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English 7 Pacing Guide

Fairfax County Public Schools

Dr. Jack D. Dale Superintendent

Dr. Richard Moniuszko

Deputy Division Superintendent

Peter Noonan Assistant Superintendent

Instructional Services

Craig Herring

Director of PreK-12 Curriculum & Instruction

2

Acknowledgements

The English 7 Pacing Guide was published in 2012. It was completed under the direction of Tiffani Worsham, Middle School Language Arts Specialist, by the following teachers:

Alison Baker, Franklin Middle School

Raegan Hanson, Robinson Secondary School

Alicia Hill, Reading Resource Teacher

Joann Moran, Lake Braddock Secondary School

Nora Oney, Poe Middle School

Cherith Pierson, Cooper Middle School

Kimberly Scott, Franklin Middle School

In addition, the input of the middle school English department chairs and of language arts teachers throughout the county is gratefully

acknowledged. (And Fortiinbras and Talullah, the two canine editors!)

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Standards- Gold

Benchmarks- Green

Indicators- White

Advanced Academic Extension- Blue

Verbs- Bold

Important Words- Italics

State-defined

Vocabulary Terms

Teaching Notes

Indicates how these standards appeared in the previous grade level Changed- Shows the difference between the two grade levels New- Indicates that the standard is new in that grade level

Essential-SBI from the VDOE

SOL document. These must be

taught in ALL classrooms.

Expected-SBI added by the

FCPS POS to provide a context,

a bridge, or an enhancement

to the Essential SBIs. These

must be taught in ALL

classrooms.

Extended-SBI added by the

FCPS POS generally used to

differentiate instruction for

advanced learners. These

indicators must be taught in

Advanced Academic classes.

Overview

The pacing guide for English 7 outlines the sequence of instruction for the skills contained in the Grade Seven Standards of Learning (SOL) and Program of

Studies (POS) for English 7. Implementation of the pacing guide ensures a rigorous and viable curriculum for all students and supports their mastery of

fundamental language arts skills. Each unit begins with an At a Glance chart which provides a visual representation of broad unit skills and the time allocated for

each Strand. Following the At a Glance chart are the Standards, Benchmarks, and Indicators (SBIs) for the unit by Strand. Terms defined by the state, teaching

notes, and a look at those SBIs in the previous grade are located underneath those SBIs (See below). The Collaborative Team Planning Sheet is a guide for CLTs

as they plan for the unit instruction and assessment.

Suggested Time Frame Grade Level and Unit Reading/Writing Unit Focus

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General Instructional Expectations

► Teachers should

include the components of the LEARN instructional delivery method, incorporating explicit instruction (I Do, We Do, You Do)

hold all students (Special Education, ESOL, General Education, and Advanced Academics) to the essential and expected

Standards, Benchmarks and Indicators in the Program of Studies, including the extended Indicators for Advanced Academic

students

teach all skills in each unit using the indicated time frames as a guideline, knowing that instruction of literacy skills should spiral

through multiple units

teach to the verb of the standard not the skill, incorporating higher-level thinking expectations

differentiate instruction through content, process, and product

provide opportunities for students to read, write, and communicate on a daily basis

engage students through lessons that are student-centered and focused on active learning, student interest, and authentic

learning (Cooperative Learning structures, 10:2, structured student talk, and student choice)

use formative and summative data to inform day-by-day and unit instruction

provide time and structures for student reflection and metacognition

incorporate technology into instruction to enhance student creativity, collaboration, critical thinking, and communication, basing

technology choices on data, student needs, and the instructional focus

use multiple pathways to re-teach students who have yet to attain mastery of a skill

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Reading Expectations Writing Expectations

► Instructional Reading (i.e., literature circles, thematic novel study, student choice, and/or whole class instruction)

For each unit, instruction will include both the essential readings as well as paired texts which come from a variety of genres

Skills/Strategies should be the focus of reading, and the text is simply the vehicle for instruction and assessment of those skills

Explicit instruction in the seven reading/thinking strategies should take place in all units and across all strands

Texts are selected at the school-level based on student needs and interests

Choice in literature should come through the use of literature circles, thematic novel study, or student choice

► Independent Reading

Students should read a minimum of four full-length texts

Rather than being required to read fewer or more texts, students with exceptional learning needs should be challenged to read texts of appropriate difficulty and complexity

Examples of accountability include reading responses, analysis or critiques, blogs or wikis, and other ways to demonstrate comprehension of the full text

► Summer Reading

The purpose of summer reading is for students to continue practicing the skills and strategies that will help them become lifelong readers

Research indicates that choice is a motivating factor for middle school readers, and students are more likely to read continuously and greater quantities if choice is available

Best Practices indicate that assignments should only be a reflection of what has been explicitly taught in the classroom

► Students should produce both formal and informal writings of multiple lengths and purposes regularly

► Students should demonstrate the full writing process through publication for at least four multi-paragraph writings, including at least one writing from each genre: narrative, expository or informational, literary analysis, and persuasive

► Students should produce additional writing that may not reflect the entire writing process (examples: ―quick-writes‖, paragraphs, journal entries, summaries, reflections, etc.)

► Writing skills and the entire writing process should be explicitly taught, with teacher modeling, the use of mentor texts, and time provided for students to practice each step of the writing process

► Grammar instruction should be integrated into the writing program, using mentor texts, providing opportunities for students to collaboratively create and experiment with grammar in their own writing, and assessing only skills explicitly taught

► Students should be allowed to revise writing at any point in

the writing process, and student writing should be assessed throughout writing instruction, rather than only assessing the final piece

► Student writing should be assessed through the use of rubrics that focus only on skills explicitly taught

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Suggested Texts for Teachers and Collaborative Teams

Literacy Instruction Tovani, Cris. I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers. Portland, Me.: Stenhouse, 2000. Print.

Harvey, Stephanie, and Anne Goudvis. Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland, Me.: Stenhouse, 2007. Print.

McGregor, Tanny. Comprehension Connections: Bridges to Strategic Reading. Portsmouth, NH: Heinemann, 2007. Print.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic Professional, 2000. Print.

Gallagher, Kelly, and Richard L. Allington. Readicide: How Schools Are Killing Reading and What You Can Do about It. Portland, Me.: Stenhouse, 2009. Print.

Gallagher, Kelly. Deeper Reading: Comprehending Challenging Texts, 4-12. Portland, Me.: Stenhouse, 2004. Print.

Daniels, Harvey, and Nancy Steineke. Texts and Lessons for Content-area Reading. Portsmouth, NH: Heinemann, 2011. Print.

Writing Instruction Gallagher, Kelly. Write like This: Teaching Real-world Writing through Modeling & Mentor Texts. Portland, Me.: Stenhouse, 2011. Print.

Culham, Ruth. Traits of Writing: The Complete Guide for Middle School. New York: Scholastic, 2010. Print.

Gallagher, Kelly. Teaching Adolescent Writers. Portland, Me: Stenhouse, 2006. Print.

Grammar Instruction Anderson, Jeff. 10 Things Every Writer Needs to Know. Portland, Me.: Stenhouse, 2011. Print.

Anderson, Jeff. Everyday Editing: Inviting Students to Develop Skill and Craft in Writer's Workshop. Portland, Me.: Stenhouse, 2007. Print.

Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage, and Style into Writer's Workshop. Portland, Me.: Stenhouse, 2005. Print.

Vocabulary Instruction Allen, Janet. Inside Words: Tools for Teaching Academic Vocabulary, Grades 4-12. Portland, Me.: Stenhouse, 2007. Print.

Allen, Janet. Words, Words, Words: Teaching Vocabulary in Grades 4-12. York, Me.: Stenhouse, 1999. Print.

Fisher, Douglas, and Nancy Frey. Word Wise & Content Rich: Five Essential Steps to Teaching Academic Vocabulary. Portsmouth, NH: Heinemann, 2008. Print.

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Year at a Glance

Unit Length

1 Elements of Fiction / Narrative Writing 11 weeks (Weeks 1-11)

2 Nonfiction / Expository Writing 9 weeks (Weeks 12-20)

3 Persuasion / Persuasive Writing 4 weeks (Weeks 21-24)

4 Poetry/ Response to Literature 4 weeks (Weeks 25-28)

5 Literary Analysis / Response to Literature 5 weeks (Weeks 29-33)

6 Choice 3 weeks (Weeks 34-36)

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Grade 7: Unit 1 11 Weeks Fiction/Narrative

Communication: Speaking, Listening, Media Literacy

ELA.G7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations. ELA.G7.1

Advanced

Academic

Extension

The student will function as a scholar while engaging in a variety of speaking situations such as collaborative

work, discussion, interviews, book talks, and informal talks. (Practice) Extended

ELA.G7.1.e Use a variety of strategies to listen actively. Essential

ELA.G7.1.e.1

Use a variety of strategies to actively listen, including:

° give speaker undivided attention;

° use body language and gestures to show they are listening;

° provide feedback or paraphrase;

° allow the speaker to finish without interruptions; and

° respond appropriately.

Essential

ELA.G7.1.e.2

Transmit summarized ideas and content in an organized fashion to support or negate a point of view.

(Practice)

Extended

Glossary Terms Paraphrase; Summary

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.1.e Grade 6: use active listening Grade 7: use specific strategies to actively listen

Notes

Indicators for ―courtesy when listening‖ may include eye contact, questioning (content,

tone of voice), seated posture, note-taking, feedback (surveys or clapping)

Kagan and collaborative strategies can assist with shared responsibility and active

listening.

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ELA.G7.3 The student will understand the elements of media literacy. Essential

ELA.G7.3.b Distinguish between fact and opinion, and between evidence and inference. Essential

ELA.G7.3.b.4 Evaluate information for accuracy and bias. Expected

Glossary Terms Inference; Bias

Previous Year

All above SBIs are new in Grade 7

Notes

Inferencing and drawing conclusions are important in this standard.

Students need both teacher modeling and group practice with this standard.

Visit the Newseum website for teacher materials on accuracy and bias in the media.

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Reading (Vocabulary Study)

Glossary Terms Word origins; Derivations

Previous Year All above SBIs are the same in Grade 6 except Changed 7.4 adds pronunciations in Grade 7

Notes

Authentic text refers to texts that students encounter in their lives, such as news

articles, novels, and functional texts.

Terms and phrases from vocabulary study should come from classroom text as much

as possible, rather than isolated lists or vocabulary workbooks.

The State does not identify separate grade 7 and grade 8 roots and affixes.

Select vocabulary terms based on high frequency within the text and necessity to

understanding the text.

Students need multiple, meaningful interactions with vocabulary (word origins, context,

analogies, figurative language).

Visit etymonline.com for word origins and derivations.

ELA.G7.4

The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within

authentic texts. Essential

The student will appreciate the evolution of language through the study of word origins and apply new

knowledge to the understanding of vocabulary. (Practice)

Advanced

Academic

Extension

ELA.G7.4.a Identify word origins and derivations. Essential

ELA.G7.4.a.1 Identify word origins and derivations. Essential

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Reading(Vocabulary Study)

ELA.G7.4.c Identify and analyze figurative language. Essential

ELA.G7.4.c. 1 Use the relationship between particular words (e.g., synonym/antonym, cause/effect, degree, etc.) to better understand words.

Essential

Glossary Terms Figurative language; Synonym; Antonym

Previous Year All above SBIs are the same in Grade 6 except Changed 7.4.c.1 Grade 6: ―recognize word relationships…‖ Grade 7: “use the relationship…to better understand words”

Notes

Other units include a study of figurative language including poetry, fiction, and literary analysis.

Terms and phrases from vocabulary study should come from classroom text as much as possible, rather than isolated lists or vocabulary workbooks.

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ELA.G7.4.c. 2 Analyze relationships common to analogy construction, including: ° type or example – cinnamon: spice; (Unit 3) ° association – bow: arrow; (Unit 3) ° operator – car: driver; (Unit 3) ° mathematical – three: six; (Unit 3) ° number – louse: lice; ° synonyms and antonyms – hot: cold; ° purpose – chair: sit; (Unit 3) ° cause/effect – sun: burn; (Unit 3) ° sequence – day: week; ° characteristic – snow: cold; (Unit 2) ° product – tree: lumber; and (Unit 2) ° degree – warm: hot. (Unit 2)

Expected

ELA.G7.4.c. 7 Create analogies to reflect multiple meanings. (Practice) Extended

Glossary Terms Analogy

Previous Year All above SBIs are the same in Grade 6

Notes .

Students should be creating their own analogies, as well as identifying. This can be done within the context of the text.

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ELA.G7.4.c.2 Recognize, understand, and use(Units 4/5) figurative language including: ° simile – figure of speech that uses the words like or as to make comparisons; ° metaphor – figure of speech that makes a comparison equating two or more unlike things. ° personification – figure of speech that applies human characteristics to nonhuman objects; and (Unit 4/5) ° hyperbole – intentionally exaggerated figure of speech. (Units 4/5)

Essential

ELA.G7.4.c.6 Analyze the use of figures of speech across time, place, culture, events, and circumstances. (Connections)

Extended

ELA.G7.4.c.4 Demonstrate an understanding of idioms Expected

ELA.G7.4.c.5 Analyze the use of slang, dialect, and idioms across time, place, culture, events, and circumstances. (Connections)

Extended

Glossary Terms Similes; Metaphors; Idiom

Previous Year All above SBIs are the same in Grade 6 except Changed 7.4.c.4: Grade 6: ―identify and discuss figurative language…‖ (personification not included) Grade 7: “recognize, understand, and use figurative language…” 7.4.c.6 is an extension in Grade 6

Notes

Students should be creating figurative language, as well as identifying. This can be done within the context of the text.

Figurative language and idioms can be found within both fiction and nonfiction.

Other units include a study of figurative language, including poetry, fiction, and literary analysis.

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ELA.G7.4.e Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

Essential

ELA.G7.4.e.1 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.

Essential

ELA.G7.4.e.2 Compare the use of a word in different contexts and explore how context influences the understanding of the word. (Practice)

Extended

Glossary Terms Context; Sentence Structure


Notes

Effective teaching of context does not require instruction on all types of context clues. Instruction should be based on the type of context within the text.

Jane Allen’s Words, Words, Words and Word Wise and Content Rich by include strategies for teaching vocabulary; e.g., Knowledge Rating Chart.

Both print and electronic/digital reference materials should be utilized.

ELP levels 1-5 may benefit from the use of a bilingual or English-English dictionary in the classroom.

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Reading (Fiction)

ELA.G7.5

The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction (Unit 2), and poetry.

Essential

ELA.G7.5.a Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict.

Essential

ELA.G7.5.a.1 Recognize the elements of narrative structure including: Setting – time, place, and duration;

Essential

ELA.G7.5.a.9 Explain how the author's setting choices influence the reading of a piece of literature. (Practice) Extended

ELA.G7.5.a.2 Recognize the elements of narrative structure including: Character(s);

Essential

ELA.G7.5.a.10 Recognize how characters are drawn from real world experiences. (Connections/Identity) Extended

Glossary Terms Fiction; Narrative structure; Setting; Characterization

Previous Year

All above SBIs are the same in Grade 6 except

Changed 7.5.a Grade 6: ―Identify the elements …‖ Grade 7: “Describe the elements…”

Notes

Students should demonstrate comprehension of fictional texts through multiple means beyond multiple-choice assessments, such as discussions, annotations, and entry/exit tickets.

7.5.a.2—Students must understand that an author makes intentional choices about setting that reflect meaning.

eCART: Differentiated Lesson- Characterization R003A4F

eCART: Differentiated Lesson- Setting R003A74

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Reading (Fiction)

ELA.G7.5.a.3 Recognize the elements of narrative structure including: External conflicts, such as - individual vs. individual - individual vs. nature - individual vs. society - individual vs. supernatural - individual vs. technology

Essential

ELA.G7.5.a.11 Create generalities that can be applied to situations involving conflict. (Core) Extended

ELA.G7.5.a.4 Recognize the elements of narrative structure including: Internal conflict – individual vs. self;

Essential

ELA.G7.5.a.5 Recognize the elements of narrative structure including: Plot – development of the central conflict, including - initiating event - rising action - climax - falling action - resolution

Essential

ELA.G7.5.a.12 Describe how authors adhere to and break from conventions of plot structure. (Connections) Extended

Glossary Terms Plot; Conflict; External conflict; Internal conflict

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.5.a.3 Grade 6: ―understand internal and external conflicts…‖ Grade 7: “recognize external conflicts” (understanding all types) 7.5.a.5 Grade 6: ―understand plot‖ (beginning, middle, end) Grade 7: “recognize elements of plot” (initiating event, rising action…)

Notes

Conflict is the driving force within plot. Plot instruction should begin with conflict. See glossary for plot/conflict teaching tips.

Avoid using only traditional plot diagrams for instruction. Teachers might strengthen student recognition of narrative plot structure by incorporating SmartBoard applications, 3D plot diagrams (including use of a staircase), plot diagram maps, and analogies to common structures such as roller coasters or ski slopes.

Students should provide textual evidence to support conflict and character development.

Students should understand that there are often multiple conflicts within a text. They will need modeling and support to identify the main conflict.

Mentor texts and anchor texts could be used for teacher modeling and student practice (I Do, We Do) before they analyze on their own (You Do).

18


Reading (Fiction)

ELA.G7.5.a.7

Identify characterization as the way an author presents a character and reveals character traits by: ° what a character says; ° what a character thinks; ° what a character does; and ° how other characters respond to the character.

Essential

ELA.G7.5.a.6

Recognize the elements of narrative structure including: Theme .

Essential

Glossary Terms Theme; Characterization

Previous Year

All above SBIs are the same in Grade 6

Notes

Theme should be expressed as a complete thought. Instead of ―Love,‖ a theme may be ―Love can conquer anything.‖ Theme does not equate to moral.

Students should be provide textual evidence to support character and theme development.

Thematic novel study would lend itself to this standard.

eCART: Differentiated Lesson- Theme R003A64

19


Reading (Fiction)

ELA.G7.5.c Identify conventional elements and characteristics of a variety of genres. Essential

ELA.G7.5.c.1 Read, understand, and compare/contrast the characteristics and narrative structures of: -short stories; -novels (including historical fiction); -folk literature; - tales - myths - legends - fables -plays; and -narrative nonfiction (including personal essays, biographies, and autobiographies). (Units 2/5)

Essential

Glossary Terms Genre; Short Stories; Novels; Folk literature; Tales; Myths; Legends; Fables

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.5.c: Grade 6: ―understand that fiction includes a variety of genres…‖ Grade 7: “identify … elements and characteristics of a variety of genres”

Notes

Venn Diagrams are just one structure for comparing and contrasting. Expose students to a variety of structures.

Multiple texts are necessary for this standard. Try pairing passages with like authors, themes, and genres.

Paired passages are texts with some common links, whether it be a topic, concept, author, or style.

20


Reading (Fiction)

ELA.G7.5.d Describe the impact of word choice, imagery, and literary devices including figurative language. Essential

ELA.G7.5.d.1 Analyze an author’s choice and use of literary devices, including: ° foreshadowing – the use of clues to hint at coming events in a story; and ° irony – the contrast between expectation and reality; between what is said and what is meant; between what appears to be true and what really is true.

Essential

ELA.G7.5.d.7 Compare the similarities and differences in the choice and use of literary devices in fiction, narrative nonfiction, and poetry.(Connections)

Extended

ELA.G7.5.d.2 Analyze elements of an author’s style, including: ° word choice; ° sentence structure and language patterns; ° imagery – the use of words to create sensory impressions — most often visual impressions but may be sound, smell, taste, or touch impressions; ° contrasting points of view; and ° figurative language – text enriched by word images and figures of speech.

Essential

ELA.G7.5.d.3 Define an author’s tone including, but not limited to: serious, sarcastic, objective, humorous, disapproving, solemn, enthusiastic, and hostile.

Essential

Glossary Terms Word Choice; Imagery; Literary device; Foreshadowing; Irony; Point of View; Sentence Structure; Language Patterns

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.5.d- figurative language is added in Grade 7 7.5.d.3: Grade 6: ―describe how word choice and imagery contribute to meaning of text…‖ ―notice an author’s craft, including ….language patterns…sentence variety…‖ ―use knowledge of point of view… to extend understanding‖ Grade 7: “analyze elements of author’s style…” New 7.5.d.1

Notes

Note that the intent of 7.5.d.1 and 7.5.d.2 is analyze not identify.

7.5.d.3—contrasting point of view does not refer to viewpoint.

Students need to provide textual evidence for literary devices and author’s style.

Mentor text could be used for teacher modeling and student practice (I Do, We

Do) before students analyze on their own.

This standard should be connected back to student writing. Once students study

the style and language of authors, they can go back into their own writing to

employ these techniques.

eCART: Differentiated Lesson - Sentence Structure R003A6E

eCART: Differentiated Lesson Introduction to Figurative Language and Poetic

Devices R003BC7

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Reading (Fiction)

ELA.G7.5.e Make, confirm, and revise predictions. Essential

ELA.G7.5.e.1 Make predictions before, during, and after reading texts. Essential

ELA.G7.5.f Use prior and background knowledge as a context for new learning. Essential

ELA.G7.5.f.1 Connect to prior knowledge of a subject. Essential

Glossary Terms Prediction; Prior/Background knowledge

Previous Year


Notes

Predictions can be made before, during, and after reading texts by using discussions, reading logs, It Says, I Say, and So, anticipation guides, and KWLs.

Background knowledge can be determined using pre-assessments. These results can be used to group students and to make instructional decisions.

Building background knowledge is necessary to help students connect what they already to know to the text. Research states that building background knowledge is one of the most vital things to helping readers comprehend.

Students come with different background knowledge. Helping everyone surface their own background knowledge will build better background knowledge for all.

It is important to preassess not only skill but also background knowledge.

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Reading (Fiction)

ELA.G7.5.g Make inferences and draw conclusions based on the text. Essential

ELA.G7.5.g.1 Draw inferences and conclusions based on explicit and implied information using evidence from text as support.

Essential

ELA.G7.5.g.5 Evaluate how conclusions may change based on adding or subtracting explicit and implied information. (Connections)

Extended

ELA.G7.5.g.2 Use graphic organizers to record important details for drawing conclusions. Essential

ELA.G7.5.g.4 Evaluate multiple graphic organizers to determine the personal effectiveness. (Identity) Extended

ELA.G7.5.g.3 Provide statements to support or negate opinions, inferences, etc. Expected

Glossary Terms Inferences/Conclusions; Explicit information; Implied information;

Previous Year


except

Changed

7.5.g.1 Grade 6: doesn’t use the term implied 7.5.g.3 is new in fiction

Notes

Students should use a variety of reading activities, such as text annotations, think alouds.

Graphic organizers may be student-generated or template-based (Ed Ellis). Students should evaluate multiple graphic organizers to determine personal effectiveness.

Providing evidence is a building block for literary analysis. This needs to be explicitly taught (I Do, We Do, You Do).

23


Reading (Fiction)

ELA.G7.5.i Summarize text relating supporting details. Essential

ELA.G7.5.i.1 Use graphic organizers to record important details for summarizing. Essential

ELA.G7.5.i.2 Provide an objective summary of the text Essential

ELA.G7.5.i.4 Compare and evaluate the effectiveness of a variety of summarizing strategies. Extended

ELA.G7.5.i.3 Make inferences and draw conclusions based on information supplied by an author combined with the reader’s own background knowledge.

Essential

ELA.G7.5.j Identify the author’s organizational pattern. Essential

ELA.G7.5.j.1 Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. Essential

Glossary Terms Organizational pattern; Transitional words/phrases; Cause/effect

Previous Year

All above SBIs are the same in Grade 6 except New 7.5.i.2 is new in fiction (this is done in nonfiction in Grade 6)

Notes

Summary and main ideas are often confused. Glossary definitions include visual models of summary and main idea.

Graphic organizers may be student-generated or template-based (such as Ed Ellis). Students should evaluate multiple graphic organizers to determine personal effectiveness.

The most frequently used organizational pattern in fiction is sequential/chronological, and its most common transitional words refer to time, such as ―the next day‖.

24


Reading (Fiction)

ELA.G7.5.k Identify cause and effect relationships. Essential

ELA.G7.5.k.1 Understand that a cause may have multiple effects. Essential

ELA.G7.5.k.2 Understand that an effect may have multiple causes. Essential

ELA.G7.5.l Use reading strategies to monitor comprehension throughout the reading process. Essential

ELA.G7.5.l.1 Visualize, and question a text while reading. Essential

ELA.G7.5.l.2 Synthesize information. Essential

Glossary Terms Reading strategies; Synthesizing

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.5.k.1: Students study cause/effect relationships only in nonfiction in Grade 6 New 7.5.l.2

Notes

Visualization refers to the reading strategy by which students create sensory impressions using all senses (visual, auditory).

Students should be provided multiple opportunities to synthesize information including teacher modeling and student practice (I Do, We Do).

Think Alouds are a good tool for modeling visualization and questioning.

Reading Strategy instruction should be explicit, and it should spiral through multiple texts.

25


Writing

ELA.G7.7 The student will write in a variety of forms with an emphasis on exposition(Unit 2), narration, and persuasion(Unit 3). Essential

Advanced

Academic

Extension

The student will evaluate real world models and mentor texts for effective patterns and strategies and apply the

observed techniques to their own writing for authentic purposes. (Practice) Extended

ELA.G7.7.a Identify intended audience Essential

ELA.G7.7.a.1 Identify intended audience and purpose. Essential

ELA.G7.7.a.2

Plan writing according to submission guidelines for manuscripts and other formats established for submitting

writing to publishers. (Practice) Extended

ELA.G7.7.b Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. Essential

ELA.G7.7.b.1 Use a variety of prewriting strategies including:

° brainstorming;

° webbing;

° mapping;

° outlining;

° clustering;

° listing; and

° using graphic organizers.

Essential

Glossary Terms Narration; Mentor texts; Audience; Purpose; Prewriting strategies

Previous Year

All above SBIs are the same in Grade 6 except Grade 6 includes descriptive writing

Notes

Research shows that strong writing and grammar instruction should be connected to what students are reading.

Students will produce additional writing that may not reflect the entire writing process, such as quick-writes, paragraphs, journal entries, summaries, reflection, admit/exit tickets, and electronic postings.

TAP and Count is one prewriting tool; it should not be the only type taught.

Graphic organizers, student-generated or template-based (such as Ed Ellis), may help students organize their prewriting.

26


Writing

ELA.G7.7.c Organize writing structure to fit mode or topic. Essential

ELA.G7.7.c.1

Choose an appropriate strategy for organizing ideas such as comparison/contrast, personal narrative,

cause/effect, etc., and provide transitions between ideas. Essential

ELA.G7.7.c.2 Organize an event sequence that unfolds naturally and logically. Essential

ELA.G7.7.d Establish a central idea and organization. Essential

ELA.G7.7.d.1 Explain, analyze, or summarize a topic. Essential

ELA.G7.7.d.2 Engage and orient the reader by establishing a context and introducing a narrator and/or characters. Essential

ELA.G7.7.d.3 Include an appropriate introduction and satisfying conclusion. Essential

Glossary Terms Mode; Topic; Event sequence; Introduction; Conclusion

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.7.c.1 Grade 6: ―write using strategies such as definition, classification, comparison/contrast, and cause/effect…‖ Grade 7: “choose an appropriate strategy for organizing ideas such as comparison contrast…” 7.7.d.1 Grade 6: ―write informative/explanatory texts to examine a topic and convey ideas, concepts, and information…‖ Grade 7: “explain, analyze, or summarize a topic…” 7.7.d.3- in Grade 6, they provide an appropriate conclusion, but introductions aren’t specifically mentioned

Notes

Teachers should regularly model all of the steps of the writing process.

Students should share their writing, so they are writing for an authentic audience, not

just a teacher.

Students should be allowed to revise writing at any point in the writing process.

Students should be assessed throughout the writing process – not just the final

paper.

The state stresses the importance of not strictly teaching formulaic writing, such as

the five-paragraph essay.

The use of mentor texts and lessons that are immediately applied into the students’

writing allows for students to see the purpose and the power of grammar..

Every step of the writing process should be explicitly taught (I Do, We Do, You Do).

Student talk is important in all steps of the writing process- from talking through

topics and prompts to engaging with mentor texts.

27


Writing

ELA.G7.7.e Compose a topic sentence or thesis statement. Essential

ELA.G7.7.f Write multiparagraph compositions with unity elaborating the central idea. Essential

ELA.G7.7.f.1 Create multiparagraph compositions focusing on a central idea and using elaborating details, reasons, or

examples as appropriate for audience and purpose.

Essential

ELA.G7.7.f.2 Develop real or imagined experiences or events using effective techniques, relevant descriptive details, and

well-structured event sequences when writing narratives.

Essential

ELA.G7.7.f.3 Use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or

characters.

Essential

ELA.G7.7.f.4 Experiment with a variety of ways to transition smoothly between details to elaborate central ideas. (Practice) Extended

Glossary Terms Topic sentence; Thesis statement; Dialogue; Pacing

Previous Year


Notes

Leveling (found in Image Grammar by Harry R. Noden)is a good activity to help students elaborate.

Writing Small (found in Teaching Adolescent Writers by Kelly Gallagher) is a good activity to help develop central ideas.

Mentor texts can be used to provide examples/models.

28


Writing

ELA.G7.7.g Select vocabulary and information to enhance the central idea, tone, and voice. Essential

ELA.G7.7.g.2

Use written expression to draft and revise compositions with attention to:

° voice; (Units 2/3)

° tone; (Unit 3)

° selection of information; (Units 2/3)

° embedded phrases and clauses that clarify meaning; (Units 2/3)

° vivid and precise vocabulary;

° figurative language; and

° sentence variety.

Essential

Glossary Terms Sentence variety

Previous Year


Notes

Mentor texts can be used to provide examples/models of written expression..

This standard is a good time to link to connotations and nuances within language.

The students will come to 7th grade with some prior knowledge of figurative language in

reading and writing. Figurative language will surface in an upcoming unit, and it is not

the expectation that figurative language be explicitly taught during this unit; however,

good writing will include figurative language.


Students should be assessed throughout the writing process – not just the final paper.

Rubrics should only assess the skills explicitly taught.

Students need to be explicitly taught how plan, draft revise and edit, and publish.

29


Writing

ELA.G7.7.h Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. Essential

ELA.G7.7.h.1 Vary sentence structure by using coordinating conjunctions: for, and, nor, but, or, yet, and so. Essential

ELA.G7.7.h.3

Incorporate variety into sentences using simple, compound, and compound-complex sentences, including, but

not limited to:

° coordination – joining words, phrases, clauses, or sentences by using appropriate coordinating conjunctions;

° subordination – establishing the relationship between an independent and a dependent clause by using appropriate

subordinate conjunctions; and (Units 2/3)

° modifier – an adjective, an adverb, or a phrase or clause acting as an adjective or adverb.

Essential

ELA.G7.7.j Revise sentences for clarity of content including specific vocabulary and information. Essential

ELA.G7.7.j.1 Apply revising procedures in peer and self-review, including:

° rereading;

° reflecting;

° rethinking; and

° rewriting.

Essential

Glossary Terms Simple sentences; Compound sentences; Coordination; Modifier; Clauses; Phrases

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.7.h.3 In grade 6, students are combining sentences but the terms “simple, compound, and complex” aren’t used

Notes

Grammar should be integrated into the writing program.

The use of mentor texts and lessons that are immediately applied into the students’

writing allows for students to see the purpose and the power of grammar in writing.

Students should have the opportunity to play with language in authentic texts

(clauses/phrases) and then incorporate within their own writing.


30


Writing

ELA.G7.7.j.3

Apply revising procedures, including:

° including vivid vocabulary;

° combining sentences for variety and rhythm; and (Units 2/3)

° providing transitions between ideas and paragraphs. (Units 2/3)

Expected

Glossary Terms

Previous Year

All of the above SBIs are the same in Grade 6 except

Changed 7.7.j.3 Grade 6: Includes everything but not between paragraphs. Between paragraphs is an extension in Grade 6.

Notes



Students need to be taught how to explicitly revise.

Each of the following skills should have individual minilessons (I Do, We Do, You Do):

° including vivid vocabulary; ° combining sentences for variety and rhythm; and ° providing transitions between ideas and paragraphs.

When assessing, the rubric should match the skills specifically taught.

31


Writing (Literary Analysis)

ELA.G7.7.k Use computer technology to plan, draft, revise, edit, and publish writing. Essential

ELA.G7.7.k.1 Use available computer technology to assist throughout the writing process. Essential

ELA.G7.7.k.2 Evaluate the impact of technological innovations on the art of writing. (Connections) Extended

ELA.G7.7.k.3 Predict future technological developments and the influence they will have on the art of writing. (Connections) Extended

Glossary Terms Writing Process; Sentence diagram

Previous Year


Notes

Students should publish for an audience other than the teacher. This could be done through the use of technology (wikis, blogs), authentic audiences (letters to editor, school publishing), or even class-sharing (such as Friday Night Lights- see Teaching Adolescent Writers by Kelly Gallagher).

It is important to use technology on a regular basis in ALL phases of the writing process, not just publishing.

Writing SOLs are online. .

32


Writing (Grammar)

ELA.G7.8

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and

paragraphing. Essential

ELA.G7.8.a

Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation

and paragraph structure. Essential

ELA.G7.8.e The student will edit for verb tense consistency and point of view. Essential

ELA.G7.8.e.1 Maintain verb tense (present, past, future) throughout an entire piece of writing. Essential

ELA.G7.8.e.2 Maintain consistent point of view through a piece of writing. Essential

Glossary Terms Point of view; Dialogue; Verb tense;

Previous Year

All above SBIs are the same in Grade 6 except New 7.8.e.2

Notes

When evaluating for conventions, assess only those that were explicitly taught. In Teaching Adolescent Writers, Kelly Gallagher suggests focusing on no more than six errors.

7.8.a: The purpose of this standard is to improve student writing, not identifying parts of speech. The use of mentor texts and lessons that are immediately applied into the students’ writing allows for students to see the purpose and the power of grammar in writing.

The above skills should have individual minilessons (I Do, We Do, You Do).

33


Writing (Grammar)

ELA.G7.8.f Demonstrate understanding of sentence formation by identifying the eight parts of speech and their

functions in sentences. (Noun/ Pronoun/ Verb/ Conjunction)

Essential

ELA.G7.8.f.1 Use complete sentences with appropriate punctuation, including the punctuation of dialogue. Essential

ELA.G7.8.f.2 Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. Essential

ELA.G7.8.f.3 Eliminate fragments, comma splices, and run on sentences Expected

ELA.G7.8.g Use quotation marks with dialogue. Essential

ELA.G7.8.g.1 Use quotation marks to represent the exact language (either spoken or written) of another. Essential

ELA.G7.8.h Use correct spelling for commonly used words. Essential

ELA.G7.8.h.1 Use correct spelling for commonly used words. Essential

Glossary Terms Nonrestrictive/parenthetical elements; Fragments; Comma splices; Run on sentences

Previous Year


Notes

The above skills should have individual minilessons (I Do, We Do, You Do).

When assessing, the rubric should only include the skills specifically taught.

Each indicator above requires specific writing lessons that include teacher modeling, group practice, and independent student work.

34


Research

ELA.G7.9 The student will apply knowledge of appropriate reference materials to produce a research product. Essential

ELA.G7.9.a Collect and organize information from multiple sources including online, print and media. Essential

ELA.G7.9.a.1 Use available resource tools, including:

° educational online resources;

° reference books;

° scholarly journals; (Units 2/3)

° magazines; Units 2/3)

° the Internet, as appropriate for school use; and

° general and specialized (or subject-specific) databases.

Essential

ELA.G7.9.a.3 Gather relevant information from multiple print and digital sources. Essential

Glossary Terms Research product; Media; Educational online resources; Reference books; Scholarly journals; Databases

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.9 Grade 6: ―find, evaluate, and select appropriate resources for a research product…‖ Grade 7: “apply knowledge of appropriate reference materials to produce a research product…” 7.9.a Grade 6: ―collect information from multiple sources…‖ Grade 7: “collect and organize information from multiple sources…”

Notes

A research product is not necessarily a large research project/paper. Products could include brochures, electronic postings, websites, wikis, blogs and expert groups.

Research can be used to enhance what is already being taught, such as the building of background knowledge and impromptu research. Research is done to compliment or to pair with other texts within the unit; it is not done in isolation. It builds background knowledge for a specific topic or concepts.

FCPS has a variety of databases. Use your librarian as a resource for planning lessons.

Use websites such as inquirybursts.com for short research assignments/ideas to integrate into this unit. This particular site also offers ideas for generating questions and synthesizing.

35


Research

ELA.G7.9.a.4 Summarize the text to support conclusions. Essential

ELA.G7.9.c Use technology as a tool to research, organize, evaluate, and communicate information. Essential

ELA.G7.9.c.1 Use technology as a tool to research, organize, evaluate, and communicate information. Essential

ELA.G7.9.e Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering

and using information.

Essential

ELA.G7.9.e.1 Prevent plagiarism and its consequences by giving credit to authors when ideas and/or words are used in

direct quotation or paraphrases.

Essential

Glossary Terms Plagiarism; Direct quotation; Paraphrase

Previous Year

All above SBIs are the same in Grade 6 except New 7.9.a.4

Notes

Students need explicit lessons on how to use technology as a tool.

When looking at the consequences of plagiarism, look to your own school, as well as FCPS honor codes.

Students need to be explicitly taught multiple times and with multiple sources how to evaluate a source, including websites.

37

Grade 7: Unit 2 9 Weeks Nonfiction/Expository



Advanced

Academic

Extension



Glossary Terms Collaborative work

Previous Year


Notes

Kagan and collaborative strategies can assist with shared responsibility and active listening.

38





ELA.G7.3.b.1 Recognize and identify opinions in the media. Essential

ELA.G7.3.b.5 Determine the appropriate context for the use of opinions. (Core) Extended

ELA.G7.3.b.2 Recognize and identify facts in the media. Essential

Glossary Terms Media literacy; Fact; Opinion; Inference

Previous Year


Changed 7.3.b- Distinguish between fact and opinion in reading but not for media literacy.

Notes

In this standard, students must understand the creators of media messages are intentional in word choice, visual representation, and even information choice. They target audiences and look at trends.



Visit the Newseum website for teacher materials on fact vs. opinion in the media.

39



ELA.G7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts. Essential

The student will appreciate the evolution of language through the study of word origins and apply new knowledge to the understanding of vocabulary. (Practice)

Advanced Academic Extension

Glossary Terms Derivation; Word origin

Previous Year


Changed

7.4 adds pronunciations in Grade 7

Notes

Authentic text refers to texts that students encounter in their lives, such as news articles, novels, and functional texts. .


Select vocabulary terms based on high frequency within the text and necessity to understanding the text.

Students need multiple, meaningful interactions with vocabulary (word origins, context, analogies, figurative language).

Jane Allen’s Words, Words, Words and Word Wise and Content Rich by Douglas Fisher and Nancy Frey include strategies for teaching vocabulary, e.g., Knowledge Rating Chart.

Visit etymonline.com for word origins and derivations.

40



ELA.G7.4.b Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. Essential

ELA.G7.4.b.1 Use common Greek or Latin affixes and roots to predict the meaning of unfamiliar words and make connections with word families (e.g. –phobia, and –ology).

Essential

ELA.G7.4.b.5 Combine roots and affixes to generate original vocabulary. (Connections) Extended

ELA.G7.4.b.2 Separate and recombine known word parts to predict the meaning of unfamiliar words, such as separating dent from dentist and fric from friction to predict the meaning of dentifrice.

Essential

ELA.G7.4.b.3 Use synonyms and antonyms to determine the meaning of unfamiliar words. Essential

ELA.G7.4.b.4 Select synonyms and antonyms that reflect depth and complexity of thinking. (Identity) Extended

Glossary Terms Roots; Affixes; Cognates; Synonyms/Antonyms; Word families

Previous Year

All above SBIs are the same in Grade 6 except:

Changed 7.4.b.4: Grade 6: ―recognize common antonyms and synonyms…‖ Grade 7: “Use synonyms and antonyms…” 7.4.b.1: Grade 6: ―identify Latin and Greek affixes and roots as clues to the meaning…‖ Grade 7: “use common Greek and Latin affixes and roots to predict the meaning of unfamiliar words

and make connections with word families”

Notes


Terms , as well as roots and affixes, for vocabulary study should come from classroom text as much as possible, rather than isolated lists.



41




ELA.G7.4.c. 1 Use the relationship between particular words (e.g., synonym/antonym, cause/effect, degree) to better understand words. Essential

ELA.G7.4.c. 3

Analyze relationships common to analogy construction, including: ° type or example – cinnamon: spice; (Unit 3) ° association – bow: arrow; (Unit 3) ° operator – car: driver; (Unit 3) ° mathematical – three: six; (Unit 3) ° number – louse: lice; (Unit 1) ° synonyms and antonyms – hot: cold; (Unit 1) ° purpose – chair: sit; (Unit 3) ° cause/effect – sun: burn; (Unit 3) ° sequence – day: week; (Unit 1) ° characteristic – snow: cold; (Unit 2) ° product – tree: lumber; and (Unit 2) ° degree – warm: hot. (Unit 2)

Expected


Glossary Terms Analogy; Figurative language; Synonym; Antonym; Analogies

Previous Year


Changed 7.4.c.1 Grade 6: ―recognize word relationships…‖ Grade 7: “use the relationship between words…”

Notes

Other units include a study of figurative language, including poetry, fiction, and literary analysis.


42



ELA.G7.4.e Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. Essential

ELA.G7.4.f Extend general and specialized vocabulary through speaking, listening, reading, and writing. Essential

ELA.G7.4.f.1 Consult word reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine/clarify meanings.

Essential

Glossary Terms Context; Sentence structure

Previous Year


Notes


Specialized vocabulary is content specific. General vocabulary refers to high-frequency words.

Both print and electronic/digital reference materials should be utilized


43


Reading (Narrative Nonfiction)

ELA.G7.5

The student will read and demonstrate comprehension of a variety of fictional texts, narrative

nonfiction, and poetry. Essential

ELA.G7.5.b Compare and contrast various forms and genres of fictional text. Essential

ELA.G7.5.b.2 Compare/contrast the characteristics and narrative structures of:

-short stories;(Units 1/5)

-novels (including historical fiction); (Units 1/5)

-folk literature; (Units 1/5)

-tales (Units 1/5)

-myths(Units 1/5)

-legends(Units 1/5)

-fables(Units 1/5)

-plays(Units 1/5); and narrative nonfiction (including personal essays, biographies, and

autobiographies).

Essential

Glossary Terms Narrative nonfiction

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.5.b is an extension in Grade 6 7.5.b.2 Grade 6: ―understand that fiction includes a variety of genres…‖ Grade 7: “compare and contrast the characteristics and narrative structure of…”

Notes

Venn Diagrams are just one structure for comparing and contrasting. Expose students to a variety, such as T-charts.

Multiple texts are necessary for this standard. Pairing passages with like authors, themes, and genres can be used.


44


Reading (Narrative Nonfiction) ELA.G7.5.c Identify conventional elements and characteristics of a variety of genres. Essential

ELA.G7.5.c.1 Read, understand, and compare/contrast the characteristics and narrative structures of:

-short stories; (Units 1/5)

-novels (including historical fiction); (Units 1/5)

-folk literature; (Units 1/5)

- tales (Units 1/5)

- myths(Units 1/5)

- legends(Units 1/5)

- fables(Units 1/5)

-plays(Units 1/5); and

-narrative nonfiction (including personal essays, biographies, and autobiographies).

Essential

ELA.G7.5.d Describe the impact of word choice, imagery, and literary devices including figurative language.

Essential


Essential

Glossary Terms Genre; Tone

Previous Year


Notes

For students to be able to define tone, they must be able to go into the text and provide evidence of that tone. This must be modeled and practiced. For notes on mood and tone, see the glossary.

45


Reading (Narrative Nonfiction)

ELA.G7.5.h Identify the main idea. Essential

ELA.G7.5.h.1 Determine a central idea of a text and analyze its development over the course of the text. Essential

ELA.G7.5.j Identify the author’s organizational pattern. Essential

ELA.G7.5.j.1 Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. Essential

ELA.G7.5.k Identify cause and effect relationships. Essential

ELA.G7.5.k.1 Understand that a cause may have multiple effects. Essential

ELA.G7.5.k.2 Understand that an effect may have multiple causes. Essential

Glossary Terms Main idea; Organizational pattern ; Transitional words/phrases

Previous Year


Notes

The emphasis in this unit should be on analyzing a variety of nonfiction texts, including narrative and non-narrative nonfiction.

Students should use a variety of reading activities, such as text annotations and think alouds,

A main idea may not explicitly stated in a topic sentence or thesis statement. Instead, the reader must often conclude main idea based on author’s points and supporting details.

Summary and main ideas are often confused. Glossary definitions include visual models of summary and main idea.

Providing evidence is a building block for literary analysis. This needs to be explicitly taught (I Do, We Do, You Do).

Graphic organizers for organizational patterns may be student-generated or template-based (such as Ed Ellis). Students should evaluate multiple graphic organizers to determine personal effectiveness.

The most frequently used organizational pattern in fiction is sequential/chronological, and its most common transitional words refer to time such as ―the next day‖.

The focus of this standard should be on using evidence from the text to support student-generated inference/conclusion.

46


Reading (Nonfiction)

ELA.G7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. Essential

ELA.G7.6.a Use prior and background knowledge as a context for new learning. Essential

ELA.G7.6.a.1 Activate prior knowledge before reading by use of, but not limited to: ° small-group or whole-class discussion; ° anticipation guides; and ° preview of key vocabulary.

Essential

Glossary Terms Anticipation Guide; Background knowledge

Previous Year


Notes

Background knowledge can be determined using pre-assessments. The preassessment results can be used to group students and to make instructional decisions.

The Link section of LEARN may be used to activate prior knowledge by using, for example, ABC Charts, Probable Passage, and Think, Pair, Share.

47



ELA.G7.6.b Use text structures to aid comprehension. Essential

ELA.G7.6.b.1 Use textual features to make predictions and enhance comprehension, including: ° boldface and/or italics type; ° type set in color; ° underlining; ° indentation; ° sidebars; ° illustrations, graphics, and photographs; ° headings and subheadings; and ° footnotes and annotations.

Essential

ELA.G7.6.b.3 Experiment with using different external text structures in a piece of nonfiction. Compare the effectiveness of different text structures in communicating author's purpose. (Connections/Practice)

Extended

ELA.G7.6.b.2 Read and follow directions. Essential

Glossary Terms Text structure/ Text feature

Previous Year

All above SBIs are the same in Grade 6 except New 7.6.b.3

Notes

External Text Structure is the same as Text Features.

Note that the benchmark requires students to use text features for better

comprehension not just to identify each text feature. Discuss with students

how the text features aid their understanding of the text.

Students might apply their knowledge of external and internal text features in

their writing, for example, creating an article for a newspaper, magazine or

website.

48



ELA.G7.6.c Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. Essential

ELA.G7.6.c.1 Recognize organizational pattern to enhance comprehension, including: ° cause and effect; ° comparison/contrast; ° enumeration or listing; ° sequential or chronological; ° concept/definition; ° generalization; and ° process.

Essential

ELA.G7.6.c.5 Evaluate the effectiveness of internal text structure to convey author's purpose. Experiment with using one internal text structure within the context of another. (Connections/Practice)

Extended

Glossary Terms Text structure/ Organizational pattern

Previous Year

All above SBIs are the same in Grade 6 except: Changed 7.6.c: Grade 6: ―identify transitional words and phrases that signal an author’s organizational pattern‖ (in fiction unit) Grade 7: “identify an author’s organizational pattern using textual clues” 7.6.c.1 Grade 6: ―identify common patterns of organizing text…‖ Grade 7: “recognize organizational pattern to enhance comprehension…”

Notes

Internal Text Structure is the same as Organizational Pattern.

Note that the benchmark requires students to recognize Organizational Patterns for better comprehension not just to identify each pattern. Discuss with students how the organizational patterns aid their understanding of the text.

Recognizing Organizational Patterns may help students identify author’s purpose, describe main idea, and summarize the text.

Having students use organizational patterns as writers helps them better understand the purpose of these patterns.

Students might apply their knowledge of external and internal text features in their writing, for example, creating an article for a newspaper, magazine or website.

49



ELA.G7.6.c.2 Choose graphic organizers based on the internal text structure most prevalent in the text in order to track key points and summarize the text.

Essential

ELA.G7.6.c.3 Recognize transitional words and phrases authors use to signal organizational patterns, including, but not limited to: ° as a result of, consequently for cause and effect; ° similarly, on the other hand for comparison/contrast; ° first, three for enumeration or listing; ° today, meanwhile for sequential or chronological; ° refers to, thus for concept/definition; ° always, in fact for generalization; and ° begins with, in order to for process.

Essential

ELA.G7.6.c.4 Modify the internal structure of a piece to change author's purpose. (Practice) Extended

Glossary Terms Transitional words and phrases

Previous Year

All above SBIs are the same in Grade 6 except New 7.6.c.3 Changed 7.6.c.4 Grade 6: ―use…signal words (which alert readers that explanations or examples follow)…‖ Grade 7: “Recognize transitional words and phrases authors use to signal organizational patterns…”

Notes

Students might apply their knowledge of external and internal text features in their writing, for example, creating an article for a newspaper, magazine or website.

Graphic organizers may be student-generated or template-based (Ed Ellis).

50



ELA.G7.6.d Draw conclusions and make inferences on explicit and implied information. Essential

ELA.G7.6.d.1 Make inferences, which imply meaning, and draw conclusions based on both explicit and implied information. Essential

ELA.G7.6.d.2 Provide evidence to support or negate opinions, inferences, etc. Expected

ELA.G7.6.e Differentiate between fact and opinion. Essential

ELA.G7.6.e.1 Distinguish between a fact, which can be verified, and an opinion, which cannot. Essential

ELA.G7.6.e.2 Investigate the ethical implications in the use of facts and opinions. (Practice/Identity) Extended

Glossary Terms Draw conclusions/ Make inferences; Explicit information; Implied information; Fact; Opinion

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.6.d.2: Grade 6: ―give evidence from text to support conclusions…‖ Grade 7: “provide evidence to support or negate opinions, inferences…”

Notes

Note that the State no longer differentiates between draw conclusions and make inferences.

Use passages that include both explicit and implied information.

One way to introduce explicit and implicit information is to use an image and have students list what they see, which is explicit information, and also what they infer from the image, which is implicit information. Another idea when using text is to have students highlight explicit information and annotate implied information.

Helpful strategies for students that breaks apart the process of making an inference:

o It Says, I Say, So is a o Background Knowledge (BK) + Textual Clues (TC) = Inference

51



ELA.G7.6.f Identify the source, viewpoint, and purpose of texts. Essential

ELA.G7.6.f.1 Recognize an author’s purpose: ° to entertain; ° to inform; and ° to persuade.

Essential

ELA.G7.6.f.2 Evaluate the importance of the author's and reader's purposes. (Core) Extended

ELA.G7.6.g Describe how word choice and language structure convey an author’s viewpoint. Essential

ELA.G7.6.g.1 Describe how word choice and language structure convey an author’s viewpoint. Expected

ELA.G7.6.g.2 Investigate patterns in word choice by one author across multiple texts to discover key elements of author's style. (Connections) Extended

ELA.G7.6.g.3 Compare two author's key elements of style regarding word choice. (Connections) Extended

Glossary Terms Source; Viewpoint ; Purpose; Language structure

Previous Year

All above SBIs are new in Grade 6 except Changed

7.6.f: Grade 6: ―identify source‖ ―analyze purpose‖ Grade 7: “identify source, viewpoint, and purpose…” New 7.6.g 7.6.g.1

Notes

Note that in 7.6.g.1, students must describe how word choice and language structure convey an author’s viewpoint, rather than just identify.

52




ELA.G7.6.h.1 Determine two or more central ideas in a text and analyze their development over the course of the text. Essential

ELA.G7.6.h.2 Identify how the main idea connects to a larger concept and determine the details that provide relevant support. (Core/Connections) Extended

ELA.G7.6.i Summarize text identifying supporting details. Essential

ELA.G7.6.i.1 Provide an objective summary of the text by recording the development of the central ideas. Essential

ELA.G7.6.i.4 Use personal criteria to evaluate the purpose and function of summary statements. (Core) Extended

ELA.G7.6.i.2 Use graphic organizers and/or rules to analyze and summarize text. Expected

ELA.G7.6.i.3

Use strategies for summarizing, such as the following: ° delete trivia and redundancy; ° substitute a general term for a list; and ° find or create a main idea statement.

Expected

Glossary Terms Main Idea ; Summary

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.6.h.1 Grade 6: ―determine a central idea of a text and recognize how details support…‖ Grade 7: “determine two or more central ideas in a text and analyze their development…” New 7.6.i.2

Notes

Main idea and summary are not the same. Note the definitions in the glossary.

Note that in 7.6.h.1 and 7.6.i.1, students should be providing textual evidence from the text. Graphic organizers and text annotation are good tools for this SBI.

Teachers will need to model and provide time for student practice throughout reading the text to meet this SBI.

53



ELA.G7.6.j Identify cause and effect relationships. Essential

ELA.G7.6.j.1 Identify cause and effect relationships. Expected

ELA.G7.6.k Organize and synthesize information for use in written formats. Essential

ELA.G7.6.k.1 Analyze how two or more authors writing about the same topic shape their presentations or viewpoints of key information using facts, opinions, and reasoning. Essential

ELA.G7.6.k.2 Read several texts on a similar topic and synthesize what is read. Expected

ELA.G7.6.k.3 Develop criteria for effective organization and synthesis of information. (Practice) Extended

Glossary Terms Synthesis

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.6.k Grade 6: ―organize information using a variety of methods…‖ Grade 7: “organize and synthesize information for use in written formats…” 7.6.k.1 Grade 6: ―compare and contrast information about one topic which may be contained in different selections…‖ Grade 7: “Read several texts on a similar topic and synthesize what is read…” 7.6.k.2: Grade 6: ―compare and contrast similar information across several texts…‖ Grade 7: “Analyze how two or more authors writing about the same topic shape their presentations or viewpoints of key information…”

Notes


Multiple texts are necessary for 7.6.k. Pairing passages with like authors, themes, and genres can be used.

Analyzing the writing of two authors on the same topic is an opportunity to use paired passages of different genres, such as a nonfiction article and a poem.


Texts and Lessons for Content-Area Reading by Harvey Daniels and Nancy Steineke is a good source of nonfiction text sets on the same topics.

54




ELA.G7.6.l.1 Use the reading process to activate prior knowledge, predict, question, clarify, infer, organize, compare, summarize, and synthesize. Essential

ELA.G7.6.l.2 Analyze details Expected

Glossary Terms Reading/Thinking Strategies

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.6.l.2: Grade 6: ―summarize supporting details‖ Grade 7: “analyze details”

Notes

Reading/Thinking strategy instruction should be explicit and is should spiral through multiple texts.

Match a reading strategy with an appropriate text that lends itself to modeling and practicing a particular strategy. A text may be a paragraph, passage, or a whole article.

55

Grade 7: Unit 2 9 Weeks Nonfiction/Expository Writing

ELA.G7.7 The student will write in a variety of forms with an emphasis on exposition, narration(Unit 1), and persuasion.(Unit 3)

Essential

Advanced

Academic

Extension

The student will evaluate real world models and mentor texts for effective patterns and

strategies and apply the observed techniques to their own writing for authentic purposes.

(Practice)

Extended



ELA.G7.7.a.2 Plan writing according to submission guidelines for manuscripts and other formats established

for submitting writing to publishers. (Practice)

Extended

Glossary Terms Audience; Purpose; Exposition; Mentor Text

Previous Year


Notes

Research shows that strong writing and grammar instruction should be connected to what

students are reading. .

Students will produce additional writing that may not reflect the entire writing process, such as

quick-writes, paragraphs, journal entries, summaries, reflection, admit/exit tickets, and

electronic postings.

The state stressed the importance of not strictly teaching formulaic writing, such as the five-

paragraph essay.

Techniques that allow for structured, but not formulaic, instruction are the use of rubrics and

mentor texts.

Every step of the writing process should be taught (I Do, We Do, You Do).

The use of mentor texts and grammar/craft lessons that are immediately applied into the

students’ writing allows for students to see the purpose and the power of grammar.

Identifying intended audience creates an authentic purpose for writing. Keep this in mind for

the publishing step of the writing process.

56

Grade 7: Unit 2 9 Weeks Nonfiction/Expository Writing

ELA.G7.7.b Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.

Essential

ELA.G7.7.b.1 Use a variety of prewriting strategies including: ° brainstorming;

° webbing;

° mapping;

° outlining;

° clustering;

° listing; and

° using graphic organizers.

Essential


ELA.G7.7.c.1 Choose an appropriate strategy for organizing ideas such as comparison/contrast, personal

narrative, cause/effect, etc. and provide transitions between ideas.

Essential

Glossary Terms Prewriting strategies; Mode

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.7.c.1 Grade 6: ―write using strategies such as definition, classification, comparison/contrast, and cause/effect…‖ Grade 7: “choose an appropriate strategy for organizing ideas such as comparison contrast…‖

Notes

Introduce students to more than one prewriting strategy with consideration to the

writing mode and student learning style.

Prewriting helps students focus and narrow their topic. Spending time in prewriting

saves time when composing.

Graphic organizers, student-generated or template-based (Ed Ellis),may help

students organize their prewriting.

TAP and Count is one writing tool; it should not be the only type taught.

The Writing SOL does take correct mode into account when scoring.

7.7.c.1 is an opportunity to integrate writing into the study of nonfiction reading.

When teaching organizational pattern and text features in the nonfiction unit, it

strengthens student understanding of text features and organizational patterns if

they employ them as a writer.

57


Writing





ELA.G7.7.e.1 Write an effective thesis statement focusing, limiting, or narrowing the topic. Essential

ELA.G7.7.e.2 Differentiate between a thesis statement and a topic sentence. Essential

ELA.G7.7.e.3 Understand that a topic sentence supports an essay’s thesis statement; it unifies a paragraph and directs the order of the sentences.

Expected

Glossary Terms Topic; Thesis statement; Topic sentence Previous Year

All above SBIs are the same in Grade 6 except Changed 7.7.d.1 Grade 6: ―write informative/explanatory texts to examine a topic and convey ideas, concepts, and information…‖ Grade 7: “explain, analyze, or summarize a topic…” 7.7.d.3- in Grade 6, they provide an appropriate conclusion, but introductions aren’t specifically mentioned 7.7.e.3 is an extension in Grade 6

Notes

Teachers need to model each step of the writing process.

Each of the indicators above requires a specific writing lesson, using student examples and

mentor texts.

Provide students with multiple examples of introductions and conclusions.

Provide students with multiple practice opportunities to write sentences and paragraphs.

The state stressed the importance of not strictly teaching formulaic writing, such as the five-

paragraph essay.

Use models of strong essays, as well as rubrics created based on the elements of writing you

explicitly taught, to help students understand organization.

Cutting up paragraphs and essays (sentence/paragraph scramble) for student groups to

organize helps students understand organization.

Leveling (found in Image Grammar by Harry R. Noden)is a good activity to help students

elaborate.

Writing Small (found in Teaching Adolescent Writers by Kelly Gallagher) is a good activity to

help develop central ideas.

58


Writing

ELA.G7.7.f Write multi-paragraph compositions with unity elaborating the central idea. Essential

ELA.G7.7.f.1 Create multi-paragraph compositions focusing on a central idea and using elaborating details, reasons, or examples as appropriate for audience and purpose.

Essential

ELA.G7.7.f.4 Experiment with a variety of ways to transition smoothly between details to elaborate central ideas. (Practice)

Extended

Glossary Terms Unity; Elaboration; Transitions

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.6.f.3: In Grade 7, there is a focus on audience in purpose that does not exist in Grade 6

Notes

Allowing students to choose their own writing topics promotes engagement.

Multi-paragraph does not necessarily mean five paragraphs.

Resources with instruction ideas in teaching writing, including elaboration: o Write Like This: Teaching Real-World Writing Through Modeling and

Mentor Texts by Kelly Gallagher o Mechanically Inclined and Everyday Editing and 10 Things Every Writer

Needs to Know by Jeff Anderson o Traits of Writing: The Complete Guide for Middle School by Ruth

Culham

59


Writing


ELA.G7.7.g.1 Sustain a formal style. Essential

ELA.G7.7.g.4 Use interview quotations as evidence. Expected

Glossary Terms Central idea; Tone; Voice; Interview quotations

Previous Year

All above SBIs are the same in Grade 6 except New 7.7.g.1 7.7.g.4

Notes

Have students compare formal and informal styles by writing a letter with the same content to three different audiences, such as a parent, a best friend, and the principal.

All steps of the writing process must be explicitly taught (I Do, We Do, You Do).

Students cannot be assessed on skills they were not explicitly taught. Rubrics should only address elements that have been explicitly taught for that piece of writing.


Narrative techniques can elaborate and add details to expository writing.

Many of the above skills (elaboration, dialogue, pacing, description) need minilessons (I Do, We Do, You Do).

60


Writing

ELA.G7.7.g.2 Use written expression to draft and revise compositions with attention to:

° voice;

° tone;(Unit 3)

° selection of information;

° embedded phrases and clauses that clarify meaning;

° vivid and precise vocabulary; (Unit 1)

° figurative language; and (Unit 1)

° sentence variety.

Essential

Glossary Terms Phrases; Clauses; Sentence variety

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.7.g.3 In grade 6 figurative language is not mentioned in writing

Notes

Each of the above requires a specific revision lesson.

Try using mentor text to model written expression.

7.7.g.2 lends itself to shorter pieces of writing within the nonfiction unit.

61


Writing

ELA.G7.7.h Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.

Essential

ELA.G7.7.h.2 Use subordinating conjunctions to form complex sentences: after, although, as, as if, because, before, even if, even though, if, if only, rather than, since, that,

though, unless, until, when, where, whereas, wherever, whether, which, and while.

Essential

ELA.G7.7.h.3 Incorporate variety into sentences using simple, compound, and compound-complex sentences, including, but not limited to: ° coordination – joining words, phrases, clauses, or sentences by using appropriate coordinating conjunctions; (Units 1/3) ° subordination – establishing the relationship between an independent and a dependent clause by using appropriate subordinate conjunctions; and ° modifier – an adjective, an adverb, or a phrase or clause acting as an adjective or adverb.

Essential

ELA.G7.7.i Use clauses and phrases for sentence variety. Essential

ELA.G7.7.i.1 Use clauses and phrases for sentence variety. Expected

Glossary Terms Modifiers; Standard coordination; Subordination; Simple sentence; Compound sentence; Complex sentence; Compound-complex sentence; Subordinating conjunctions; Clauses; Phrases

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.7.h.2 Grade 6: ―joining words, phrases, clauses, or sentences by using appropriate coordinating conjunctions and subordination…‖ Grade 7: “use subordinating conjunctions to form complex sentences…” 7.7.h.3 In grade 6, students are combining sentences but the terms “simple, compound, and compound-complex” aren’t used

New 7.7.i

Notes

Use mentor texts for instructional examples and have students revise

sentences in their writing.

Jeff Anderson’s books Mechanically Inclined, Everyday Editing, and 10

Things Every Writer Needs to Know are good resources for craft lessons,

including sentence study (7.7.h and 7.7.i). They include mentor texts and

lessons that allow students to incorporate grammar and active craft

lessons into their own writing.

7.7.h allows for the integration of writing and grammar instruction.

Research shows that students who study grammar and then immediately

apply that study into their writing have greater retention of the grammar

study than those who study grammar in isolation.

62


Writing


ELA.G7.7.j.1 Apply revising procedures in peer and self-review, including: ° rereading;

° reflecting;

° rethinking; and

° rewriting.

Essential

ELA.G7.7.j.2 Use written expression to explain, analyze, or summarize a topic with attention to:

° coherent selection of information and details;

° embedded phrases and clauses that clarify meaning and increase variety;

° vivid and precise vocabulary;

° figurative language;

° sentence variety; and

° transitional words and phrases.

Expected

Glossary Terms Clarity

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.7.j.1 Grade 6: ―understand that revising to improve includes rereading, reflecting…‖ It applies these as an extension in Grade 6 Grade 7: “apply revising procedures…rereading, reflecting…” 7.7.j.2 Grade6: Does not include figurative language

Notes




Provide students with a structured, modeled activity for peer review rather than

just a peer editing session.

The students will come to 7th grade with some prior knowledge of figurative

language in reading and writing. Figurative language will surface in an upcoming

unit, and it is not the expectation that figurative language be explicitly taught

during this unit; however, good writing will include figurative language.

7.7.j.2 lends itself to shorter pieces of writing within the nonfiction unit.

63


Writing

ELA.G7.7.j.3 Apply revising procedures, including:

° including vivid vocabulary;(Units 1/3)

° combining sentences for variety and rhythm; and

° providing transitions between ideas and paragraphs.

Expected

ELA.G7.7.j.4 Use appropriate and varied transitions to create cohesion and clarify the relationships among

ideas and concepts.

Expected

ELAG7.7.j.5 Based on an analysis of possible areas for revision, experiment with multiple options and

evaluate for effectiveness. (Core/Identity)

Extended

Glossary Terms

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.7.j.3 Grade 6: Includes everything but not between paragraphs. Between paragraphs is an extension

Notes




64


Writing




ELA.G7.7.k.3 Predict future technological developments and the influence they will have on the art of

writing. (Connections)

Extended

Glossary Terms

Previous Year


Notes

It is important to note that 7.7.k asks students to use computer technology to assist throughout the writing process. This includes prewriting, drafting, revision, and editing, not just publishing.

Try using a wiki to record each step of the writing process. Each page of the wiki shows the development of the piece of writing.

Use Google apps for students to save and track all steps of the writing process. It is also a way for students to peer review or collaborate on a piece of writing.

Students should publish for an audience other than the teacher. This could be done through the use of technology (wikis, blogs), authentic audiences (letters to editor, school publishing), or even class-sharing (such as Friday Night Lights- see Teaching Adolescent Writers by Kelly Gallagher).

65


Writing (Grammar)

ELA.G7.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,

sentence structure, and paragraphing.

Essential

ELA.G7.8.a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve

sentence formation and paragraph structure.

Essential

ELA.G7.8.a.1 Diagram sentences with phrases and clauses. Essential

ELA.G7.8.a.2 Evaluate the personal effectiveness of diagramming sentences as a tool for revision.

(Identity)

Extended

Glossary Terms Sentence diagrams

Previous Year


Notes


The use of mentor texts and lessons that are immediately applied into the students’ writing allows for students to see the purpose and the power of grammar in writing.

Use student-created sentences for diagramming.

66


Writing (Grammar) ELA.G7.8.d Use subject-verb agreement with intervening phrases and clauses. Essential

ELA.G7.8.d.1 Use a singular verb with a singular subject and a plural verb with a plural subject (e.g., The

students in the classroom discuss many topics. The driver of the bus full of children drives

with extreme caution.).

Essential

Glossary Terms

Previous Year


Notes

Note that 7.8.d includes intervening phrases and clauses.

Jeff Anderson’s books Mechanically Inclined, Everyday Editing, and 10 Things Every Writer Needs to Know are good resources for grammar lessons (7.8). They include mentor texts and lessons that allow students to incorporate grammar and craft lessons into their own writing.



67


Writing (Grammar)

ELA.G7.8.f Demonstrate understanding of sentence formation by identifying the eight parts of speech

and their functions in sentences. (Adjective/ Adverb/ Prepositions/ Interjection)

Essential

ELA.G7.8.f.1 Use complete sentences with appropriate punctuation, including the punctuation of dialogue. Essential

ELA.G7.8.f.2 Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical

elements.

Essential


Glossary Terms Nonrestrictive/Parenthetical elements; Comma splice; Fragment; Run-on

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.8.f Grade 6: ―identify all eight parts of speech…‖ Grade 7: “demonstrate understanding of sentence formation by identifying the eight parts of speech and their function in sentences…” 7.8.f.1- This indicator is the same in Grade 6 except they don’t mention dialogue 7.8.f.3 Grade 6: ―avoid comma splices and fused sentences…‖ Grade 7: “eliminate fragments, comma splices and run-on sentences…‖ New 7.8.f.2

Notes


Students can only be assessed on these skills if they have been explicitly taught, so rubrics should only assess these particular grammar skills.


Note that in 7.8.f, the intent of the standard is the focus on understanding the function of the part of speech in the sentence, rather just on identifying the parts of speech.

68


Writing (Grammar)



Glossary Terms

Previous Year


Notes

69


Research



ELA.G7.9.a.1 Use available resource tools, including: ° educational online resources; ° reference books; ° scholarly journals; ° magazines; ° the Internet, as appropriate for school use; and ° general and specialized (or subject-specific) databases.

Essential

ELA.G7.9.a.2 Organize and synthesize information with tools, including: ° graphic organizers; ° outlines; ° spreadsheets; ° databases; and ° presentation software.

Essential


Previous Year

All above SBIs are the same in Grade 6 except Changed 7.9 Grade 6: ―find, evaluate, and select appropriate resources for a research product…‖ Grade 7: “apply knowledge of appropriate reference materials to produce a research product…” 7.9.a Grade 6: ―collect information from multiple sources…‖ Grade 7: “collect and organize information from multiple sources…” New 7.9.a.2

Notes

Use inquirybursts.com for short research assignments/ideas to integrate into

this unit. This site also offers ideas for generating questions and synthesizing.

Use your librarian as a resource for planning lessons.

A research product is not necessarily a large research project/paper. Products

could include brochures, electronic postings, websites, and expert groups.

Research can be used to enhance what is already being taught, such as the

building of background knowledge and impromptu research.

To determine the strategies to generate notes, students can focus on

questioning and purpose.

70


Research



ELA.G7.9.a.5 Generate and narrow research topics. Expected

ELA.G7.9.a.6 Generate questions to guide research. Expected

ELA.G7.9.a.7 Provide statements to support or negate opinions, inferences, etc. Expected

Glossary Terms

Previous Year

All above SBIs are the same in Grade 6 except New 7.9.a.4 is new (this is done in writing in Grade 6) 7.9.a.5 7.9.a.6 7.9.a.7

Notes

Note that students are required to use multiple print and digital sources in 7.9.a.3.

Students need explicit lessons on how to use technology in this standard.

Students will need explicit lessons on how to generate questions.

Students need to provide textual evidence in 7.9.a.7.

71


Research

ELA.G7.9.b Evaluate the validity and authenticity of sources. Essential

ELA.G7.9.b.1 Evaluate the validity and authenticity of texts, using questions, such as:

° Does the source appear in a reputable publication?

° Is the source free from bias? ° Does the writer have something to gain from his opinion?

° Does the information contain facts for support?

° Is the same information found in more than one source?

Essential



Glossary Terms Validity; Authenticity

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.9.b.2- The questions are new in Grade 7

Notes

Students can use the Newseum media accuracy sheet to evaluate text. Noodletools and Easybib are two websites that offer organizational tools for

research. Students need explicit lessons on how to use technology in this standard.

72

Grade 7: Unit 2 9 Weeks Nonfiction/Expository Research

ELA.G7.9.d Cite primary and secondary sources. Essential

ELA.G7.9.d.1 Create a ―Works Cited‖ page using MLA format for oral and written presentations. Essential

ELA.G7.9.d.2 Differentiate between a primary and a secondary source. Essential

ELA.G7.9.e Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for

gathering and using information.

Essential

ELA.G7.9.e.1 Prevent plagiarism and its consequences by giving credit to authors when ideas and/or words are

used in direct quotation or paraphrases.

Essential

Glossary Terms Primary source; Secondary source; Plagiarism

Previous Year


Notes

The OWL website, owl.english.purdue.edu, offers information and activities for teaching about plagiarism.

When looking at the consequences of plagiarism, look to your own school, as well as FCPS honor codes

74

Grade 7: Unit 3 4 Weeks Persuasion/Persuasive


ELA.G7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations. Essential


The student will function as a scholar while engaging in a variety of speaking situations such as collaborative work, discussion, interviews, book talks, and informal talks. (Practice) Extended

ELA.G7.1.a Communicate ideas and information orally in an organized and succinct manner. Essential

ELA.G7.1.a.1 Contribute relevant ideas, opinions, and feelings in large and small diverse groups. Essential

ELA.G7.1.a.6 Appropriately incorporate the language of the discipline within the presentation. (Practice) Extended

ELA.G7.1.a.2 Offer summary statements of their own ideas and the ideas of others. Essential

ELA.G7.1.a.3 State points clearly and directly. Essential

ELA.G7.1.a.7 Use research from experts in the field to state points clearly and directly. (Practice) Extended

ELA.G7.1.a.4 Include multimedia in presentations. Essential

ELA.G7.1.a.5 Defend and support opinions Expected

Glossary Terms Summary statement; Multimedia; Collaborative work

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.1 adds oral presentations New 7.1.a is new 7.1.a.6 7.1.a.7 is an extension in grade 6

Notes


7.1.a.5 is a good standard to incorporate the use of textual evidence.

Collaborative strategies must be explicitly taught to students. Fishbowl is a good technique.

Your SBTS can help planning the multimedia aspects of this standard.

75



ELA.G7.1.b Ask probing questions to seek elaboration and clarification of ideas. Essential

ELA.G7.1.b.1 Seek summary statements of the ideas of others. Essential

ELA.G7.1.b.4 Evaluate summary statements for accuracy of speaker’s purpose. (Practice) Extended

ELA.G7.1.b.2 Ask clarifying questions and in order to encourage discussion, foster understanding, and bring the discussion back to the topic when needed. Essential

ELA.G7.1.b.3 Ask questions to seek elaboration requiring analysis and synthesis. (Connections) Extended

ELA.G7.1.b.5 Modify and revise questions appropriately based on responses received. (Practice) Extended

Glossary Terms Analysis; Synthesis

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.1.b and 7.1.b.3 are extensions in Grade 6

Notes



76



ELA.G7.1.c Make statements to communicate agreement or tactful disagreement with others’ ideas. Essential

ELA.G7.1.c.1 Respond appropriately to others’ questions in order to encourage discussion, foster understanding, and bring the discussion back to the topic when needed. Essential

ELA.G7.1.c.2 Provide feedback to other group members, acknowledge new insights expressed by others, and when justified, modify their own views. Essential

ELA.G7.1.c.3 Maintain a focused discussion. Essential

ELA.G7.1.c.4 Initiate and sustain group discussion of assigned and self-selected topics. (Practice) Extended

ELA.G7.1.c.5 Defend and support opinions on both sides of an issue based on research from experts in the field, revising opinions based on support gathered through research. (Practice) Extended

Glossary Terms

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.1.c.1 In Grade 6: ―Pose and respond to questions‖ In Grade 7: “Respond…. to encourage discussion…” 7.1.c.2 In Grade 6: ―receive and understand feedback…‖ In Grade 7: “provide feedback to acknowledge new insights…” New 7.1.c

Notes


7.1.a.5 is a good standard to incorporate the use of textual evidence.


Rubrics and checklists should only assess skills that were explicitly taught.

77



ELA.G7.1.d Use language and style appropriate to audience, topic, and purpose. Essential

ELA.G7.1.d.1 Select vocabulary, tone, and style with audience and purpose in mind. Essential

ELA.G7.1.d.2 Analyze the interrelationship among purpose, viewpoint, and audience. (Core) Extended

ELA.G7.1.d.3 Justify the appropriateness of selected vocabulary in different contexts. (Connections) Extended

ELA.G7.1.d.4 Explain how variations in style from standard English may or may not be appropriate in different contexts. (Connections) Extended

Glossary Terms Style; Audience; Purpose; Viewpoint

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.1.d.1- adds tone and style in Grade 7

Notes

This standard ties into vocabulary (connotations, nuances), word choice, tone, and this is a good time to integrate the study of vocabulary into communication.

78



ELA.G7.2 The student will identify and demonstrate the relationship between a speaker’s verbal and nonverbal messages. Essential

The student will evaluate the effectiveness of the relationship between a speaker’s verbal and nonverbal message and analyze the overall impact on an audience. (Connections)


ELA.G7.2.a Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice appropriate for the intended audience. Essential

ELA.G7.2.a.1 Match vocabulary, tone, and volume to the audience, purpose, and topic of the message. Essential

ELA.G7.2.a.2 Evaluate the effectiveness of matching vocabulary, tone, and volume to the audience, purpose, and topic of the message. (Core) Extended

Glossary Terms Verbal; Nonverbal; Word choice; Pitch; Tone; Voice

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.2.a.1 – in Grade 6, matching vocabulary to audience, purpose, and topic New 7.2

Notes

79



ELA.G7.2.b Use nonverbal communication skills, such as eye contact, posture, and gestures to enhance verbal communication skills. Essential

ELA.G7.2.b.1 Use proper posture and stance when speaking. Essential

ELA.G7.2.b.4 Evaluate the effectiveness of using proper posture and stance when speaking. (Practice) Extended

ELA.G7.2.b.2 Use appropriate facial expressions and gestures or motions to add to what is being said. Essential

ELA.G7.2.b.3 Evaluate the effectiveness of using facial expressions and gestures in order to add to what is being said. (Practice) Extended

ELA.G7.2.c Compare/contrast a speaker’s verbal and nonverbal messages. Essential

ELA.G7.2.c.1 Identify whether or not a nonverbal message complements the spoken message. Essential

Glossary Terms Stance

Previous Year


Notes

Use of media clips (especially close captioned) can be used with this standard

80




ELA.G7.3.a Identify persuasive/informative techniques used in nonprint media including television, radio, video, and Internet. Essential

ELA.G7.3.a.1

Identify persuasive techniques in the media including: ° name calling or innuendo – creating a negative attitude; hinting or implying; using loaded, emotional, or slanted language; ° glittering generalities or card stacking – telling only part of the truth; generalizing from a shred of evidence; ° bandwagon – creating a desire to join a large group satisfied with the idea; making one feel left out if not with the crowd; ° testimonials – using the declaration of a famous person or authoritative expert to give heightened credibility; ° appeal to prestige, snobbery, or plain folks – using a spokesperson who appeals to the audience: a well-known or appealing person the audience wants to emulate, a person like the audience members with whom they can identify, a person whose lifestyle appeals to the audience; and ° appeal to emotions – connecting with emotions: loyalty, pity, or fear; love of family, peace, or justice. Essential

ELA.G7.3.a.2 Assess persuasive messages in the media to determine patterns in content and form over time periods, locations, and culture . (Connections) Extended

Glossary Terms Media literacy; Persuasive techniques

Previous Year

All above SBIs are the same in Grade 6 except New 7.3.a.1

Notes


81




ELA.G7.3.b.1 Recognize and identify opinions in the media. Essential

ELA.G7.3.b.5 Determine the appropriate context for the use of opinions. (Core) Extended

ELA.G7.3.b.3 Recognize and identify facts in the media. Essential

ELA.G7.3.b.6 Determine the appropriate context for the use of facts. (Core) Extended


ELA.G7.3.b.7 Identify specific instances of accuracy and bias in order to understand how personal perspectives influence media. (Core/ Connections) Extended

ELA.G7.3.b.3 Recognize that evidence is fact and a valid inference is the interpretation of fact. Essential

Glossary Terms Fact; Opinion; Inference; Bias

Previous Year

All above SBIs are new in Grade 7 except New

7.3.b.5

Notes



Visit the Newseum website for teacher materials on fact vs. opinion in the media.

82



ELA.G7.3.c Describe how word choice and visual images convey a viewpoint. Essential

ELA.G7.3.c.1 Recognize that production elements in media are composed based on audience and purpose to create specific effects. Essential

ELA.G7.3.c.2

Recognize that the effectiveness of any media message is determined by the impact on the intended audience. For example, the Don’t Drink and Drive campaign has been an effective campaign because the number of traffic accidents due to drunk driving has been reduced. Essential

ELA.G7.3.c.6 Evaluate how personal experience contributes to varying insights about what is heard and viewed. (Connections/Identity) Extended

ELA.G7.3.c.3 Describe the effect on the audience of persuasive messages in the media. Essential

Previous Year

All above SBIs are the same in Grade 6 except New 7.3.c

Notes


Students must recognize that all media messages are constructed and that to understand the whole meaning of the message they can deconstruct it, looking at the following attributes:

o Authorship (Who constructed the message?) o Format (This is not just the medium being used but also how the creators

used specific elements for effect.) o Audience (Who is the person or persons meant to receive the message?

How will different people receive the message?) o Content (This is not just the visible content but the embedded content as

well, which includes underlying assumptions of values or points of view.) o Purpose (Why is the message being sent?)

83



ELA.G7.3.c.4 Identify effective word choice in the media. Essential

ELA.G7.3.c.5 Experiment with word choice to illustrate how different choices influence meaning in the media. (Core) Extended

ELA.G7.3.c.7 Analyze how visual images work persuasively to shape public opinion. (Practice) Extended

ELA.G7.3.d Compare and contrast the techniques in auditory, visual, and written media messages. Essential

ELA.G7.3.d.1 Deconstruct and analyze the elements of a variety of media including layout, pictures, and text features in print media, and camera shots, lighting, editing and sound in TV, radio, and film. Essential

ELA.G7.3.e Craft and publish audience-specific media messages. Essential

ELA.G7.3.e.1

Create and publish age-appropriate media messages, such as public service announcements aimed at a variety of audiences with different purposes; include multimedia components in presentations to emphasize points. Essential

Glossary Terms Deconstruct

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.3.c.4 Grade 6: ―understand that the effectiveness of any media message is determined by the results on the intended audience…‖ Grade 7: “describe the effect on the audience of persuasive messages in the media…”

New

7.3.d.1

Notes

In 7.3.d, the intent of the standard is to compare and contrast not identify.

The three most common camera angles or shots are the close-up, long shot, and medium shot.

In 7.3.e, student will be creating media messages. SBTS can help with the technology aspect of the standard.

84







Glossary Terms Word origins; Derivations; Roots; Cognates; Affixes; Synonyms/ antonyms

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.4 adds pronunciations in Grade 7

Notes

Authentic text refers to texts that students encounter in their lives, such as news articles, novels, and functional texts.


The State does not identify separate grade 7 and grade 8 roots and affixes .


ELP levels 1-5 may benefit from the use a bilingual or English-English dictionary in the classroom.


85



ELA.G7.4.b.2 Separate and recombine known word parts to predict the meaning of unfamiliar words, such as separating dent from dentist and fric from friction to predict the meaning of dentifrice. Essential

ELA.G7.4.b.3 Use synonyms and antonyms to determine the meaning of unfamiliar words. Essential


ELA.G7.4.c. 1 Use the relationship between particular words (e.g., synonym/antonym, cause/effect, degree, etc.) to better understand words. Essential

Glossary Terms Synonym; Antonym

Previous Year

All above SBIs are the same in Grade 6 except 7.4.b.4 Grade 6: “recognize common synonyms and antonyms” Grade 7: “use synonyms and antonyms to determine meaning…” 7.4.c.1 Grade 6: ―recognize word relationships…‖ Grade 7: “use the relationship…to better understand words”

Notes

Other units include a study of figurative language, including poetry, fiction, and literary analysis


86



ELA.G7.4.c. 3

Analyze relationships common to analogy construction, including: ° type or example – cinnamon: spice; ° association – bow: arrow; ° operator – car: driver; ° mathematical – three: six; ° number – louse: lice; (Unit 1) ° synonyms and antonyms – hot: cold; (Unit 1) ° purpose – chair: sit; ° cause/effect – sun: burn; ° sequence – day: week; (Unit 1) ° characteristic – snow: cold; (Unit 2) ° product – tree: lumber; and (Unit 2) ° degree – warm: hot. (Unit 2) Expected


Glossary Terms Analogy

Previous Year


Notes


87



ELA.G7.4.d The student will identify connotations. Essential

ELA.G7.4.d.1 Recognize that words have nuances of meaning (figurative, connotative, and technical), which help determine the appropriate meaning. Essential

ELA.G7.4.d.5 Explore the impact of connotations on the author's message. (Connections) Extended

ELA.G7.4.d.2

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending), recognizing that some words have technical meanings based on context such as stern. Essential

ELA.G7.4.d.3 Recognize that synonyms may have connotations (e.g., elderly and mature; youthful and juvenile). Essential

ELA.G7.4.d.4 Describe how synonyms and antonyms reflect depth and complexity of thinking. (Identity) Extended

ELA.G7.4.d.5 Explore the impact of connotations on the author's message. Extended


Glossary Terms Connotation; Technical; Context; Sentence structure

Previous Year

All above SBIs are new to grade 7 except New 7.4.e

Notes

Linear array and degree analogies can be used for modeling the nuances of connotation.

Word walls make vocabulary immediately accessible to students. Word walls are intended to be referenced during instruction on a regular basis, not just used as a bulletin board.


Students should be encouraged to find examples of these standards in their independent reading.


88



ELA.G7.4.f Extend general and specialized vocabulary through speaking, listening, reading, and writing. Essential

ELA.G7.4.f.1 Consult word reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine/clarify meanings. Essential

Glossary Terms

Previous Year


Notes



ELP levels 1-5 may benefit from the use a bilingual or English-English dictionary in the classroom.

89





ELA.G7.6.a.1

Activate prior knowledge before reading by use of, but not limited to: ° small-group or whole-class discussion; ° anticipation guides; and ° preview of key vocabulary. Essential

Glossary Terms Background knowledge; Anticipation guide

Previous Year


Notes

Background knowledge can be determined using pre-assessments. The results of these preassessments can be used to group students and make instructional decisions.


90






Glossary Terms Draw conclusions/ Make inferences; Explicit information; Implied information

Previous Year

All above SBIs are the same in Grade 6 except Changed

7.6.d.2: Grade 6: ―give evidence from text to support conclusions…‖ Grade 7: “provide evidence to support or negate opinions, inferences…”

Notes




Helpful strategies for students that break apart the process of making an inference: o It Says, I Say, So o Background Knowledge (BK) + Textual Clues (TC) = Inference

This strand focuses on the analysis of multiple nonfiction texts, not just one nonfiction book. This includes excerpts/chapters from nonfiction, articles, functional texts, and flyers.

Students need to provide textual evidence to support/negate opinions and inferences.

91






Glossary Terms Main idea

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.6.h.1 Grade 6: ―determine a central idea of a text and recognize how details support…‖ Grade 7: “determine two or more central ideas in a text and analyze their development…”

Notes

Main idea and summary are not the same. Note the definitions and teaching tools in the glossary.

Note that in 7.6.h.1, students should be providing textual evidence from the text. Graphic organizers and text annotation are good tools for this SBI.


92



ELA.G7.6.i Summarize text identifying supporting details. Essential

ELA.G7.6.i.1 Provide an objective summary of the text by recording the development of the central ideas. Essential


ELA.G7.6.i.2 Use graphic organizers and/or rules to analyze and summarize text. Expected

ELA.G7.6.i.3

Use strategies for summarizing, such as the following: ° delete trivia and redundancy; ° substitute a general term for a list; and ° find or create a main idea statement. Expected

Glossary Terms Summarize

Previous Year

All above SBIs are the same in Grade 6 except New 7.6.i.3

Notes


Note that in 7.6.i.1, students should be providing textual evidence from the text. Graphic organizers and text annotation are good tools for this SBI.


93










Glossary Terms Reading strategies

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.6.k Grade 6: ―organize information using a variety of methods…‖ Grade 7: “organize and synthesize information for use in written formats…” 7.6.k.1 Grade 6: ―compare and contrast information about one topic which may be contained in different selections…‖ Grade 7: “Read several texts on a similar topic and synthesize what is read…” 7.6.k.2: Grade 6: ―compare and contrast similar information across several texts…‖ Grade 7: “Analyze how two or more authors writing about the same topic shape their presentations or viewpoints of key information…” 7.6.1.2 Grade 6: ―recognize and summarize details…‖ Grade 7: “analyze details…”

Notes

Multiple texts are necessary for 7.6.k. Pairing passages with

like authors, themes, and genres can be used.

Paired passages are texts with some common links, whether it

be a topic, concept, author, or style.

Texts and Lessons for Content-Area Reading by Harvey

Daniels and Nancy Steineke is a good source of nonfiction text

sets on the same topics.

Analyzing the writing of two authors on the same topic is an

opportunity to use paired passages of different genres, such as

a nonfiction article and a poem.

Reading strategy instruction should be explicit, and it should

spiral through multiple texts.

Match a reading strategy with an appropriate text that lends

itself to modeling and practicing a particular strategy. A text

may be a paragraph, passage or a whole article.

94


Writing

ELA.G7.7 The student will write in a variety of forms with an emphasis on exposition(Unit 2), narration (Unit 1), and persuasion. Essential


The student will evaluate real world models and mentor texts for effective patterns and strategies and apply the observed techniques to their own writing for authentic purposes. (Practice) Extended



ELA.G7.7.a.2 Plan writing according to submission guidelines for manuscripts and other formats established for submitting writing to publishers. (Practice) Extended

Glossary Terms Audience; Purpose; Persuasion; Mentor text

Previous Year


Notes

Research shows that strong writing and grammar instruction should be connected to what

students are reading.

Students will produce additional writing that may not reflect the entire writing process, such as

quick-writes, paragraphs, journal entries, summaries, reflection, admit/exit tickets, and electronic

postings.

The state stresses the importance of not strictly teaching formulaic writing, such as the five-

paragraph essay.

Techniques that allows for structured, but not formulaic, instruction is the use of rubrics and

mentor texts.

Every step of the writing process should be explicitly taught (I Do, We Do, You Do).


The use of mentor texts and lessons that are immediately applied into the students’ writing

allows for students to see the purpose and the power of grammar.

Identifying intended audience creates an authentic purpose for writing. Keep this in mind for the

publishing step of the writing process.

95


Writing

ELA.G7.7.b Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. Essential

ELA.G7.7.b.1

Use a variety of prewriting strategies including: ° brainstorming; ° webbing; ° mapping; ° outlining; ° clustering; ° listing; and ° using graphic organizers. Essential


ELA.G7.7.c.1 Choose an appropriate strategy for organizing ideas such as comparison/contrast, personal narrative, cause/effect, etc., and provide transitions between ideas. Essential



Glossary Terms Prewriting; Topic; Mode

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.7.c.1 Grade 6: ―write using strategies such as definition, classification, comparison/contrast, and cause/effect…‖ Grade 7: “choose an appropriate strategy for organizing ideas such as comparison contrast…” 7.7.d.1 Grade 6: ―write informative/explanatory texts to examine a topic and convey ideas, concepts, and information…‖ Grade 7: “explain, analyze, or summarize a topic…”

Notes

Each of the indicators above requires a specific writing lesson, using student examples, the use of mentor texts, and teacher modeling.

Introduce students to more than one prewriting strategy with consideration to the writing mode and student learning style. TAP and Count is one prewriting tool; it should not be the only type taught.

Prewriting helps students focus and narrow their topic. Spending time in prewriting saves time when composing.

Graphic organizers, student-generated or template-based (such as Ed Ellis),may help students organize their prewriting.

The Writing SOL does take correct mode into account when scoring.

7.7.c.1 is an opportunity to integrate writing into the study of nonfiction reading. When teaching organizational pattern and text features in the nonfiction unit, it strengthens student understanding of text features and organizational patterns if they employ them as a writer.

The state stresses the importance of not strictly teaching formulaic writing, such as the five-paragraph essay.

Cutting up paragraphs and essays (sentence/paragraph scramble) for student groups to organize helps students understand organization.

96


Writing




ELA.G7.7.e.2 Differentiate between a thesis statement and a topic sentence. Essential

ELA.G7.7.e.3 Understand that a topic sentence supports an essay’s thesis statement; it unifies a paragraph and directs the order of the sentences. Expected

ELA.G7.7.f Write multiparagraph compositions with unity elaborating the central idea. Essential

ELA.G7.7.f.3 Create multiparagraph compositions focusing on a central idea and using elaborating details, reasons, or examples as appropriate for audience and purpose. Essential

Glossary Terms Introduction; Conclusion; Topic sentence; Thesis statement

Previous Year


7.7.d.3- in Grade 6, they provide an appropriate conclusion, but introductions aren’t specifically mentioned 7.7.e.3 is an extension in Grade 6

7.6.f.3: In Grade 7, there is a focus on audience in purpose that does not exist in Grade 6

Notes

Each of the indicators above requires a specific writing lesson, using student examples, teacher modeling, and mentor texts.

Teachers should provide students with multiple examples of introductions and conclusions and model writing both with students.

Provide students with multiple, practice opportunities to write sentences and paragraphs.

The state stresses the importance of not strictly teaching formulaic writing, such as the five-paragraph essay.

Use models of strong essays, as well as rubrics created based on the elements of writing you explicitly taught, to help students understand organization.

Rubrics can only assess skills that have been explicitly taught.


Leveling (found in Image Grammar by Harry R. Noden)is a good activity to help students elaborate.

Writing Small (found in Teaching Adolescent Writers by Kelly Gallagher) is a good activity to help develop central ideas.


Students should be assessed throughout the writing process, not just the final paper.

97


Writing

ELA.G7.7.f.4 Experiment with a variety of ways to transition smoothly between details to elaborate central ideas. (Practice) Extended


ELA.G7.7.g.2

Use written expression to draft and revise compositions with attention to: ° voice; ° tone; ° selection of information; ° embedded phrases and clauses that clarify meaning; ° vivid and precise vocabulary; ° figurative language; and (Unit 1) ° sentence variety. (Units ½) Essential

Glossary Terms Tone; Voice; Phrases; Clauses

Previous Year


Notes

Have students compare formal and informal styles by writing a letter with the same content to three different audiences, such as a parent, a best friend, and the principal.

All steps of the writing process must be explicitly taught (I Do, We Do, You Do).

Students cannot be assessed on skills they were not explicitly taught.


Try using mentor text to model written expression.

Many of the above skills (selection of information, embedded phrases and clauses, precise vocabulary) need mini-lessons (I Do, We Do, You Do).

98


Writing

ELA.G7.7.g.3

Recognize terms illustrative of tone, such as, but not limited to: ° serious; ° sarcastic; ° objective; ° enthusiastic; ° solemn; ° humorous; ° hostile; ° personal; and ° impersonal. Essential

Glossary Terms Tone

Previous Year


Notes

Try using mentor text to model tone.

99


Writing

ELA.G7.7.h Expand and embed ideas by using modifiers, standard coordination, and subordination in complete

sentences.

Essential

ELA.G7.7.h.3

Incorporate variety into sentences using simple, compound, and compound-complex sentences, including, but not limited to: ° coordination – joining words, phrases, clauses, or sentences by using appropriate coordinating conjunctions; ° subordination – establishing the relationship between an independent and a dependent clause by using appropriate subordinate conjunctions; and ° modifier – an adjective, an adverb, or a phrase or clause acting as an adjective or adverb. Essential

Glossary Terms Simple sentence; Compound sentence; Compound-complex sentence; Coordination; Subordination; Modifier

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.7.h.3 In grade 6, students are combining sentences but the terms “simple, compound, and complex” aren’t used

Notes

Use mentor texts for instructional examples and have students revise sentences in their writing.


7.7.h.3 allows for the integration of writing and grammar instruction. Research shows that students who study grammar and then immediately apply that study into their writing have greater retention of the grammar study than those who study grammar in isolation.

100


Writing


ELA.G7.7.j.1

Apply revising procedures in peer and self-review, including: ° rereading; ° reflecting; ° rethinking; and ° rewriting. Essential

Glossary Terms Revision

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.7.j.1 Grade 6: ―understand that revising to improve includes rereading, reflecting…‖ It applies these as an extension in Grade 6 Grade 7: “apply revising procedures…rereading, reflecting…”

Notes




Provide students with a structured, modeled activity for peer review rather than just a peer editing session.

101


Writing

ELA.G7.7.j.3

Apply revising procedures, including: ° including vivid vocabulary; ° combining sentences for variety and rhythm; and ° providing transitions between ideas and paragraphs. Expected

ELA.G7.7.j.4 Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Expected

ELA.G7.7.j.5 Based on an analysis of possible areas for revision, experiment with multiple options and evaluate for effectiveness. (Core/ Identity) Extended

Glossary Terms Sentence variety

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.7.j.3 Grade 6: Includes everything but not between paragraphs. Between paragraphs is an extension

Notes




102


Writing




ELA.G7.7.k.3 Predict future technological developments and the influence they will have on the art of writing. (Connections) Extended

Glossary Terms

Previous Year


Notes

It is important to note that 7.7.k asks students to use computer technology to assist throughout the writing process. This includes prewriting, drafting, revision, and editing, not just publishing.

Try using a wiki to record each step of the writing process. Each page of the wiki shows the development of the piece of writing.

Use Google apps for students to save and track all steps of the writing process. It is also a way for students to peer review or collaborate on a piece of writing.

Writing SOLs are online.

103


Writing (Grammar)

ELA.G7.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. Essential

ELA.G7.8.a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. Essential

ELA.G7.8.a.1 Diagram sentences with phrases and clauses. Essential

ELA.G7.8.a.2 Evaluate the personal effectiveness of diagramming sentences as a tool for revision. (Identity) Extended

ELA.G7.8.b Choose appropriate adjectives and adverbs to enhance writing. Essential

ELA.G7.8.b.1 Choose appropriate adjectives and adverbs to enhance writing. Essential

Glossary Terms Sentence diagrams

Previous Year


Notes


The use of mentor texts and lessons that are immediately applied into the students’ writing

allows for students to see the purpose and the power of grammar in writing.

Use student-created sentences for diagramming.


When evaluating for conventions, assess only those that were explicitly taught. Kelly

Gallagher suggests marking no more than six errors on a student paper in Teaching

Adolescent Writing.

The above skills should have individual explicit mini-lessons (I Do, We Do, You Do).

When assessing, the rubric should match the skills specifically taught.

104


Writing (Grammar)

ELA.G7.8.c Use pronoun-antecedent agreement to include indefinite pronouns. Essential

ELA.G7.8.c.1

Use a singular pronoun to refer to a singular antecedent and a plural pronoun to refer to a plural antecedent (e.g., All students should bring their notebooks to class. Each student must provide his own pen.) Essential

ELA.G7.8.c.2 Analyze how changes over time in society have impacted grammar rules. Consider whether there are contemporary examples of changing rules in society. (Connections) Extended

Glossary Terms Antecedent

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.8.c.1 Grade 6 ―use first person pronouns appropriately in compound subjects and objects‖ Grade 7: “use a singular pronoun to refer to a singular antecedent”

Notes




105

Grade 7: Unit 3 Weeks Persuasion/Persuasive Writing (Grammar)

ELA.G7.8.f Demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences. Essential



ELA.G7.8.g Use quotation marks with dialogue. Essential

ELA.G7.8.g.1 Use quotation marks to represent the exact language (either spoken or written) of another. Essential



Glossary Terms Nonrestrictive/ Parenthetical elements; Fragment; Comma splice; Run on

Previous Year


7.8.f Grade 6: ―identify all eight parts of speech…‖ Grade 7: “demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences…” 7.8.f.3 Grade 6: ―avoid comma splices and fused sentences…‖ Grade 7: “eliminate fragments, comma splices and run-on sentences…” New 7.8.f.2

Notes


Students can only be assessed on skills if they have been explicitly taught, so rubrics should only assess these particular grammar skills.



In this unit, 7.8.g.1 refers to evidence not dialogue

106


Research



ELA.G7.9.a.1

Use available resource tools, including: ° educational online resources; ° reference books; ° scholarly journals; ° magazines; ° the Internet, as appropriate for school use; and ° general and specialized (or subject-specific) databases. Essential

ELA.G7.9.a.2

Organize and synthesize information with tools, including: ° graphic organizers; ° outlines; ° spreadsheets; ° databases; and ° presentation software. Essential


Previous Year

All above SBIs are the same in Grade 6 except Changed 7.9 Grade 6: ―find, evaluate, and select appropriate resources for a research product…‖ Grade 7: “apply knowledge… to produce a research product…” 7.9.a Grade 6: ―collect information from multiple sources…‖ Grade 7: “collect and organize information from multiple sources…” New 7.9.a.2

Notes

Use inquirybursts.com for short research assignments/ideas to integrate into this unit. This site also offers ideas for generating questions and synthesizing.

Use your librarian as a resource for planning lessons. Research product is not necessarily a large research project/paper. Products could

include brochures, electronic postings, websites, wikis, and blogs, and expert groups. Research can be used to enhance what is already being taught, such as the building

of background knowledge and impromptu research. To determine the strategies to generate notes, students can focus on questioning and

purpose.

107


Research



ELA.G7.9.a.5 Generate and narrow research topics Expected

ELA.G7.9.a.6 Generate questions to guide research Expected


Glossary Terms Validity; Authenticity

Previous Year

All above SBIs are the same in Grade 6 except New 7.9.a.4 (this is done in writing in Grade 6) 7.9.a.5 7.9.a.6 7.9.a.7

Notes





108


Research


ELA.G7.9.b.1

Evaluate the validity and authenticity of texts, using questions, such as: ° Does the source appear in a reputable publication? ° Is the source free from bias? ° Does the writer have something to gain from his opinion? ° Does the information contain facts for support? ° Is the same information found in more than one source? Essential



ELA.G7.9.d Cite primary and secondary sources. Essential

ELA.G7.9.d.3 Cite specific evidence from the text to support conclusions. Essential

ELA.G7.9.e Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. Essential

ELA.G7.9.e.1 Prevent plagiarism and its consequences by giving credit to authors when ideas and/or words are used in direct quotation or paraphrases. Essential

Glossary Terms Plagiarism

Previous Year


New 7.9.b.1- The questions are new in Grade 7 7.9.d.3

Notes

This standard focus on validity and authenticity of texts. It would be a good place to incorporate student talk and discussion.


This can be done with the text you are studying and students’ independent reading.

The OWL website, owl.english.purdue.edu, offers information and activities for teaching about plagiarism.

When looking at the consequences of plagiarism, look to your own school, as well as FCPS honor codes

110

Grade 7: Unit 4 4 Weeks Poetry/Response to Literature



Advanced

Academic

Extension




Previous Year


Notes

Indicators for ―courtesy when listening‖ may include eye contact, questioning (content, tone

of voice), seated posture, note-taking, feedback (surveys or clapping)

Kagan Strategies and other cooperative structures serve to facilitate student discussions,

such as Save the Last Word, Talking Chips.

Oral presentations for poetry might include Poetry Slams, presenting original poems, and

dramatic readings.

111






Glossary Terms Inference; Bias

Previous Year


Notes




112






Glossary Terms Authentic Texts


Notes

Authentic text refers to texts that students encounter in their lives, such as news articles, novels, and functional texts.



Select vocabulary terms based on high frequency within the text and necessary to understanding the text.



113






Glossary Terms Figurative language; Analogy

Previous Year All above SBIs are the same in Grade 6 except Changed 7.4.c.1 Grade 6: ―recognize word relationships…‖ Grade 7: “use the relationship between words…”

Notes




Terms and phrases from vocabulary study should come from classroom texts as much as possible, rather than isolated lists or vocabulary workbooks.

Students should be creating their own analogies, as well as identifying. This can be done within the context of the texts.

114



ELA.G7.4.c.2 Recognize, understand, and use figurative language including: ° simile – figure of speech that uses the words like or as to make comparisons; ° metaphor – figure of speech that makes a comparison equating two or more unlike things. ° personification – figure of speech that applies human characteristics to nonhuman objects; and ° hyperbole – intentionally exaggerated figure of speech.

Essential


Extended

Glossary Terms Simile; Metaphor; Personification; Hyperbole

Previous Year All above SBIs are the same in Grade 6 except Changed 7.4.c.4: Grade 6: ―identify and discuss figurative language…‖ (personification not included) Grade 7: “recognize , understand, and use figurative language…”

Notes

Before teaching figurative language, pre-assessment is suggested to match instruction to students’ needs.

Figurative language is featured in other units as well, including poetry, fiction, and literary analysis.

115



ELA.G7.4.d.2 Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending), recognizing that some words have technical meanings based on context such as stern.

Essential

ELA.G7.4.d.3 Recognize that synonyms may have connotations (e.g., elderly and mature; youthful and juvenile). Essential

ELA.G7.4.d.4 Describe how synonyms and antonyms reflect depth and complexity of thinking. (Identity) Extended

ELA.G7.4.e Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

Essential

Glossary Terms Connotation; Denotation: Context; Sentence structure

Previous Year All above SBIs are new to grade 7

Notes

Linear array and degree analogies can be used for modeling the nuances of connotation.

Jane Allen’s Words, Words, Words and Word Wise and Content Rich by Douglas Fisher and Nancy Frey include strategies for teaching vocabulary; e.g., Knowledge Rating Chart.


116


Reading (Poetry)

ELA.G7.5 The student will read and demonstrate comprehension of a variety of fictional texts(Unit 1), narrative nonfiction,(Unit 2), and poetry. Essential


ELA.G7.5.b.1

Distinguish between narrative prose and poetic forms, including: - haiku – a 17-syllable, delicate, unrhymed Japanese verse, usually about nature; -limerick – a 5-line, rhymed, rhythmic verse, usually humorous; -ballad – a songlike narrative poem, usually featuring rhyme, rhythm, and refrain; -free verse – poetry with neither regular meter nor rhyme scheme -couplet – a pair of rhyming lines; and -quatrain – a stanza containing four lines. Essential

Glossary Terms Haiku; Limerick; Ballad; Free verse; Couplet; Quatrain

Previous Year All above SBIs are the same in Grade 6 except Changed 7.5.b is an extension in Grade 6 7.5.b.1: couplet and quatrain are new

Notes

In 7.5.b, the standard requires the use of multiple texts in order to compare and contrast. This is a good place to use paired passages.

117


Reading (Poetry)



Essential

ELA.G7.5.d.7 Compare the similarities and differences in the choice and use of literary devices in fiction, narrative nonfiction, and poetry. (Connections)

Extended


Essential

ELAG7.5.d.8 Reflect on how the author’s style, word choice, and use of imagery influence personal understanding and reaction to a text. (Identity)

Extended

Glossary Terms Word choice; Imagery; Literary device; Foreshadowing; Irony; Sentence language patterns; Author’s style

Previous Year All above SBIs are the same in Grade 6 except Changed 7.5.d- figurative language is added in Grade 7 7.5.d.2: Grade 6: ―describe how word choice and imagery contribute to meaning of text…‖ ―notice an author’s craft, including ….language patterns…sentence variety…‖ ―use knowledge of point of view… to extend understanding‖ Grade 7: “analyze elements of author’s style…”

New 7.5.d.1

Notes


Mentor text could be used for teacher modeling and student practice (I Do, We Do)

before students analyze on their own.

This standard should be connected back to student writing. Once students study

the style and language of authors, they can go back into their own writing to employ

these techniques.

In 7.5.d.1 and 7.5.d.2, the intent of the standard is analyze, not identify. This

implies that the student must be able to understand why the author made the

choices he/she did in the text.

Students would need to provide textual evidence for poetic devices.

Note that poetic devices are seen in both poetry and prose.


118


Reading (Poetry)


Essential

ELA.G7.5.d.4 Recognize and analyze the impact of an author’s choice of poetic devices, including: ° rhyme – recurring identical or similar final word sounds within or at the ends of lines of verse; ° rhythm – the recurring pattern of strong and weak syllabic stresses; ° meter – a fixed pattern of accented and unaccented syllables in lines of fixed length to create rhythm; ° repetition – repeated use of sounds, words, or ideas for effect and emphasis; ° alliteration – repetition of initial sounds, e.g., picked a peck of pickled peppers; and ° onomatopoeia – the use of a word whose sound suggests its meaning, e.g., clatter.

Essential

ELA.G7.5.d.9 Reflect on how the author's use of poetic devices influences personal understanding and reaction to a text. (Identity)

Extended

ELA.G7.5.d.5 Explain how poetic devices of form, rhyme, rhythm, repetition, line structure, and punctuation convey the mood and meaning of a poem.

Essential

ELA.G7.5.d.6 Experiment with form, including rhyme, rhythm, repetition, line structure and punctuation, to create alternative versions of a poem. (Practice)

Extended

Glossary Terms Tone; Rhyme; Rhythm; Meter; Repetition; Alliteration; Onomatopoeia; Form; Line structure

Previous Year All above SBIs are the same in Grade 6 except Changed 7.5.d.4: Grade 6: ―recognize poetic elements…‖ Grade 7: “recognize and analyze the impact of the author’s choice of poetic elements…” New 7.5.d.5

Notes

In 7.5.d.4, the intent of the standard is analyze, not identify. This implies that the student must be able to understand the impact of the writer’s choice.

In 7.5.d.5, students must be able to explain how the devices convey the mood and meaning of the poem. This goes far beyond identification.

Note that poetic devices are seen in both poetry and prose.

119


Writing

ELA.G7.7 The student will write in a variety of forms with an emphasis on exposition, narration(Unit 1), and persuasion(Unit 3). Essential

ELA.G7.7.b The student will use a variety of prewriting strategies including graphic organizers(Units 1/2/3/5) to generate and organize ideas. Essential

ELAG7.7.b.2 Use knowledge of variety of literature as models for writing (poetry). Expected ELA.G7.7.d The student will establish a central idea and organization. Essential

ELA.G7.7.d.1 Explain, analyze, or summarize a topic. (Units 1/2/3) Essential

Glossary Terms

Previous Year


Notes

In this unit, the emphasis is not on multi-paragraph writing. Instead, students should be given writing opportunities to analyze literature in shorter bursts. For example, students could write a paragraph about the theme in a poem incorporating textual evidence.

Students should be given the opportunity to write poetry.

Poetry Slams could be used in this unit.

120


Writing (Grammar)

ELA.G7.8.f Demonstrate understanding of sentence formation by identifying the eight parts of speech and (Units 1/2/3/5) their functions in sentences. Essential





Glossary Terms Nonrestrictive/ Parenthetical elements; Fragments; Comma splice; Run on

Previous Year


Changed 7.8.f Grade 6: ―identify all eight parts of speech…‖ Grade 7: “demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences…” 7.8.f.3 Grade 6: ―avoid comma splices and fused sentences…‖ Grade 7: “eliminate fragments, comma splices and run-on sentences…” New 7.8.f.2

Notes


The eight parts of speech have been taught in previous units. In this unit, the

intention is that the students will learn how the parts of speech function in a

sentence.

The use of mentor texts and lessons that are immediately applied into the

students’ writing allows for students to see the purpose and the power of

grammar in writing.

Jeff Anderson’s books Mechanically Inclined, Everyday Editing, and 10 Things

Every Writer Needs to Know are good resources for grammar lessons (7.8).

They include mentor texts and lessons that allow students to incorporate

grammar and craft lessons into their own writing.

Sentence diagramming is one tool to use to teach the eight parts of speech and

their functions in sentences.

Students can only be assessed on skills only if they have been explicitly

taught, so rubrics should only assess these particular grammar skills.

121


Research



ELA.G7.9.a.1 Use available resource tools, including: ° educational online resources; ° reference books; ° scholarly journals; (Units 2/3) ° magazines; (Units 2/3) ° the Internet, as appropriate for school use; and ° general and specialized (or subject-specific) databases.

Essential

Glossary Terms Research product; Media; Educational online resources; Reference books; Databases

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.9: Grade 6: “…find, evaluate, and select appropriate resources for a research project…” Grade 7: “…apply knowledge of appropriate reference materials to produce a research project…” 7.9.a: Grade 6: “collect information from multiple sources…” Grade 7: “collect and organize…”

Notes

Consider involving your SBTS, librarians, and other school resources, including grade-level teams, to develop research products.

A research product is not necessarily a large research project/paper. Products could include brochures, electronic postings, websites, wikis, blogs, and expert groups.

Research can be used to enhance what is already being taught, such as the building of background knowledge and impromptu research.

FCPS has a variety of databases.

122


Research



Glossary Terms

Previous Year All above SBIs are the same in Grade 6 except New 7.9.a.7

Notes





124

Grade 7: Unit 5 5 Weeks Literary Analysis/Response to Literature



Advanced

Academic

Extension




Previous Year


Notes

Indicators for ―courtesy when listening‖ may include eye contact, questioning (content, tone

of voice), seated posture, note-taking, feedback (surveys or clapping).

Kagan Strategies and other cooperative structures serve to facilitate student discussions,

such as Save the Last Word, Talking Chips.

125






Glossary Terms Media literacy; Accuracy; Bias

Previous Year


Notes




126







Glossary Terms Word origins; Roots; Affixes; Cognates; Synonyms/ Antonyms


Notes

Authentic text refers to texts that students encounter in their lives, such as news

articles, novels, and functional texts.

Terms and phrases, as well as roots and affixes, for vocabulary study should come

from classroom text as much as possible, rather than isolated lists or vocabulary

workbooks.


Select vocabulary terms based on high frequency within the text and necessity to

understanding the text.

ELP levels 1-5 may benefit from the use a bilingual or English-English dictionary in the

classroom.

Students need multiple, meaningful interactions with vocabulary (word origins,

context, analogies, figurative language).

ELP levels 1-5 students may use an English/English and or a Bilingual dictionary as

a classroom and testing accommodation. Teachers should explicitly instruct and

model for students how to use these accommodations throughout the school year.

127





ELA.G7.4.c.2 Recognize, understand, and use figurative language including: ° simile – figure of speech that uses the words like or as to make comparisons; ° metaphor – figure of speech that makes a comparison equating two or more unlike things. ° personification – figure of speech that applies human characteristics to nonhuman objects; and ° hyperbole – intentionally exaggerated figure of speech.

Essential


Extended

Glossary Terms Figurative language; Synonym; Antonym; Simile; Metaphor; Personification; Hyperbole

Previous Year All above SBIs are the same in Grade 6 except Changed 7.4.c.1 Grade 6: ―recognize word relationships…‖ Grade 7: “use the relationship between words…” 7.4.c.2: Grade 6: ―identify and discuss figurative language…‖ (personification not included) Grade 7: “recognize , understand, and use figurative language…”

Notes

Figurative language has been introduced in other units, including poetry and fiction.



The SOL may test this skill through all genres.

128



ELA.G7.4.d Identify connotations. Essential

ELA.G7.4.d.1 Recognize that words have nuances of meaning (figurative, connotative, and technical), which help determine the appropriate meaning. Essential

ELA.G7.4.d.5

Explore the impact of connotations on the author's message. (Connections) Extended

ELA.G7.4.d.2 Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending), recognizing that some words have technical meanings based on context such as stern. Essential

ELA.G7.4.d.3

Recognize that synonyms may have connotations (e.g., elderly and mature; youthful and juvenile). Essential

ELA.G7.4.d.4

Describe how synonyms and antonyms reflect depth and complexity of thinking. (Identity) Extended


Glossary Terms Nuance; Connotation; Synonym; Antonym; Context; Sentence structure

Previous Year All above SBIs are new to grade 7 except 7.4.e is the same in Grade 6 New 7.4.d

Notes Linear array and degree analogies can be used for modeling the nuances of connotation.




129


Reading (Literary Analysis)

ELA.G7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. Essential

ELA.G7.5.a Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict. Essential

ELA.G7.5.a.8 Determine a theme and analyze its development over the course of the text. Essential

ELA.G7.5.a.13 Generate other themes that pertain to the same concept. (Connections) Extended

Glossary Terms Fiction; Narrative structure; Setting; Character; Plot; Theme; Conflict; Genre

Previous Year All above SBIs are the same in Grade 6 except Changed 7.5.a Grade 6: ―Identify the elements …‖ Grade 7: “Describe the elements…”

7.5.a.8 Grade 6: ―determine a central idea or theme …. And how it’s developed through specific details…‖ Grade 7: “determine a theme and analyze its development over the course of the text…”

Notes

Students should demonstrate comprehension of fictional texts through multiple means beyond multiple-choice assessments, such as discussions, annotations, and entry/exit tickets.

eCART: Differentiated Lesson- Setting R003A74

eCART: Differentiated Lesson- Theme R003A64

Theme and topic are different.

Theme should be expressed as a complete thought. Instead of ―Love,‖ a theme may be ―Love can conquer anything.‖ Theme does not equate to moral.

Students should provide textual evidence to support character and theme development.

Thematic novel study would lend itself to 7.5.a.13.

130




ELA.G7.5.b.2

Compare/contrast the characteristics and narrative structures of: -short stories; -novels (including historical fiction); -folk literature; -tales -myths -legends -fables -plays; and narrative nonfiction (including personal essays, biographies, and autobiographies).

Essential

ELA.G7.5.b.3

Analyze the effectiveness of using each form under differing circumstances and/or conceptual focus. (Practice)

Extended

Glossary Terms Short stories; Novels; Folk literature; Tales; Myths; Legends; Fables

Previous Year All above SBIs are the same in Grade 6 except Changed 7.5.b is an extension in Grade 6 7.5.b.2 Grade 6: ―understand that fiction includes a variety of genres…‖ Grade 7: “compare and contrast the characteristics and narrative structure of…”

Notes

A Venn Diagram is just one structure for comparing and contrasting. Expose students to a variety, such as T-charts.


Paired passages are texts with some common links, whether it be a topic, concept,

author, or style.

131



ELA.G7.5.c Identify conventional elements and characteristics of a variety of genres. Essential

ELA.G7.5.c.1 Read, understand, and compare/contrast the characteristics and narrative structures of: -short stories; -novels (including historical fiction); -folk literature; - tales - myths - legends - fables -plays; and -narrative nonfiction (including personal essays, biographies, and autobiographies).

Essential

Glossary Terms Genre

Previous Year


Notes




132





Essential

ELA.G7.5.d.7 Compare the similarities and differences in the choice and use of literary devices in fiction, narrative nonfiction, and poetry. (Connections)

Extended


Essential

ELA.G7.5.d.8 Reflect on how the author's style, word choice, and use of imagery influence personal understanding and reaction to a text. (Identity)

Extended

Glossary Terms Word choice; Imagery; Literary device; Foreshadowing; Irony; Point of view; Sentence structure; Language patterns

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.5.d- figurative language is added in Grade 7 7.5.d.3: Grade 6: ―describe how word choice and imagery contribute to meaning of text…‖ ―notice an author’s craft, including ….language patterns…sentence variety…‖ ―use knowledge of point of view… to extend understanding‖ Grade 7: “analyze elements of author’s style…” New 7.5.d.1

Notes


Mentor text could be used for teacher modeling and student practice (I Do, We Do) before students analyze on their own (You Do).

This standard should be connected back to student writing. Once students study the style and language of authors, they can go back into their own writing to employ these techniques.

Note that the intent of 7.5.d.1 and 7.5.d.2 is analyze, not identify.


eCART: Differentiated Lesson Introduction to Figurative Language and Poetic Devices R003BC7

133





ELA.G7.6.a.1 Activate prior knowledge before reading by use of, but not limited to: ° small-group or whole-class discussion; ° anticipation guides; and ° preview of key vocabulary.

Essential

Glossary Terms Background knowledge; Anticipation guides


Notes

Multiple texts are necessary for the above standards. Pairing passages with like authors, themes, and genres can be used.

Pairing nonfiction with other genres will increase rigor.

Background knowledge can be determined using pre-assessments. The results can be used to group students and to make instructional decisions.


134






Glossary Terms Inferences; Conclusions; Explicit information; Implied information


Notes




Strategies for inference instruction: o It Says, I Say, So o Background Knowledge (BK) + Textual Clues (TC) = Inference

This strand focuses on the analysis of multiple nonfiction texts, not just one nonfiction book. This includes excerpts/chapters from nonfiction, articles, functional texts, and flyers.

135



ELA.G7.6.g Describe how word choice and language structure convey an author’s viewpoint. Essential

ELA.G7.6.g.1 Describe how word choice and language structure convey an author’s viewpoint. Essential

ELA.G7.6.g.2 Investigate patterns in word choice by one author across multiple texts to discover key elements of author's style. (Connections) Extended

ELA.G7.6.g.3 Compare two author's key elements of style regarding word choice. (Connections) Extended

Glossary Terms Word choice; Language structure; Viewpoint

Previous Year

All above SBIs are the same in Grade 6 except New 7.6.g 7.6.g.1

Notes

Note that in 7.6.g.1, students must describe how word choice and language structure convey an author’s viewpoint, rather than just identify.

136



ELA.G7.6.h The student will identify the main idea. Essential



ELA.G7.6.i The student will summarize text identifying supporting details. Essential


Glossary Terms Main idea; Summary

Previous Year All above SBIs are the same in Grade 6 except Changed 7.6.h.1 Grade 6: ―determine a central idea of a text and recognize how details support…‖ Grade 7: “determine two or more central ideas in a text and analyze their development…”

Notes


Note that in 7.6.h.1, students should be providing textual evidence from the text. Graphic organizers and text annotation are good tools for this SBI. Teachers will need to model and provide time for student practice throughout reading the text to meet this SBI.

137










Glossary Terms Synthesize; Reading strategies

Previous Year All above SBIs are the same in Grade 6 except Changed 7.6.k Grade 6: ―organize information…‖ Grade 7: “organize and synthesize information…” 7.6.k.1 adds the verb synthesize 7.6.k.2: Grade 6: ―compare and contrast similar information across several texts…‖ Grade 7: “Analyze how two or more authors writing about the same topic shape their presentations or viewpoints of key information…” 7.6.l.2: Grade 6: ―summarize supporting details‖ Grade 7: “analyze details”

Notes

Scholastic’s Book Wizard website will help students choose books on similar topics.

Comprehension Connections by Tanny McGregor and Strategies that Work by Stephanie Harvey and Anne Goudvis are resources for explicitly teaching reading strategies.

Multiple texts are necessary for 7.6.k. Pairing passages with like authors, themes, and genres can be used.


Texts and Lessons for Content-Area Reading by Harvey Daniels and Nancy Steineke is a good source of nonfiction text sets on the same topics.

Analyzing the writing of two authors on the same topic is an opportunity to use paired passages of different genres, such as a nonfiction article and a poem.

Reading strategy instruction should be explicit, and it should spiral through multiple texts.

Match a reading strategy with an appropriate text that lends itself to modeling and practicing a particular strategy. A text may be a paragraph, passage or a whole article.

138


Writing (Literary Analysis)

ELA.G7.7 The student will write in a variety of forms with an emphasis on exposition, narration(Unit 1), and persuasion(Unit 3). Essential

ELA.G7.7.c The student will organize writing structure to fit mode or topic. Essential


ELA.G7.7.d.1 Explain, analyze, or summarize a topic. (Units 1/2/3) Essential


ELA.G7.7.e The student will compose a topic sentence or thesis statement. Essential


ELA.G7.7.f The student will write multiparagraph compositions with unity elaborating the central idea. Essential

ELA.G7.7.f.1 Create multiparagraph compositions focusing on a central idea and using elaborating details, reasons, or examples as appropriate for audience and purpose. Essential

Glossary Terms Exposition; Mode; Thesis Statement; Topic sentence

Previous Year


Grade 6 includes descriptive writing

Changed 7.7.d.1 Grade 6: ―write informative/explanatory texts to examine a topic and convey ideas, concepts, and information…‖ Grade 7: “explain, analyze, or summarize a topic…” 7.7.d.3- in Grade 6, they provide an appropriate conclusion, but introductions aren’t specifically mentioned

Notes

Graphic organizers, student-generated or template-based (such as Ed Ellis) may help students organize their prewriting.

TAP and Count is one prewriting tool; it should not be the only type taught.

Each of the indicators above requires a specific writing lesson, using student examples, teacher modeling, and mentor texts.

Provide students with multiple examples of introductions and conclusions.

Provide students with multiple, practice opportunities to write sentences and paragraphs.

Provide time for student talk throughout the writing process.

The state stressed the importance of not strictly teaching formulaic writing, such as the five-paragraph essay.

Use models of strong essays as well as rubrics created based on the elements of writing you explicitly taught to help students understand organization.

Rubrics can only assess skills that have been explicitly taught.


139


Writing (Grammar)

ELA.G7.8.c Use pronoun-antecedent agreement to include indefinite pronouns. Essential

ELA.G7.8.c.1 Use a singular pronoun to refer to a singular antecedent and a plural pronoun to refer to a plural

antecedent (e.g., All students should bring their notebooks to class. Each student must provide his

own pen.)

Essential

ELA.G7.8.c.2 Analyze how changes over time in society have impacted grammar rules. Consider whether there

are contemporary examples of changing rules in society. (Connections)

Extended

Glossary Terms Antecedent; Indefinite pronouns

Previous Year

All above SBIs are the same in Grade 6 except Changed 7.8.c.1 Grade 6: ―use first person pronouns appropriately in compound subject and objects‖ Grade 7: “use a singular pronoun to refer to a singular antecedent”

Notes

Jeff Anderson’s books Mechanically Inclined, Everyday Editing, and 10 Things Every Writer Needs to Know are good resources for craft and grammar lessons. They include mentor texts and lessons that allow students to incorporate grammar and craft lessons into their own writing.

Grammar should be integrated into the writing program, and students should practice the skills in their own writing.


Each indicator above requires explicit writing lessons that include teacher modeling, group practice, and independent student work.

140


Writing (Grammar)

ELA.G7.8.f Demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences. Essential





Glossary Terms Nonrestrictive/ Parenthetical elements; Fragment; Comma splice; Run on

Previous Year


7.8.f Grade 6: ―identify all eight parts of speech…‖ Grade 7: “demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences…” 7.8.f.3 Grade 6: ―avoid comma splices and fused sentences…‖ Grade 7: “eliminate fragments, comma splices and run-on sentences…” New 7.8.f.2

Notes


Students can only be assessed on these skills if they have been explicitly taught, so rubrics should only assess these particular grammar skills.



141


Research





ELA.G7.9.b.1

Evaluate the validity and authenticity of texts, using questions, such as: ° Does the source appear in a reputable publication? ° Is the source free from bias? ° Does the writer have something to gain from his opinion? ° Does the information contain facts for support? ° Is the same information found in more than one source?

Essential

Glossary Terms Validity; Authenticity; Bias

Previous Year All above SBIs are the same in Grade 6 except Changed 7.9.b.1- The questions are new in Grade 7

Notes


Research is done to compliment or to pair with other texts within the unit; it is not done in isolation. It builds background knowledge and vocabulary for a specific topic or concepts. This standard should be integrated with the classroom literature study and/or students’ independent reading.

This standard focus on validity and authenticity of texts. It would be a good place to incorporate student talk and discussion.


Consider utilizing librarians to assist in evaluating sources.


142

Grade 7: Choice Unit Unit 3 Weeks

The choice unit of study will be determined by the school and CLT based upon the needs and interests of the students. The

unit needs to address the Seventh Grade Standards of Learning and should incorporate the Reading, Writing,

Communication, and the Research strand.

Possible Options:

Reteach, reinforce, and extend skills based on CLT data.

o Addressing a skill in a new way (Ex: using external text structure as an author of a blog/ synthesizing information

based on student-selected reading)

o Problem-based Learning Unit

Focus on an area that was embedded within other units during the school year:

o Poetry (Poetry Slam)

o Research (Inquiry unit of student choice)

o Independent reading projects (Author Study/ Genre Study/ Books of Hope)

o Media Literacy (Student-created Media, such as a PSA)

o Cross-Curricular Connection

english 7 pacing guide - · pdf fileenglish 7 pacing guide ... vocabulary terms ... 7 outlines...

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