – Includes one-act and multi-act plays, both in written form and on film. Poetry – Includes the subgenres of narrative poems, sonnets, odes, ballads, and epics.

Source: Common Core State Standards page 57

Key Ideas and Details

Key Ideas and Details 7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Students identify several specific instances in the text to support an explicit or inferential analysis of the text. Students respond to a piece of literature by paraphrasing or quoting directly from the literature to support their analysis or inference in a formal or informal written or oral response to literature.

Adapted from the ADE 7th Grade Alignment Document

Formal: essay, literary response, summary, presentation, etc. Informal: discussion, journal response, etc. Use questioning strategies to guide analysis. Identify explicit examples and draw inferences to support the analysis of the text. Engage in discussion, such as Socratic Seminar, to support analysis. Utilize grouping strategies, such as Think-Pair-Share, to support analysis. “Reading Focus: What is an Inference and how do I make one?” (250-251) Holt-Rinehart Elements of Literature (2009); online resource and PowerPoint also available Rewrite and restate each line and/or figure of speech from a selected poem. Describe the intended comparison and effect.






Key Ideas and Details 7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Students identify theme of a given text using specific evidence. Students analyze the central idea or the theme’s development throughout the text. Students provide an objective summary tracing the development of the theme or central idea.


Specific evidence may include events, key ideas and details, dialogue, word choice, etc. Use Plot Diagram or causal chain to summarize story events that develop theme. “Practice the Strategy: Finding the Theme: (244-245) Holt-Rinehart Elements of Literature (2009) “Literary Focus: What are themes and Point of View?” (340-341) Holt-Rinehart Elements of Literature (2009) Think of a well-known story or film; identify the theme and what it means to you and/or society.

Key Ideas and Details 7.RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Students identify and analyze the elements of literature in order to examine how literary elements affect one another.


Use plot diagrams and cause-effect graphic organizers to show interaction of particular elements. Change one aspect/element of the story and analyze how that would affect the story. “Literary Focus: What Are Plot and Setting?” (130-131) Holt-Rinehart Elements of Literature (2009) “Elements of Literature: Plot” (2-3) Holt-Rinehart Elements of Literature (2005) Analyze the influence of setting as it builds suspense in “Three Skeleton Key.”






Craft and Structure

Craft and Structure 7.RL.4 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.

Students interpret the meaning of unknown words and phrases within a given text. Students recognize and comprehend figurative language, including similes, metaphors, personification, and idioms in a literary selection. Students analyze the impact of rhymes and other repetitions of sounds in poetry, story, or drama.


Read “The Crane Wife”; replace Japanese words with onomatopoeic terms to determine the impact of sounds devices in a story. Holt-Rinehart Elements of Literature (2009) Explain how Sandra Cisneros’s choice of words develops the point of view of the young speaker in the story “Eleven.”

Appendix B, CCSS Analyze the impact of the repetitive sound devices as used in “The Highwayman” by Alfred Noyes.

Craft and Structure 7.RL.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Students identify the format or organization of a drama or poem based on key literary attributes. Students analyze and explain how the structure affects or enhances the meaning of each drama or poem.


Structure: may include flashback, foreshadowing, subplots, poetry/prose, cliffhangers, dialogue to paragraph ratio, chronological order, etc. Style: the way a writer uses language (see page 530-532 in the 8th grade Holt Elements of Literature, Second Course). Determine form or structure based on key attributes. Read novel cutting/excerpt from Laurence Yep’s Dragonwings; compare to dramatization of the same. How does dramatic structure impact the meaning for the audience? (Prentice Hall 648-657) Analyze how the opening stanza of Robert Frost’s “The Road Not Taken” structures the rhythm and meter for the poem and how the themes introduced by the speaker develop over the course of the text.

Appendix B, CCSS






Craft and Structure 7.RL.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Students compare and contrast the differing perspectives of characters and narrators in a selection based upon the characters thoughts, words, and actions.


Points of View: could include first person, third person – objective, limited, and omniscient. Read “The Luckiest Time of All” by Lucille Clifton; compare the perspectives of the first and third person narrators. Discuss how “Rikki Tikki Tavi” would be different if told from Nag’s point of view; link to 7.W.3a.

Discuss how author’s decision to utilize a particular point of view can affect the reader’s understanding.

Predict what a character will do in the following scene, chapter, etc.

Integration of Knowledge and Ideas

Integration of Knowledge and Ideas 7.RL.7 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).

Students read a story, drama, or poem and either listen to an audio version or watch a filmed, staged, or multimedia version to compare and contrast the two pieces in an effort to critique the effects of techniques unique to each.


Read “The Highwayman” by Alfred Noyes; compare and contrast the effect of the poem to the effect experienced from listening to Lorena McKennitt song version; analyze the impact of different techniques employed that are unique to each medium.

Read Twilight Zone teleplay “The Monsters Are Due on Maple Street” and watch DVD to compare/contrast use of multimedia techniques. Read A Christmas Carol and watch scene clips from several versions to compare and contrast each director’s vision. Link RL.7 and RI.7 when applicable.






Integration of Knowledge and Ideas 7.RL.8 (Not applicable to literature)

Integration of Knowledge and Ideas 7.RL.9 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.

Students read a piece of historical fiction and a factual historical account of the same time period to compare the two and develop an understanding as to how the author uses or alters history in the fictional piece.


Compare and contrast Laurence Yep’s fictional portrayal of Chinese immigrants in turn of the twentieth century San Francisco in Dragonwings to historical accounts of the same period (using materials detailing the 1906 San Francisco earthquake) in order to glean a deeper understanding of how authors use or alter historical sources to create a sense of time and place as well as make fictional characters lifelike and real.

Appendix B, CCSS Read a piece of historical fiction and a factual historical account of the same time period to compare the two and develop an understanding as to how the author uses or alters history in the fictional piece. Possible cross-curricular connection with Social Studies/History. Coordinate historical fiction with social studies units. Link 7.RI.9 and 7.W.9.a when applicable.






Range of Reading and Level of Text Complexity

Range of Reading and Level of Text Complexity 7.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Grades 6-8 Text Complexity Grade Band is Lexile Range 955-1155.

Source: Appendix A page 8 For more information about Text Complexity, refer to pages 2-16 of the Common Core State Standards for English Language Arts Appendix A: Research and Supporting Elements of the Standards and Glossary of Key Terms. For more information about specific text exemplars refer to pages 77-100 of the Common Core State Standards for English Language Arts Appendix B: Text Exemplars and Sample Performance Tasks.





Reading Standards for Informational Text

Range of Text Types for 6-12 Informational Text:

Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience.

Source: Common Core State Standards page 57

Key Ideas and Details

Key Ideas and Details 7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Students identify several specific instances in the text to support an explicit or inferential analysis of the text. Students paraphrase or quote directly from the text to support their analysis or inference in a formal or informal written or oral response to informational text.


Citations are not always formally written. Citations may be shared orally or in writing. Formal: essay, literary response, summary, presentation, etc. Informal: discussion, journal response, etc. Use questioning strategies to guide analysis. Identify explicit examples and draw inferences to support the analysis of the text. Engage students in discussion, such as Philosophical Chairs, to support analysis. Utilize grouping strategies, such as Give One, Get One, to support analysis. Identify evidence of main idea and further develop into a cohesive summary. Time for Kids Kit – Exploring Nonfiction by Teacher Created Materials: Successful Strategies for Reading in the Content Areas p.81-102. (The pages indicated are resources for how to teach inferencing with black-line masters that apply to any information text.) Read “Music Makers: Musicians Help Keep Music Alive in Schools”; analyze evidence in article that supports author’s perspective and inferences. (990-993) Holt-Rinehart Elements of Literature (2009)






Key Ideas and Details 7.RI.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

Students identify two or more central ideas in a text. Students analyze the development throughout the essay of at least two central ideas. Students summarize the main idea (stated or implied) and relevant, critical details of expository text, maintaining a chronological, sequential, or logical order.


Examine a historical document to determine and analyze the development of two or more central ideas over a course of the text. Students analyze the governmental structure of the United States and support their analysis by citing specific textual evidence from primary sources such as the Preamble and First Amendment of the U.S. Constitution, as well as secondary sources such as Linda R. Monk’s Words We Live By: Your Annotated Guide to the Constitution.

Appendix B, CCSS Access historical document(s) online at MPS Library Resources webpage for additional support when teaching this standard.

Key Ideas and Details 7.RI.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).

Students explain the interactions and influences between individuals, events, and ideas in a text.


See 7.RI.2 citation from Appendix B CCSS for a link to this standard as well. Use graphic organizers, such as Concept Connections Maps, Cluster Maps, Venn Diagrams, Timeline, Cause and Effect, List/Group/Label, etc., to make connections and distinctions within a text. Read Long Walk to Freedom by Nelson Mandela; explain how Mandela’s definition of courage led in part to the end of Apartheid. Read a text connecting an invention to a time period, and subsequently analyze the influence of the time period on the invention and vice versa; consider using idea of inventions: “The Evolution of the Grocery Bag” (example in Appendix B p.98 CCSS).





Reading Standards for Informational Text Craft and Structure

Craft and Structure 7.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Students interpret the meaning of unknown words and phrases within a given text. Students recognize and comprehend figurative language, including similes, metaphors, personification, and idioms in a selection. Students determine the connotative meaning, technical meaning, or tone by critiquing specific word choices.


The following site has a comprehensive list of noteworthy American speeches and some background information for each that serves as a good source for material to use when teaching this standard. http://www.tep-online.info/laku/usa/speeches/archive.html Read “Looking for Heroes”; cite specific language that builds a convincing case for modern heroes. (872-873) Holt-Rinehart Elements of Literature (2005) Read “A Mason Dixon Memory” by Clifton Davis; students discuss impressions based on tone in first two pages (tone will shift three times). (64-73) Holt-Rinehart Elements of Literature (2009) Link to 7.RL.4

Craft and Structure 7.RI.5 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.

Students explain the format or organization of a text and how the structure affects or enhances the meaning of the whole text. Students evaluate the structural elements and analyze the major sections of a text to determine how they contribute to the whole text of the document and the development of ideas.


Read “Understanding Text Structure: A Textbook,” “UTS: An Newspaper Article,” and “UTS: An Owner’s Manual”; discuss accompanying practice questions. (32-37; 52-55; 81-83) Holt-Rinehart Elements of Literature (2005) Read “Mongoose on the Loose”; annotate reactions to magazine text structure. (86-89) Prentice Hall Reader’s Handbook Read “Borders of Baseball: US and Cuban Play”; compare and contrast the text organization. (312-317) Holt-Rinehart Elements of Literature (2009) Link: 7RL.5 when applicable.

http://www.tep-online.info/laku/usa/speeches/archive.html






Craft and Structure 7.RI.6 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.

Students determine an author’s point of view or purpose. Students analyze how the author’s position differs from that of other authors. Students analyze how characteristics of the selections contribute to the author’s purpose.


Texts may include reading legal arguments, news articles surrounding controversial issues, electronic media, speeches etc. Read “A Good Reason to Look Up” by Shaquille O’Neal; identify author’s changing perspective compared to his father. (490-495) Holt-Rinehart Elements of Literature (2009) Link: 7.RL.6 when applicable.

Integration of Knowledge and Ideas

Integration of Knowledge and Ideas 7.RI.7 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).

Students analyze visual media for language, subject matter, and visual techniques used to influence opinions, decision making, and cultural perceptions. Students compare and contrast a piece of writing to a different medium (audio, video, or multimedia version of the same subject/content) to analyze the portrayal of the same ideas and concepts.


Preread then listen to exemplary speeches; discuss, compare, and evaluate the most effective medium for the intended message. Example speeches include:

• President Obama’s speech to the students of America at the beginning of the school year

• J.K. Rowling’s speech to Harvard University • Elie Weisel’s Nobel Peace Prize acceptance

speech • President Bush’s speech to the nation following

9/11/2001 attack • Steve Jobs’ speeches • Bill Gates’ speech “Eleven Rules of Life That

Kids Would Learn in School” • Baz Lauhrman’s “Wear Sunscreen” based on

piece in the Chicago Tribune by author Mary Schmich

• Randy Paucsh’s “The Last Lecture” Analyze an advertisement using multimedia. (582-583) Holt-Rinehart Elements of Literature (2009)






Integration of Knowledge and Ideas 7.RI.8 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.

Students identify the central argument and its elements (e.g., argument by cause and effect, analogy, authority, emotion, logic) in text. Students specify the line of reasoning and specific points in a text. Students critique the reasoning to determine if it is valid and sufficient to support the argument. Students evaluate the effectiveness of the elements used to support an argument.


Read unit “Evaluating Arguments”; identify, delineate, and evaluate arguments, stereotypes, and biases. (446) Holt-Rinehart Elements of Literature (2009) Possible sources:

• Library Resources Database • AVID Weekly • Time for Kids: Exploring Nonfiction Kits • Incorporate Critical Reading Strategies

Integration of Knowledge and Ideas 7.RI.9 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.

Students explain how authors use elements of informational text (e.g., language choice, tone, organization) to achieve their purposes. Students identify the differences in the evidence presented by each author or identify the different interpretations of facts surrounding the same topic. Students analyze two or more authors’ perspectives by comparing and contrasting their approaches to the same topic.


Read two separate articles about a current scientific topic such as global warming and analyze the difference in evidence presented by each author in an effort to determine which author has a better solution for global warming. Read accounts of the same historical event by more than one author in which conflicting information is presented. Analyze the information and interpretation of the authors or speakers. Refer to online databases, such as EBSCO or Points of View (MPS Library Resource Centers >> Online Databases >> Databases by Subject, Junior High).





Reading Standards for Informational Text Range of Reading and Level of Text Complexity

Range of Reading and Level of Text Complexity 7.RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. *AZ.7.RI.10 a. By the end of the year, read and

comprehend informational and functional text, including history/social studies, science, and technical texts, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

*This is an Arizona addition to the ELA Common Core Standards

Grades 6-8 Text Complexity Grade Band is Lexile Range 955-1155.

Source: Appendix A page 8 For more information about Text Complexity, refer to pages 2-16 of the Common Core State Standards for English Language Arts Appendix A: Research and Supporting Elements of the Standards and Glossary of Key Terms. For more information about specific text exemplars refer to pages 77-100 of the Common Core State Standards for English Language Arts Appendix B: Text Exemplars and Sample Performance Tasks.



WRITING STANDARDS





Writing Standards

When working with the writing standards o One of the 3 text types will always be used: argument, informative/explanatory, narrative (writing standards 1, 2, and 3) o The production and distribution standards 4, 5, and 6 will be used during the process of teaching standards 1, 2, and 3 o The writing research standards 7, 8, and 9 will also be used during the process of teaching standards 1, 2, and 3

Text Types and Purposes The Common Core State Standards require that the balance of writing students are asked to do parallel the balance assessed on the National Assessment of Educational Progress (NAEP). In junior high, 35 percent of student writing should be to write arguments, 35 percent should be to explain/inform, and 30 percent should be narrative. These forms of writing are not strictly independent; for example, arguments and explanations often include narrative elements, and both informing and arguing rely on using information or evidence drawn from texts.

Source: Publishers’ Criteria p.11

Argument An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about.

Source: Appendix A p.23

Text Types and Purposes 7.W.1 Write arguments to support claims with clear reasons and relevant evidence.

“Argument” and “Persuasion” – Argument differs from persuasion. The Standards place special emphasis on writing logical arguments as a particularly important form of college-and career-ready writing. “Argument”

• merit and reasonable claims • logos (a logical argument) • research • documentation of credible sources • avoid logical fallacies • objective tone

Write a response to literature that argues the validity of the writer’s interpretation; see Writing Workshop: Response to Literature (pages 558-567, specifically prompt on page 567).





Writing Standards

Text Types and Purposes 7.W.1 (continued)

“Persuasion” is not included in this standard and is defined as:

• pathos (appeal to the audience’s emotions) • ethos o author’s credibility o (appeal to audience’s self-interest, character,

and authority) • sways an audience based on emotion • subjective tone • may have cited sources

Source: Appendix A p.24 Steps a.- f. provide a sequence for teaching

Standard 7.W.1

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

Claim: A statement that expresses a clear argument or interpretation, written as a fact. The main claim is a part of the thesis but is not the thesis itself. (See italicized portion of example below.)

An essay will also provide sub-claims and counter claims within body paragraphs to support and defend the thesis.

Thesis: A statement that expresses the main idea and answers a question. It is the main claim plus a distinct reason why/how—the “so what.” (See underlined portion of example below.) Claim and thesis are connected. Example: This bond allowing the school to add more facilities should be passed in order for young students to be provided with a better education.

Suggested strategies to assist with ideas and organization include

• Research • Graphic organizers • Outlines

Generate an introduction that includes a hook/attention grabber and claim. Develop a plan to acknowledge and refute opposition. Determine organizational structure for maximum impact/appeal. Include blueprint/map for organization. Participate in debate (classroom debate, research topic, view video of debate, deliver, and reflect in journal). Complete argument analysis chart for “Roads Can Hurt Us” (1013K-1013L).





Writing Standards

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Identify credible sources; differentiate between what sources are credible and what ones are not (use thumbs up/thumbs down, response boards, etc.) Paraphrase relevant evidence from a text (read, paraphrase verbally without using text for help, read text again, cover text, paraphrase, check text for accuracy). Rank evidence from strongest to weakest to evaluate what to include in writing. Defend rankings. Determine reasons why a model is persuasive versus argument; eliminate pathos/ethos in model replacing with logos (page 318).

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Use accurate, specific, and powerful words, transitional phrases and sentences that flow together. Use varied transitions to connect ideas (see Write Source pages 572-573 for transitions and their purposes).

d. Establish and maintain a formal style.

Students refrain from or justify use of first or second person point of view, slang, jargon, or colloquialisms.

Create “red/dead” word lists in cooperative groups; compose class list or words/tones to avoid. Use created list as a reference.

e. Provide a concluding statement or section that follows from and supports the argument presented.

Students ensure that their conclusion aligns with the thesis statement.

Summarize writing’s main evidence; restate claim; bring writing to a close with a call to action.





Writing Standards

Informative/Explanatory Informational/explanatory writing conveys information accurately. Explanations start with the assumption of truthfulness and answer questions about why or how. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. To produce this kind of writing, students draw from what they already know and from primary and secondary sources.


Text Types and Purposes 7.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

“Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of work place and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains.”


Steps a.- f. provide a sequence for teaching Standard 7.W.2

Informative/explanatory examples may include the following:

• Definition • Classification • Compare/contrast • Cause/effect • Problem/solution

Product examples may include the following:

• Newsletters • Articles • Memos • Brochures • Power Point or Prezi presentations • Webpage • Manuals • Letter of application

Teacher resources include the following:

• Writing frames/templates (AVID Critical Reading)

• Holt Online





Writing Standards

Text Types and Purposes a. Introduce a topic clearly,

previewing what is to follow; 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.

Students create introduction for an essay, speech, or presentation. Students include formatting, graphics, or multimedia to support introduction as determined by specific task.

Write an introduction to include • A lead/attention grabber/motivator • Thesis • Map/blueprint

Restructure information for a different product. Create format and graphics to support ideas. Outline main ideas for expository topics (i.e., fill in the missing support). Generate multiple appropriate, specific research topics via inverted pyramid graphic organizer.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Students research and select facts, definitions, quotations, and other relevant information to increase reader’s knowledge of subject. Students incorporate the relevant information into their writing.

Consider and rate the credibility of the source. Look up and record relevant definitions and evaluate which one(s) would be best to include. Defend your choices. Find and record relevant quotations and evaluate which one(s) would be best to include. Defend your choices. Practice quoting, giving credit to the author(s) and/or citing the source. Practice paraphrasing, giving credit to the author(s) and/or citing the source. Use a specific paragraph writing strategy, such as P-I-E or Accordion Paragraphs.





Writing Standards

Text Types and Purposes c. Use appropriate transitions to create

cohesion and clarify the relationships among ideas and concepts.

Students utilize a variety of transitional devices to build fluency between supporting subtopics.

Use transitions from teacher-given list or Write Source pages 572-573. Complete a cloze paragraph using transitions appropriately.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Students utilize topic-specific language (jargon, terminology, academic language) to clarify information and enhance the reader’s understanding.

Practice revising words for precision (for example, flower to hydrangea or container to glass cylinder) Practice revising passive verbs to active verbs. Revise for word choice. Use a teacher-given list of domain-specific vocabulary to include in writing.

e. Establish and maintain a formal style.

Students refrain from or justify use of first or second person point of view, slang, jargon, or colloquialisms.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Students ensure that their conclusion aligns with the thesis statement.

Summarize writing’s main ideas; restate thesis; bring writing to a close.





Writing Standards

Narrative Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies.

Source: Appendix A p.23-24 The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion.

Source: Appendix A p.23 While narrative writing is given prominence in early grades, as students progress through the grades, the Common Core State Standards increasingly ask students to write arguments or informational reports from sources. As a consequence, less classroom time should be spent in later grades on personal writing in response to decontextualized prompts that ask students to detail personal experiences or opinions.

Source: Publisher’s Criteria p.11

Text Types and Purposes 7.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Steps a.- e. provide a sequence for teaching Standard 7.W.3

Narrative writing can be used as a support or a supplementary mode in other modes of writing (argument, informative, etc.).

Read Prentice Hall Literature 7th Grade (“Autobiography of an American Childhood” p.52; “Seventh Grade” by Gary Soto *p.250-255) as models for narrative writing. Read and evaluate examples from literature or MPS Voices (hard copy or online) to model effective narratives.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Complete a plot diagram of narrative. Complete character analysis of narrator and/or other characters.





Writing Standards

Text Types and Purposes b. Use narrative techniques, such as

dialogue, pacing, and description, to develop experiences, events, and/or characters.

Write descriptive paragraphs about characters and setting; then include pieces or all in the narrative. Practice writing dialogue by recording a conversation. Use words besides “said.” Use Dialogue Tags. Use correct punctuation when writing dialogue.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Use chronological and spatial transitions. Use transitions from teacher-given list or Write Source pages 572-573. Use a sentence fluency chart to track use of transitions within paragraphs and essays.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Analyze models of precise words, descriptive details, and sensory language. Practice adding precise words, descriptive details, and sensory language to teacher-given paragraphs with these qualities missing. Revise own writing to add precise words, descriptive details, and sensory language. Learn proper use of the thesaurus (multiple meanings, connotation, etc.), including checking definitions in the dictionary.





Writing Standards

Text Types and Purposes e. Provide a conclusion that follows

from and reflects on the narrated experiences or events.

Practice reflective writing often, such as in warmups (for example, write a paragraph about what you learned or what new ideas you encountered). Identify examples of reflection in literary examples of narratives or from MPS Voices. Include reflection in appropriate places in narration.





Writing Standards Production and Distribution of Writing

Production and Distribution of Writing 7.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) *AZ 7.W.4a Produce clear and coherent functional writing (e.g., formal letters, experiments, notes/messages, labels, timeline, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the development and organization are appropriate to task, purpose, and audience. *This is an Arizona addition to the ELA Common Core Standards

Six Traits of Writing

Ideas and Content Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished. Organization Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together. Voice Voice will vary according to the type of piece, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose. Word Choice Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose. Sentence Fluency Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length. Conventions Conventions address the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

Source: 2004 AZ Writing W09.S1.C2

Teacher resources include the following: • Write Traits® Classroom Kit Grade 7 (Great

Source Educational Group a Houghton Mifflin Company)

• Sample papers on ADE website • Models from MPS Voices • District writing rubric

Write using R.A.F.T.S. or C.R.A.F.T.S. Write a friendly letter. Write a business letter with an appropriately formal tone.





Writing Standards

Production and Distribution of Writing 7.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.)

The Writing Process

Prewriting Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes. – Determine the purpose and intended audience of a writing

piece – Generate ideas through a variety of activities – Establish a controlling idea appropriate to the type of writing – Use organizational strategies to plan writing

Drafting Drafting incorporates prewriting activities to create a draft containing necessary elements for a specific purpose.

Revising Revising includes evaluating and refining the draft for clarity and effectiveness. – Evaluate the draft for use of ideas and content, organization,

voice, word choice, and sentence fluency – Add details to the draft to more effectively accomplish the

purpose – Delete irrelevant and/or redundant information from the draft

to more effectively accomplish the purpose – Rearrange words, sentences, and paragraphs in the draft

(effectively using transitional words and phrases) in order to clarify the meaning or to enhance the writing style

Editing Editing includes proofreading and correcting the draft for conventions.

Publishing Publishing includes formatting and presenting a final product for the intended audience.

Source: 2004 AZ Writing W09.S1.C1

Focus on Prewriting and Revision as the most important aspects of the writing process. Employ multiple and varied prewriting techniques. Use graphic organizers to plan writing. Evaluate models for purpose and audience. Clearly understand or discern the audience and purpose for each assignment. Revise and edit teacher-provided weak papers. Write using R.A.F.T.S. or C.R.A.F.T.S. Use teacher-provided revision and editing checklists and guidelines. Analyze district rubric and delineate why writing receives certain scores.





Writing Standards

Production and Distribution of Writing 7.W.6 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.

Use Holt Online p.628 multimedia presentation and interactive activity.

Create Works Cited using an online tool (such as NoodleTools). Use a podcast research project. Conduct research in groups. Present research findings to the class. Compare information discovered with that of peers.

Research to Build and Present Knowledge

Research to Build and Present Knowledge 7.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

“Students should conduct several short research projects in addition to more sustained research efforts. … A progression of shorter research projects also encourages students to develop expertise in one area by confronting and analyzing different aspects of the same topic as well as other texts and source materials on that topic.”

Source: Publishers’ Criteria p.11

Use texts from content areas as research source. Answer a question by gathering information from three or more sources. Implement effective search techniques. Research to add information and/or support to argument, informative, and narrative writing.





Writing Standards

Research to Build and Present Knowledge 7.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Teachers familiarize students with MLA and/or APA style manuals in book or electronic format for supporting and citing sources.

Source: ADE/ELA Committee

Recognize credibility and source materials by understanding URL domains (i.e., .edu, .gov, .org). Link 7.R1.8. Use tools such as BibMe.org and NoodleTools to cite sources. Study Write Source p.362-376, 393, 397, and 403-404 (how to search for words, how to cite, etc.).

Research to Build and Present Knowledge 7.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Use standards a.- b. to address 7.W.9

a. 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”).

The Common Core Standards define Literature as: Stories – Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels Drama – Includes one-act and multi-act plays, both in written form and on film Poetry – Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics

Source: The Common Core State Standards for ELA page 57

Products might include: • Personal reflection • Compare/contrast • Literary analysis • Literary critique

http://www.noodletools.com/





Writing Standards

Research to Build and Present Knowledge b. 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”).

The Common Core Standards define Literary Nonfiction as including the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience.


Products might include: • Personal reflection • Compare/contrast • Argumentation

Range of Writing

Range of Writing 7.W.10 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.

“Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understanding mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.”


Complete writing in short periods of time (15 minutes, 30 minutes, a class period) to develop fluency. Reflect, both informally and formally, on writing during the writing process, after feedback, and at the assignment’s end.



SPEAKING and LISTENING

STANDARDS





Speaking and Listening Standards

Comprehension and Collaboration

Comprehension and Collaboration 7.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Use standards a.- d. to address 7.SL.1

Teacher strategies include: • Think pair share • Cooperative groups jigsaw • Clock/base partners • “Speed dating” (i.e., using interview

questions) • “Gallery walk” • Socratic seminars • Philosophical Chairs • Debate simulation • Back to back conversations • Rubrics for SL scenarios with norms. • Kagan Strategies for cooperative learning • Holt-Rinehart Elements of Literature (2005)

Teacher’s Edition Speaking and Listening Handbook

• Critical Reading Strategies (for clarification or more resources, seek professional development in AVID Critical Reading PD – ERO course RDG2026)

Model expectations when speaking and listening.

a. 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.

Use Critical Reading Strategies to prepare for discussions.






Comprehension and Collaboration b. Follow rules for collegial discussions, track

progress toward specific goals and deadlines, and define individual roles as needed.

Complete charts, graphs, checklists, etc., as organizational tools to track progress toward goals.

c. 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.

Participate in structured discussions, such as Socratic Seminar or Philosophical Chairs.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

Participate in structured discussions, such as Socratic Seminar or Philosophical Chairs.

Comprehension and Collaboration 7.SL.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.

Students identify a topic, text, or issue of study. Students explore and interpret diverse media and formats. Students utilize the information gained in order to support the topic of study.

Link back to 7.RI.7 and 7.W.7. Study and evaluate advertising techniques in print, online, etc. Study and evaluate political advertising in print, online, etc.






Comprehension and Collaboration 7.SL.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Students predict, clarify, analyze, and critique a speaker’s (i.e., fellow student, guest speaker, broadcast) information and point of view.

Use “Steps for Evaluating an Information Speech” (page 969 in the 8th grade Holt-Rinehart 2009). Introduce a listener’s evaluation (i.e., listener outlines claims, reasoning, relevance, and sufficiency using a graphic organizer, etc.). Incorporate historical as well as current speeches. Link to 7.RI.6 when applicable.

Presentation of Knowledge and Ideas

Presentation of Knowledge and Ideas 7.SL.4 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.

Students prepare and deliver an organized speech or oral report and effectively convey the message through verbal and nonverbal communications with a specific audience. Students deliver a polished speech that is organized (i.e., a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list of sources), and well-suited to the audience, and clarifies and defends positions.

Link to 7.W.7 (student presents brief research and questions are generated by classmates).

Understand body language and facial expressions as communication tools. Use attention-grabbers and concluding statements to appeal to the audience. Create a speech, PowerPoint, or other form of presentation that presents claims and findings.

Presentation of Knowledge and Ideas 7.SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Students plan, develop, and produce visual presentations, using a variety of evolving media and technology.

Utilize video clips, films, newspapers, magazines, computer images, sound bites, podcasts, and MPS Ed. Tech Website (music, graphics, etc.), etc., to enhance presentation. Link to 7.W.6.






Presentation of Knowledge and Ideas 7.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Students adapt vocabulary, tone, formal English and logical organization to relate or summarize ideas, events, and other information for a variety of purposes and audiences. See the Language Strand; cluster Conventions of Standard English for grade appropriate formal English expectations.

Use “Just a Minute” activity to foster adapting speech to specific contexts (a spoken version of R.A.F.T.S.).



LANGUAGE STANDARDS





Language Standards

The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

Source: Common Core ELA Standards p.51

Conventions of Standard English

Conventions of Standard English 7.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Refer to the Language Strand – Standards 1 and 2 Progressive Skills by Grade chart to emphasis the skills taught in previous grades.

Use standards a. – c. to address 7.L.1.

a. Explain the function of phrases and clauses in general and their function in specific sentences.

Students define and explain the difference between phrase and clause. A phrase is a collection of words that does not have a verb. A phrase cannot stand alone as a complete thought. A clause is a collection of words that has a subject and a verb.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

A simple sentence is one independent clause, a group of words that can stand alone as one sentence. A compound sentence is made up of two or more simple sentences joined by a comma and a coordinating conjunction (but, and, for, or, so, etc.) or by a semicolon. A complex sentence is a dependent clause joined to an independent clause. A compound-complex sentence is two independent clauses joined with one or more dependent clauses.





Language Standards

Conventions of Standard English c. Place phrases and clauses within a

sentence, recognizing and correcting misplaced and dangling modifiers.*

*Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). A dangling modifier is a word or phrase (commonly a participle or a participial phrase) that modifies a word that does not appear in the sentence.

Conventions of Standard English 7.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Refer to the Language Strand – Standards 1 and 2 Progressive Skills by Grade chart to emphasis the skills taught in previous grades.

Use standards a. – b. to address 7.L.2.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

b. Spell correctly.

Students apply knowledge of comprehensive spelling rules and patterns.

Edit for spelling. Participate in varied dictionary usage practice.





Language Standards Knowledge of Language

Knowledge of Language 7.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Students correctly use rules of grammar and conventions in various forms of communication.

Use standard a. to address 7.L.3.

Link to 7W.4 when applicable.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

*Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

Link to 7W.4 when applicable.

Vocabulary Acquisition and Use

Vocabulary Acquisition and Use 7.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

Use standard a. – d. to address 7.L.4.

Link to RI.4 and RL.4 when applicable. Choose appropriate definition based on context.

a. 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.

Predict a word’s meaning based on the words, phrases, and/or sentences around it.





Language Standards

Vocabulary Acquisition and Use b. Use common, grade-appropriate Greek

or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Affixes include prefixes and suffixes. Use one 3 x 5 index card for each root, prefix or suffix. On the front side of the index card, write the root, prefix or suffix in the center. On the other side write the following: in the upper right hand corner, write the definition; in the upper left hand corner, write two examples; in the lower left hand corner, use a word with the root, prefix or suffix in a sentence; in the lower right hand corner, draw a picture or symbol that demonstrates the meaning of the root, prefix, or suffix. Spread out vocabulary word part cards into prefix, root, and suffix groups on desks. Put together these word parts into real words within a given time period. Use connecting vowels if needed.

b. 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.

Use reference sources for a variety of purposes. When studying words, include multiple meanings and parts of speech.

d. 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).

After predicting a word’s meaning from context, confirm it with the dictionary.





Language Standards

Vocabulary Acquisition and Use 7.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Use standard a. – c. to address 7.L.5.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

Differentiate between literal and figurative meanings.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

Find synonyms and antonyms to clarify word’s meaning. Use words in an analogy to clarify word’s meaning. Connect word families (beauty, beautify, beauteous, beautifully, etc.).

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Sort synonyms by degrees (for example, strong, robust, stalwart, invincible). Represent words nonlinguistically through drawing or action.

Vocabulary Acquisition and Use 7.L.6 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.



Language Strand – Standards 1 and 2 Progressive Skills by Grade

The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. Kindergarten

Form regular plural nouns orally by adding /s/ or /es/ Use the most frequently occurring prepositions Capitalize the first word in a sentence and the pronoun I Recognize and name end punctuation

1st Grade

Use common, proper, and possessive nouns Use singular and plural nouns with matching verbs Use personal, possessive, and indefinite pronouns Use verbs to convey a sense of past, present, and future Produce and expand complete simple and compound declarative,

interrogative, imperative, and exclamatory sentences Capitalize dates and names of people Use end punctuation for sentences Use commas in dates and to separate single words in a series

2nd Grade

Use collective nouns Form and use frequently occurring irregular plural nouns Use reflexive pronouns Form and use the past tense of frequently occurring irregular verbs Use adjectives and adverbs, and choose between them depending

on what is to be modified Produce, expand, and rearrange complete simple and compound

sentences Capitalize holidays, product names, and geographic names Use commas in greetings and closings of letters Use an apostrophe to form contractions and possessives

3rd Grade

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences

Form and use regular and irregular plural nouns Use abstract nouns Form and use regular and irregular verbs Ensure subject-verb and pronoun-antecedent agreement Form and use comparative and superlative adjectives and adverbs,

and choose between them depending on what is to be modified Use coordinating and subordinating conjunctions Produce simple, compound, and complex sentences Capitalize appropriate words in titles Use commas in addresses Use commas and quotation marks in dialogue Form and use possessives Use conventional spelling for high-frequency and other studied

words and for adding suffixes to base words

4th Grade Use relative pronouns and relative adverbs Form and use the progressive verb tenses Use modal auxiliaries to convey various conditions Order adjectives within sentences according to conventional patterns Form and use prepositional phrases Correctly use frequently confused words Use commas and quotation marks to mark direct speech and

quotations from a text Use a comma before a coordinating conjunction in a compound

sentence



5th Grade

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences

Form and use the perfect verb tenses Use verb tense to convey various times, sequences, states, and

conditions Recognize and correct inappropriate shifts in verb tense Use correlative conjunctions Use punctuation to separate items in a series Use a comma to separate an introductory element from the rest of

the sentence Use a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence, and to indicate direct address

Use underlining, quotation marks, or italics to indicate titles of works 6th Grade

Ensure that pronouns are in the proper case Use intensive pronouns Recognize and correct inappropriate shifts in pronoun number and

person Recognize and correct vague pronouns Recognize variations from standard English in their own and others’

writing and speaking, and identify and use strategies to improve expression in conventional language

Use punctuation to set off nonrestrictive/parenthetical elements

7th Grade

Explain the function of phrases and clauses in general and their function in specific sentences

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers

Use a comma to separate coordinate adjectives 8th Grade

Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences

Form and use verbs in the active and passive voice Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood Recognize and correct inappropriate shifts in verb voice and mood Use punctuation (comma, ellipsis, dash) to indicate a pause or break Use an ellipsis to indicate an omission

9th/10th Grade

Use parallel structure Use a semicolon (and perhaps a conjunctive adverb) to link two or

more closely related independent clauses Use a colon to introduce a list or quotation

11th/12th Grade

Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested

Resolve issues of complex or contested usage, consulting references

Observe hyphenation conventions

arizona’s college and career ready standards english ... · arizona’s college and career ready...

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