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MCAS Performance IndicatorEnglish Language Arts

GRADE

7

Form ATeacher’s Guideand Answer Key

Continental Press

ContentsIntroduction to MCAS English Language Arts Performance Indicators . . . 3Using Your Performance Indicator

Directions for Administering Session 1 . . . . . . . . . . . . . . . . . . . . . . . . . 4Directions for Administering Session 2 . . . . . . . . . . . . . . . . . . . . . . . . . 5Directions for Administering Session 3 . . . . . . . . . . . . . . . . . . . . . . . . . 6

Answer KeySession 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Session 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Session 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Reproducible Multiple-Choice Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . 8Reproducible Open-Response Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . 9Reproducible Multiple-Choice Answer Sheet, with Answer Key . . . . . . . 10Scoring Rubric for Open-Response Items . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Reproducible Skill Analysis Chart for Multiple-Choice Items. . . . . . . . . . . 12Reproducible Proficiency Chart for Open-Response Items . . . . . . . . . . . . . 13MCAS ELA Composition Test Writing Prompt . . . . . . . . . . . . . . . . . . . . . . . . 14Scoring Rubric for ELA Composition Writing Prompt . . . . . . . . . . . . . . . . . 16Massachusetts English Language Arts Curriculum Framework,

Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

ISBN 0-8454-K3406-3

Copyright © 2007 The Continental Press, Inc.

Excepting the designated reproducible blackline masters, no part of this publica-tion may be reproduced in any form or by any means, electronic, mechanical, pho-tocopying, recording, or otherwise, without the prior written permission of thepublisher. All rights reserved. Printed in the United States of America.

CONTINENTAL PRESSElizabethtown, PA 17022

MCAS English Language Arts Performance Indicator—Form 7A 3

MCAS English Language Arts Performance IndicatorsThe MCAS English Language Arts Performance Indicator practice tests are

designed to help students prepare for the Massachusetts State Testing Program inEnglish Language Arts. There are two forms of the MCAS English Language ArtsPerformance Indicator available. They are parallel forms that can be administeredbefore and after instruction or at any time during the school year.

The MCAS Finish Line English Language Arts Workbook, Grade 7 provides acomplete sequence of instruction in the assessed learning standards of the Massachu-setts English Language Arts Curriculum Framework. The workbook includes guided andindependent practices for each reading skill. A list of assessed standards is available atthe back of this guide.

The MCAS English Language Arts Performance Indicator, Grade 7 is dividedinto three sessions. The sessions should be administered simultaneously on a singleday.

All three sessions contain reading selections followed by multiple-choice ques-tions and one or more open-response questions. Each multiple-choice question hasfour answer choices, one of which is the correct answer. Students should circle the let-ter of the best answer. Students should answer the open-response questions in theirown writing in the booklet.

This teacher’s guide includes suggestions for using these test preparation materi-als, directions for administering the practice test, an answer key, correlations to theMassachusetts Curriculum Framework, scoring rubrics, a class profile chart for themultiple-choice questions, and a proficiency chart for the open-response questions.

The chart below provides a sample timetable for administering the Grade 7English Language Arts Performance Indicator practice test.

Session 1 3 reading selections 45 minutes, plus an additional 18 multiple-choice questions 10 minutes for preparation2 open-response questions

Session 2 1 reading selection 45 minutes, plus an additional 7 multiple-choice questions 10 minutes for preparation1 open-response question

Session 3 2 reading selections 45 minutes, plus an additional 11 multiple-choice questions 10 minutes for preparation1 open-response question

4 MCAS English Language Arts Performance Indicator—Form 7A

Using Your Performance IndicatorEnglish Language Arts tests are usually given in multiple sessions. You will proba-

bly want your students to work with the MCAS Performance Indicator practice testsin the same way. In addition, schedule a review session as close as possible to the com-pletion of the test. This will enable you to go over the students’ answers while the con-tents are still fresh in their minds. Be sure to consider with students ways in whichtheir comprehension and written responses could be improved. Directions for usingeach booklet begin below. Those that you will read aloud to the class are in boldfacetype and preceded by the word SAY; those that are not meant to be read aloud are inregular type.

The directions that follow instruct the students to write their answers in the testbooklets. If you prefer to use a separate answer sheet for the multiple-choice and/oropen-response questions, reproduce the answer sheets on pages 8–9 of this guide.Remind students to write their name on the answer sheets. Then instruct them on howto fill in the circles clearly.

Session 1Allow 45 minutes for this first session. Make sure each student

has a Form A booklet, two No. 2 pencils, and optional answer sheets, ifyou are using them.

SAY Turn to the inside front cover of the booklet and writeyour name on the line provided. For Session 1, you willhave 45 minutes to read all the passages carefully andanswer the 20 questions about what you have read.

Check to be sure students have written their name on the insidefront cover of their booklets. Explain to the students that they shouldread each multiple-choice question and all four answers carefullybefore circling the letter of the best answer. For the open-responsequestions, remind students to write directly in the booklet and answerthe questions completely. Then take the time to answer any questionsthe students may have.

SAY Open your booklets to page 3.

Read, or have a volunteer read, the directions.

SAY I am now writing the time on the chalkboard. Rememberthat you have 45 minutes to work on Session 1. Continueworking until you reach the word Stop on page 14. If youfinish early, review your work and sit quietly until thetime is up. Do not look ahead at the other sessions. Nowturn to page 4 and begin.

Check to be sure students have begun working on the bookletcorrectly. After 35 minutes, alert the students to the time left.


SAY There are 10 minutes left for you to complete Session 1. Ifyou finish page 14 before the time is up, be sure to goback and check your answers.

When time is up, alert the class.

SAY Time’s up. Please close your booklets. We will beginSession 2 after a short break.

Thank the class for their cooperation. Take a short break andthen begin Session 2.

Session 2Allow 45 minutes for Session 2. Check that each student has two

No. 2 pencils, his or her test booklet, and optional answer forms.

SAY For Session 2, you will also have 45 minutes to read thepassage carefully and answer the 8 questions about whatyou have read. Open your booklets to page 15.


SAY I am now writing the time on the chalkboard. Rememberthat you have 45 minutes to work on Session 2. Continueworking until you reach the word Stop on page 18. If youfinish early, review your work in Session 2 only and sitquietly until the time is up. You may not look back at theprevious session or look ahead to the next session. Nowturn to page 16 and begin.




SAY Time’s up. Please close your booklets. We will take another short break and then begin Session 3.





SAY For Session 3, you will have another 45 minutes to readall the passages carefully and answer the 12 questionsabout what you have read. Open your booklets to page19.


SAY I am now writing the time on the chalkboard. Rememberthat you have 45 minutes to work on Session 3. Continueworking until you reach the word Stop on page 25. If youfinish early, review your work in Session 3 only and sitquietly until the time is up. Do not look back at the previ-ous sessions. Now turn to page 20 and begin.



When time is up, get ready to collect the booklets.

SAY Time’s up. Please close your booklets. You have now com-pleted all the sessions of the MCAS English LanguageArts Performance Indicator.

Collect the students’ booklets, making sure each student’s nameis on the inside front cover. Thank the class for their cooperation.

After you check the answers for the multiple-choice questionsusing the answer key on page 7 of this guide and mark the answers forthe open-response questions using the rubric on page 11, review theresponses with the students. Help them analyze any questions theymissed and find the supporting context in the passage.


Session 11. C [8.18, 22]2. A [4.21]3. D [8.27]4. C [13.21]5. A [8.18, 22]6. Open-response [8.18, 22, 25]

Answers will vary but should say somethinglike the following: Ever since he was a youngboy, Wilson A. Bentley was fascinated bythe shapes of snowflakes. While he was stilla teen, he received a camera and a micro-scope for birthday presents so he couldphotograph snowflakes. He was the firstperson to show that each snowflake has aunique pattern. He was so focused on hiswork that he would hold his breath for awhile and then turn to breathe to the sideso he did not melt the snowflakes he wasstudying.

7. D [11.4]8. B [12.3, 4]9. D [8.18, 20, 25]

10. B [12.3]11. B [5.13, 18]12. C [8.20]13. A [8.20, 25]14. C [13.17]15. D [8.18, 22]16. C [10.4]17. C [15.6]18. D [8.18, 22]19. C [4.22]20. Open-response [8.18, 20, 22, 27]

Answers will vary but should say somethinglike the following: According to “The Curseof the Bambino,” when the Red Sox tradedBabe Ruth to the Yankees, “he carried awaywith him the good luck and winning touchof the Red Sox.” The curse seemed to be areal thing because during the years from1914 to 1919, when Ruth played for Boston,he led the Red Sox to four appearances inthe World Series and won several times.After the trade, the Yankees became a greatteam, but Boston became one of the worstteams in baseball. They often finished inlast place. Over many years, they got a littlebetter, but they still seemed cursed. The

four times they did make it to the WorldSeries, they always lost in the seventhgame.

Session 221. A [17.5]22. B [4.22]23. C [17.3]24. B [17.5]25. B [17.5]26. D [17.5]27. B [11.4]28. Open-response [8.18, 20, 22]

Answers will vary but should say somethinglike the following: I would tell Travis to gostraight to Mrs. Davis and explain that hehad lost her check. Everyone could look forit, and if it cannot be found, Mrs. Davis cantell her bank to stop payment on it andwrite a new one. Travis would have toadmit that he had been careless with thecheck, but that is better than lying by tryingto blame Tania for losing it because in theend, he will get caught in the lie.

Session 329. C [10.4]30. A [14.4]31. C [14.4]32. D [14.4]33. C [8.18, 22]34. B [12.3, 4]35. D [5.9]36. B [8.18, 20, 22]37. D [15.5]38. C [11.4]39. A [10.4]40. Open-response [8.18, 22]

Answers will vary but should say somethinglike the following: Fritz first suggests build-ing a raft, but when the narrator dismissesthis idea, Fritz suggests making “swimmingbelts,” and the narrator agrees. They strapcork, empty tins, and empty casks (for thelarger animals) around the animals andthrow them into the water. The “swimmingbelts” help the animals float while theyswim to shore. When a shark attacks one ofthe swimming sheep, Fritz shoots the shark.

Answer Key

MCAS English Language Arts Performance Indicator Duplication Permitted. Form 7A


Multiple-Choice Answer Sheet

Name ________________________________________________________________________________

Session 1

11 a b c d 11 a b c d

12 a b c d 12 a b c d

13 a b c d 13 a b c d

14 a b c d 14 a b c d

15 a b c d 15 a b c d

16 a b c d 16 a b c d

17 a b c d 17 a b c d

18 a b c d 18 a b c d

19 a b c d 19 a b c d

10 a b c d 20 a b c d

Session 221 a b c d 25 a b c d

22 a b c d 26 a b c d

23 a b c d 27 a b c d

24 a b c d 28 a b c d


30 a b c d 36 a b c d

31 a b c d 37 a b c d

32 a b c d 38 a b c d

33 a b c d 39 a b c d

34 a b c d 40 a b c d

Open-Response Answer SheetName ________________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________





Multiple-Choice Answer SheetAnswer Key

1Session 1

11 a b c d 11 a b c d

12 a b c d 12 a b c d

13 a b c d 13 a b c d

14 a b c d 14 a b c d

15 a b c d 15 a b c d

16 a b c d 16 a b c d

17 a b c d 17 a b c d

18 a b c d 18 a b c d

19 a b c d 19 a b c d

10 a b c d 20 a b c d


22 a b c d 26 a b c d

23 a b c d 27 a b c d

24 a b c d 28 a b c d


30 a b c d 36 a b c d

31 a b c d 37 a b c d

32 a b c d 38 a b c d

33 a b c d 39 a b c d

34 a b c d 40 a b c d


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Main Idea and Supporting Details#1, 3, 5, 9, 15, 18, 33

Organizational Structures#14

Inferences and Conclusions#12, 25, 36

Author’s Purpose#17, 23

Analyzing Character#8, 13, 26, 34

Genre and Theme#4, 7, 16, 27, 29, 38, 39

Style and Language#31, 32, 37

Vocabulary and Grammar#2, 11, 19, 22, 35

TOTAL SCORE36

Elements of Fiction#10, 21, 24, 30

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MCAS English Language Arts Performance Indicator Copyright © 2007 The Continental Press, Inc. Proficiency Chart

Proficiency Chart for Open-Response Items

Class ________________________ Teacher _____________________________ Date _____________

#6 #20 #28 #40STUDENT NAME

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MCAS ELA Composition Test Writing PromptThe writing prompt below may be used as practice for the MCAS ELA Composition

Test. As on the actual test, administer the practice test in two sessions on the sameday, with a short break between sessions. Allow 45 minutes for each session.

During the first session, direct students to write a draft of a composition inresponse to the writing prompt. During the second session, direct students to revisethe draft and write a final composition for submission. Use the scoring rubric on page16 of this guide to evaluate the students’ writing. A sample 6-point response follows onthe next page.

Many students can think of a place they would like to visit. It could be alocal place, such as an amusement park, a museum, or a nature park, or itmight be someplace far away, such as a different state or foreign country.Where is a place you would like to visit?

Think about this place you would like to visit. In a well-developed com-position, tell about the place you hope to visit. Describe at least two thingsabout this place, and explain why each thing you describe makes you want tovisit this place.


Sample 6-point response for the writing prompt on page 14.

Washington, D.C.

Someday I would like to visit Washington, D.C., because it is the capital of theUnited States, and it is full of exciting things to see and do. The city is a popular desti-nation for visitors from all around the world. For one thing, it is full of amazing muse-ums and exhibits that display great works of art, artifacts of history, interesting rocksand minerals, unusual animals, and many other neat things. For another thing, sincethe capital is the center of our government, many important government buildings arelocated there, and national and world leaders meet there to make important decisions.

There are many museums and other exhibits located in Washington, D.C., but theSmithsonian Institution is probably the best. It is a collection of museums. There is aMuseum of Aerospace, an American History Museum, an Art Museum, a ScienceMuseum, and many other collections. You could spend a week doing nothing but goingto Smithsonian museums and still never even come close to seeing all that they have tooffer. When my sister was there, she saw the Wright brothers’ first airplane, the world’slargest gemstone, and old cars from 100 years ago to the present.

In Washington, there are also monuments and exhibits that honor our past and thepeople who made it great. For example, there are monuments or memorial buildings forGeorge Washington, Abraham Lincoln, and Thomas Jefferson. There is also theHolocaust Museum, which is a very serious place, and there is the White House andthe Capitol. People can go on tours of the White House and the Capitol, but now youhave to plan ahead. You can write to your congressional representative and get anappointment to visit the White House. You have to be flexible though. Even if you havean appointment time, it could be canceled if there is an emergency or something.

Still, visiting Washington, D.C., is something I really want to do. And guess what? Iam going to get my chance. Everyone in my class will be going there this spring. Mymother may even come along as a chaperone. I can’t wait!


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5

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ent•

Logical organization

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6

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ent•

Careful and/or

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•Effective/rich useof language

Stand

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Co

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mar and

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2

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3

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4

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(length and complexity of

essay provide opportunity for student to show

control of standard English conventions)


Massachusetts English Language ArtsCurriculum Framework Grade 7

LanguageStandard 4: Students will understand and acquire new vocabulary and use it

correctly in reading and writing.

4.11 Identify the meaning of common idioms and figurative phrases.

4.17 Determine the meaning of unfamiliar words using context clues(for example, definitions, examples, explanations in the text).

4.20 Determine the meanings of unfamiliar words using context clues(for example, contrast or cause and effect stated in the text).

4.21 Determine the meanings of unfamiliar words using knowledge ofcommon Greek and Latin roots, suffixes, and prefixes.

4.22 Determine pronunciation, meanings, alternate word choices, parts of speech, or etymologies of words using dictionaries andthesauruses.

Standard 5: Students will analyze standard English grammar and usage andrecognize how its vocabulary has developed and been influencedby other languages.

5.9 Identify seven basic parts of speech: noun, pronoun, verb, adverb,adjective, conjunction, preposition.

5.11 Identify past, present, and future verb tenses.

5.12 Recognize that a word performs different functions according toits position in a sentence.

5.13 Identify simple and compound sentences.

5.14 Identify correct mechanics (for example, apostrophes, quotationmarks, comma use in compound sentences, paragraph indenta-tions) and correct sentence structure (for example, elimination ofsentence fragments and run-ons).

5.15 Recognize the basic patterns of English sentences (for example,noun-verb; noun-verb-noun; noun-verb-noun-noun).

5.16 Distinguish phrases from clauses.

5.17 Identify prepositional phrases.

5.18 Identify simple, compound, and complex sentences.

5.19 Recognize appropriate use of pronoun reference.


5.20 Identify correct mechanics (for example, comma after introductorystructures), correct usage (for example, subject and verb agree-ment), and correct sentence structure (for example, complete sentences, properly placed modifiers).

Reading and Literature

Standard 8: Students will identify basic facts and main ideas in a text and usethem as the basis for interpretation.

8.11 Identify and show the relevance of foreshadowing clues.

8.16 Distinguish cause from effect.

8.17 Distinguish fact from opinion.

8.18 Summarize main ideas and supporting details.

8.20 Identify and draw conclusions from the author’s use of descriptionof setting, characters, and events.

8.21 Recognize organizational structures (chronological order, logicalorder, cause and effect, classification schemes).

8.22 Identify and analyze main ideas and supporting details.

8.23 Use knowledge of genre characteristics to analyze a text.

8.24 Interpret mood in a text and give supporting evidence.

8.25 Interpret a character’s traits, emotions, or motivation and give supporting evidence from a text.

8.26 Recognize organizational structures and use of arguments for andagainst an issue.

8.27 Identify evidence in a text used to support an argument.

Standard 9: Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background.

9.4 Relate a literary work to information about its setting.

9.5 Relate a literary work to artifacts, artistic creations, or historicalsites of the period of its setting.

Standard 10: Students will identify, analyze, and apply knowledge of the charac-teristics of different genres.

10.4 Identify how authors use characteristics of various genres (forexample, poetry, fiction, nonfiction, short story, dramatic literature)to accomplish different purposes.


Standard 11: Students will identify, analyze, and apply knowledge of theme in aliterary work and provide evidence from the text to support theirunderstanding.

11.4 Identify and supply evidence for a theme in a selection.

Standard 12: Students will identify, analyze, and apply knowledge of the struc-ture and elements of fiction and provide evidence from the text tosupport their understanding.

12.3 Identify the elements of setting, characterization, conflict, and plotstructure.• Identify personality traits of characters and how their thoughts,

words, and actions reveal their personalities.• Describe how main characters change over time.

12.4 Analyze the connections among setting, characterization, conflict,plot, and/or theme.• Analyze characters’ personality traits, motivations, and interac-

tions with others and give supporting evidence from theirwords, actions, or thoughts.

• Analyze the way characters change or interact with others overtime and give supporting evidence from the text.

Standard 13: Students will identify, analyze, and apply knowledge of the pur-poses, structure, and elements of nonfiction or informationalmaterials and provide evidence from the text to support theirunderstanding.

13.17 Identify and use knowledge of common textual features (for example, introduction, conclusion, transition words, concludingsentence).

13.18 Identify and use knowledge of common graphic features to analyze nonfiction texts.

13.19 Identify common organizational structures (for example, logicalorder, comparison and contrast, cause and effect relationships).

13.20 Recognize arguments for and against an issue.

13.21 Identify evidence in a text that supports an argument.

13.22 Distinguish between the concept of theme in a literary work andauthor’s purpose in an expository text.

Standard 14: Students will identify, analyze, and apply knowledge of thethemes, structure, and elements of poetry and provide evidencefrom the text to support their understanding.


14.4 Identify and respond to the effects of form, sound, figurative lan-guage, and graphics in order to uncover meaning in poetry:• Form (for example, haiku, epic, sonnet)• Sound (for example, alliteration, onomatopoeia, rhyme scheme)• Figurative language (for example, personification, metaphor,

simile, hyperbole)• Graphics (for example, capital letters, line length, word position)

Standard 15: Students will identify and analyze how an author’s words appeal tothe senses, create imagery, suggest mood, and set tone, and willprovide evidence from the text to support their understanding.

15.4 Identify and analyze the importance of shades of meaning indetermining word choice in a piece of literature.

15.5 Identify and analyze imagery and figurative language.

15.6 Identify how an author’s use of words creates mood.

Standard 16: Students will identify, analyze, and apply knowledge of thethemes, structure, and elements of myths, traditional narratives,and classical literature and provide evidence from the text to sup-port their understanding.

16.7 Compare different versions of the same story from traditional literature.

16.8 Identify common structures of traditional literature (for example,that characters or story elements often come in threes, such asthree bears, three sisters, or three tasks; or that there are magichelpers, such as talking animals, fairies, genies, or elves).• Identify common stylistic elements in traditional literature (such

as repeated refrains, similes, hyperbole).

16.9 Identify conventions in epic tales (for example, the extended simile,the hero’s tasks, special weapons, clothing, helpers).

16.10 Identify and analyze similarities and differences in mythologiesfrom different cultures (for example, ideas of the afterlife, rolesand characteristics of deities, types and purposes of myths).

Standard 17: Students will identify, analyze, and apply knowledge of thethemes, structure, and elements of drama and provide evidencefrom the text to support their understanding.

17.3 Identify and analyze structural elements unique to dramatic literature (for example, scenes, acts, cast of characters, stage directions).


17.4 Identify and analyze the similarities and differences between a nar-rative text and its film or play adaptation.

17.5 Identify and analyze elements of setting, plot, and characterizationin plays that are read, viewed, written, and/or performed.• Setting (for example, place, historical period, time of day)• Plot (for example, exposition, conflict, rising action, falling

action)• Characterization (for example, character motivations, actions,

thoughts, development).

17.6 Identify and analyze the similarities and differences in the presen-tations of setting, character, and plot in texts, plays, and films.

Composition

Standard 19: Students will write with a clear focus, coherent organization, andsufficient detail.

For information/expository writing:

19.16 Write brief research reports with clear focus and supporting detail.

19.17 Write a short explanation of a process that includes a topic sen-tence, supporting details, and a conclusion.

19.18 Write formal letters to correspondents such as authors, newspa-pers, businesses, or government officials.

19.23 Write multi-paragraph compositions that have clear topic develop-ment, logical organization, effective use of detail, and variety insentence structure.

Standard 20: Students will write for different audiences and purposes.

20.4 Select and use appropriate rhetorical techniques for a variety ofpurposes, such as to convince or entertain the reader.

Standard 21: Students will demonstrate improvement in organization, content,paragraph development, level of detail, style, tone, and wordchoice (diction) in their compositions after revising them.

21.4 Revise writing to improve level of detail and precision of language,determining where to add images and sensory detail, combinesentences, vary sentences, and rearrange text.

21.6 Revise writing to improve organization and diction after checkingthe logic underlying the order of ideas, the precision of vocabularyused, and the economy of writing.


Standard 22: Students will use knowledge of standard English conventions intheir writing, revising, and editing.

22.7 Use additional knowledge of correct mechanics (apostrophes, quo-tation marks, comma use in compound sentences, paragraphindentations), correct sentence structure (elimination of fragmentsand run-ons), and correct standard English spelling (commonlyused homophones) when writing, revising, and editing.

22.8 Use knowledge of types of sentences (simple, compound, com-plex), correct mechanics (comma after introductory structures),correct usage (pronoun reference), sentence structure (completesentences, properly placed modifiers), and standard Englishspelling when writing and editing.

Standard 23: Students will organize ideas in writing in a way that makes sensefor their purpose.

23.7 Group related ideas and place them in logical order when writingsummaries or reports.

23.8 Organize information about a topic into a coherent paragraphwith a topic sentence, sufficient supporting details, and a conclud-ing sentence.

23.9 Integrate the use of organizing techniques that break up strictchronological order in a story (starting in the middle of the action,then filling in background information using flashbacks).

23.10 Organize information in a coherent essay or report with a thesisstatement in the introduction, transition sentences to link para-graphs, and a conclusion.

CONTINENTAL PRESS520 E. Bainbridge StreetElizabethtown, PA 17022

800-233-0759www.continentalpress.com

Grade 7, Form AISBN 0-8454-K3406-3

MCAS Performance IndicatorEnglish Language Arts

GRADE

7

Form BTeacher’s Guideand Answer Key

Continental Press

ContentsIntroduction to MCAS English Language Arts Performance Indicators . . . 3Using Your Performance Indicator

Directions for Administering Session 1 . . . . . . . . . . . . . . . . . . . . . . . . . 4Directions for Administering Session 2 . . . . . . . . . . . . . . . . . . . . . . . . . 5Directions for Administering Session 3 . . . . . . . . . . . . . . . . . . . . . . . . . 6

Answer KeySession 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Session 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Session 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Reproducible Multiple-Choice Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . 8Reproducible Open-Response Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . 9Reproducible Multiple-Choice Answer Sheet, with Answer Key . . . . . . . 10Scoring Rubric for Open-Response Items . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Reproducible Skill Analysis Chart for Multiple-Choice Items. . . . . . . . . . . 12Reproducible Proficiency Chart for Open-Response Items . . . . . . . . . . . . . 13MCAS ELA Composition Test Writing Prompt . . . . . . . . . . . . . . . . . . . . . . . . 14Scoring Rubric for ELA Composition Writing Prompt . . . . . . . . . . . . . . . . . 16Massachusetts English Language Arts Curriculum Framework,

Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

ISBN 0-8454-K3407-1


Excepting the designated reproducible blackline masters, no part of this publica-tion may be reproduced in any form or by any means, electronic, mechanical, pho-tocopying, recording, or otherwise, without the prior written permission of thepublisher. All rights reserved. Printed in the United States of America.

CONTINENTAL PRESSElizabethtown, PA 17022

MCAS English Language Arts Performance Indicator—Form 7B 3

MCAS English Language Arts Performance IndicatorsThe MCAS English Language Arts Performance Indicator practice tests are

designed to help students prepare for the Massachusetts State Testing Program inEnglish Language Arts. There are two forms of the MCAS English Language ArtsPerformance Indicator available. They are parallel forms that can be administeredbefore and after instruction or at any time during the school year.

The MCAS Finish Line English Language Arts Workbook, Grade 7 provides acomplete sequence of instruction in the assessed learning standards of the Massa-chusetts English Language Arts Curriculum Framework. The workbook includes guidedand independent practices for each reading skill. A list of assessed standards is avail-able at the back of this guide.

The MCAS English Language Arts Performance Indicator, Grade 7 is dividedinto three sessions. The sessions should be administered simultaneously on a singleday.

All three sessions contain reading selections followed by multiple-choice ques-tions and one or more open-response questions. Each multiple-choice question hasfour answer choices, one of which is the correct answer. Students should circle the let-ter of the best answer. Students should answer the open-response questions in theirown writing in the booklet.

This teacher’s guide includes suggestions for using these test preparation materi-als, directions for administering the practice test, an answer key, correlations to theMassachusetts Curriculum Framework, scoring rubrics, a class profile chart for themultiple-choice questions, and a proficiency chart for the open-response questions.

The chart below provides a sample timetable for administering the Grade 7English Language Arts Performance Indicator practice test.

Session 1 3 reading selections 45 minutes, plus an additional 18 multiple-choice questions 10 minutes for preparation2 open-response questions

Session 2 1 reading selection 45 minutes, plus an additional 7 multiple-choice questions 10 minutes for preparation1 open-response question

Session 3 2 reading selections 45 minutes, plus an additional 11 multiple-choice questions 10 minutes for preparation1 open-response question

4 MCAS English Language Arts Performance Indicator—Form 7B

Using Your Performance IndicatorEnglish Language Arts tests are usually given in multiple sessions. You will proba-

bly want your students to work with the MCAS Performance Indicator practice testsin the same way. In addition, schedule a review session as close as possible to the com-pletion of the test. This will enable you to go over the students’ answers while the con-tents are still fresh in their minds. Be sure to consider with students ways in whichtheir comprehension and written responses could be improved. Directions for usingeach booklet begin below. Those that you will read aloud to the class are in boldfacetype and preceded by the word SAY; those that are not meant to be read aloud are inregular type.

The directions that follow instruct the students to write their answers in the testbooklets. If you prefer to use a separate answer sheet for the multiple-choice and/oropen-response questions, reproduce the answer sheets on pages 8–9 of this guide.Remind students to write their name on the answer sheets. Then instruct them on howto fill in the circles clearly.

Session 1Allow 45 minutes for this first session. Make sure each student

has a Form B booklet, two No. 2 pencils, and optional answer sheets, ifyou are using them.

SAY Turn to the inside front cover of the booklet and writeyour name on the line provided. For Session 1, you willhave 45 minutes to read all the passages carefully andanswer the 20 questions about what you have read.

Check to be sure students have written their name on the insidefront cover of their booklets. Explain to the students that they shouldread each multiple-choice question and all four answers carefullybefore circling the letter of the best answer. For the open-responsequestions, remind students to write directly in the booklet and answerthe questions completely. Then take the time to answer any questionsthe students may have.

SAY Open your booklets to page 3.


SAY I am now writing the time on the chalkboard. Rememberthat you have 45 minutes to work on Session 1. Continueworking until you reach the word Stop on page 14. If youfinish early, review your work and sit quietly until thetime is up. Do not look ahead at the other sessions. Nowturn to page 4 and begin.



SAY There are 10 minutes left for you to complete Session 1. If you finish page 14 before the time is up, be sure to goback and check your answers.


SAY Time’s up. Please close your booklets. We will beginSession 2 after a short break.




SAY For Session 2, you will also have 45 minutes to read thepassage carefully and answer the 8 questions about whatyou have read. Open your booklets to page 15.


SAY I am now writing the time on the chalkboard. Rememberthat you have 45 minutes to work on Session 2. Continueworking until you reach the word Stop on page 20. If youfinish early, review your work in Session 2 only and sitquietly until the time is up. You may not look back at theprevious session or look ahead to the next session. Nowturn to page 16 and begin.




SAY Time’s up. Please close your booklets. We will take another short break and then begin Session 3.





SAY For Session 3, you will have another 45 minutes to readall the passages carefully and answer the 12 questionsabout what you have read. Open your booklets to page21.


SAY I am now writing the time on the chalkboard. Rememberthat you have 45 minutes to work on Session 3. Continueworking until you reach the word Stop on page 27. If youfinish early, review your work in Session 3 only and sitquietly until the time is up. Do not look back at the previ-ous sessions. Now turn to page 22 and begin.



When time is up, get ready to collect the booklets.

SAY Time’s up. Please close your booklets. You have now com-pleted all the sessions of the MCAS English LanguageArts Performance Indicator.

Collect the students’ booklets, making sure each student’s nameis on the inside front cover. Thank the class for their cooperation.

After you check the answers for the multiple-choice questionsusing the answer key on page 7 of this guide and mark the answers forthe open-response questions using the rubric on page 11, review theresponses with the students. Help them analyze any questions theymissed and find the supporting context in the passage.


Session 11. D [8.18, 22]2. A [13.21]3. D [8.18, 22, 27]4. C [4.22]5. B [8.18, 22]6. Open-response [8.18, 20, 22, 27]

Answers will vary but should say somethinglike the following: Most people imaginesharks as savage beasts rather than crea-tures who are only following their naturalinstincts. The great white shark has anespecially bad reputation. Books andmovies, such as Twenty Thousand LeaguesUnder the Sea and Jaws, combined withoccasional real-life shark attacks, haveadded to these exaggerations and commonmisconceptions about sharks.

7. C [11.4]8. C [12.3, 4]9. A [8.25]

10. B [12.3, 4]11. B [5.13, 18]12. A [8.18, 22]13. A [8.18, 22]14. C [13.17]15. D [8.18, 22]16. B [10.4]17. A [15.6]18. D [8.18, 22]19. C [4.22]20. Open-response [8.18, 20, 22, 25]

Answers will vary but should say somethinglike the following: Doug Flutie’s career isspecial because most people thought hewas too small to be a good player, andalmost no one expected him to have a longand successful career. He shocked everyoneby leading his Boston College Eagles to anexciting come-from-behind victory over theMiami Hurricanes in 1984, which helpedhim win the Heisman Trophy. Then he wenton to play in three different professionalleagues, winning championships and theMost Valuable Player award three times inthe Canadian Football League. Even today,Flutie is still an active player after 22 yearsas a professional.

Session 221. C [17.5]22. A [17.5]23. C [17.3]24. A [17.5]25. D [4.22]26. D [17.5]27. B [11.4]28. Open-response [8.18, 20, 22]

Answers will vary but should say somethinglike the following: If I were friends with bothboys, I might notice that “Ethan” seemsshorter than usual or that “Zachary’s” hairis less curly than it was. I might alsoobserve that Zachary hesitated before hesaid “here” when Ms. Cross called Ethan’sname in the roll, he was unprepared for apop quiz, and he gave flippant answers asthough he didn’t care if he made a poorimpression on his new teacher.

Session 329. B [10.4]30. A [14.4]31. B [14.4]32. C [14.4]33. B [8.18, 20, 22]34. C [12.4]35. D [5.9]36. A [8.18, 22]37. B [15.5]38. C [11.4]39. D [10.4]40. Open-response [8.18, 22]

Answers will vary but should say somethinglike the following: The negative things thathappened in the story were that nobodyliked Nick’s idea for a name and they teasedhim about it. Also, they soon came to real-ize that no one in the would-be rock ’n’ rollband knew any songs that everyone elseknew. The positive things that happenedwere that they had fun playing one songtogether, even though it was an old nurseryschool song, and they made a good plan fortheir next meeting.

Answer Key

MCAS English Language Arts Performance Indicator Duplication Permitted. Form 7B


Multiple-Choice Answer Sheet

Name ________________________________________________________________________________

Session 1

11 a b c d 11 a b c d

12 a b c d 12 a b c d

13 a b c d 13 a b c d

14 a b c d 14 a b c d

15 a b c d 15 a b c d

16 a b c d 16 a b c d

17 a b c d 17 a b c d

18 a b c d 18 a b c d

19 a b c d 19 a b c d

10 a b c d 20 a b c d


22 a b c d 26 a b c d

23 a b c d 27 a b c d

24 a b c d 28 a b c d


30 a b c d 36 a b c d

31 a b c d 37 a b c d

32 a b c d 38 a b c d

33 a b c d 39 a b c d

34 a b c d 40 a b c d

Open-Response Answer SheetName ________________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________





Multiple-Choice Answer SheetAnswer Key

1Session 1

11 a b c d 11 a b c d

12 a b c d 12 a b c d

13 a b c d 13 a b c d

14 a b c d 14 a b c d

15 a b c d 15 a b c d

16 a b c d 16 a b c d

17 a b c d 17 a b c d

18 a b c d 18 a b c d

19 a b c d 19 a b c d

10 a b c d 20 a b c d


22 a b c d 26 a b c d

23 a b c d 27 a b c d

24 a b c d 28 a b c d


30 a b c d 36 a b c d

31 a b c d 37 a b c d

32 a b c d 38 a b c d

33 a b c d 39 a b c d

34 a b c d 40 a b c d


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Main Idea and Supporting Details#1, 3, 5, 9, 12, 15, 18, 22, 30

Organizational Structures#14

Inferences and Conclusions#13, 26, 34, 36, 38

Author’s Purpose#17, 23, 27

Analyzing Character#8, 10

Genre and Theme#2, 7, 16, 29, 39

Style and Language#31, 32, 37

Vocabulary and Grammar#4, 11, 19, 25, 35

TOTAL SCORE36

Elements of Fiction#21, 24, 33

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MCAS English Language Arts Performance Indicator Copyright © 2007 The Continental Press, Inc. Proficiency Chart

Proficiency Chart for Open-Response Items

Class ________________________ Teacher _____________________________ Date _____________

#6 #20 #28 #40STUDENT NAME

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MCAS ELA Composition Test Writing PromptThe writing prompt below may be used as practice for the MCAS ELA Composition

Test. As on the actual test, administer the practice test in two sessions on the sameday, with a short break between sessions. Allow 45 minutes for each session.

During the first session, direct students to write a draft of a composition inresponse to the writing prompt. During the second session, direct students to revisethe draft and write a final composition for submission. Use the scoring rubric on page16 of this guide to evaluate the students’ writing. A sample 6-point response follows onthe next page.

Many students can think of a person who is a hero. It could be a famousperson from history or sports, or it could be someone who is not so well-known but is still a hero to you. Who is this person you think of as a hero?

Think about this person who is a hero to you. In a well-developed com-position, tell about the heroic person. Describe at least two things about thisperson, and explain why each thing you describe makes the person a hero toyou.


Sample 6-point response for the writing prompt on page 14.

My Hero

When most people think about a hero, they think of some soldier who won a battleor sacrificed his life to save his buddies. Or else they think of a sports star who ran fora touchdown even though he was playing with a broken leg. But when I think of a hero,I think of someone you have never even heard of—my father, Amos L. Johnson. He maynot be a war hero or a world-famous athlete, but he is a hero to me because he is kind,he gets things done, and he is there to help people.

My father is the kindest person I know. He will always give you anything he can.He works very hard at two jobs, and he is not a rich man. When someone like one ofhis sisters or one of our neighbors comes to him for money or help, he always managesto give them a few dollars, or drive them someplace they need to go, or fix one of theircars for them, or do whatever it is they need him to do.

My father has a reputation in our neighborhood for being the “go-to guy.” He is theguy you go to if you need something. He can help you fix your bicycle, or he can teachyou to throw a curve ball. If you are an adult, he can help you figure out your incometaxes, or he can get your car started. He drives a truck so people are always asking himto help move things, and he almost always says yes.

My father is always there for me and for other people, too. He always comes to mybaseball games and cheers for me, even if he has to leave work early. When he is at thegames, it is like he is still always on duty. One time, some of the older siblings of kidson the team were causing trouble and starting fights in the stands. Their parents werethere and should have done something to stop them, but they didn’t. My father walkedover to the kids and made them act respectful. Then he walked over to some of theirparents and straightened them out, too. He did it in a very quiet and polite way. He didnot embarrass them by saying something like “Control your juvenile delinquent kids,you big jerks.” I don’t even know what he said to them because he spoke quietly. Butwhen he was done, the parents called their kids over and started acting like parentsagain.

So you can see why my father is a hero to me and to other people in our neighbor-hood. He is a very kind man who is always helping people, he is a “go-to guy” who getsthings done, and he is always there for people who need him.


Scorin

g R

ub

ric for ELA

Co

mp

ositio

n W

riting

Prom

pt

Th

is rubric sh

ould b

e used to score th

e writing p

romp

t on the p

revious page. A

ctual scores range from 1 to 6 for

Topic/Id

ea Develop

ment and

1 to 4 for Standard

English C

onventions.

Top

ic/Idea D

evelop

men

t

1

•Little topic/ideadevelopm


•Little or no aw

areness of audience and/ortask

2

•Lim

ited or weak

topic/idea developm


•Lim

ited awareness

of audienceand/or task

3

•Rudim

entarytopic/idea developm

entand/or organization

•Basic supportingdetails

•Sim

plistic language

4

•M

oderatetopic/idea developm

ent andorganization

•A

dequate, rele-vant details

•Som

e variety inlanguage

5

•Full topic/ideadevelopm

ent•

Logical organization

•Strong details

•A

ppropriate use oflanguage

6

•Rich topic/ideadevelopm

ent•

Careful and/or

subtle organization•

Effective/rich useof language

Stand

ard En

glish

Co

nven

tion

s

1

•Errors seriously interfere w

ithcom

munication A

ND

•Little control of sentencestructure, gram

mar and


2

•Errors interfere som

ewhat

with com

munication and/or

•Too m

any errors relative tothe length of the essay or com


mar and


3

•Errors do not interfere w

ithcom

munication and/or

•Few

errors relative to thelength of the essay or com


mar and


4

•C

ontrol of sentence structure, gram

mar and


(length and complexity of

essay provide opportunity for student to show

control of standard English conventions)


Massachusetts English Language ArtsCurriculum Framework Grade 7

LanguageStandard 4: Students will understand and acquire new vocabulary and use it

correctly in reading and writing.

4.11 Identify the meaning of common idioms and figurative phrases.

4.17 Determine the meaning of unfamiliar words using context clues(for example, definitions, examples, explanations in the text).

4.20 Determine the meanings of unfamiliar words using context clues(for example, contrast or cause and effect stated in the text).

4.21 Determine the meanings of unfamiliar words using knowledge ofcommon Greek and Latin roots, suffixes, and prefixes.

4.22 Determine pronunciation, meanings, alternate word choices, parts of speech, or etymologies of words using dictionaries andthesauruses.

Standard 5: Students will analyze standard English grammar and usage andrecognize how its vocabulary has developed and been influencedby other languages.

5.9 Identify seven basic parts of speech: noun, pronoun, verb, adverb,adjective, conjunction, preposition.

5.11 Identify past, present, and future verb tenses.

5.12 Recognize that a word performs different functions according toits position in a sentence.

5.13 Identify simple and compound sentences.

5.14 Identify correct mechanics (for example, apostrophes, quotationmarks, comma use in compound sentences, paragraph indenta-tions) and correct sentence structure (for example, elimination ofsentence fragments and run-ons).

5.15 Recognize the basic patterns of English sentences (for example,noun-verb; noun-verb-noun; noun-verb-noun-noun).

5.16 Distinguish phrases from clauses.

5.17 Identify prepositional phrases.

5.18 Identify simple, compound, and complex sentences.

5.19 Recognize appropriate use of pronoun reference.


5.20 Identify correct mechanics (for example, comma after introductorystructures), correct usage (for example, subject and verb agree-ment), and correct sentence structure (for example, complete sentences, properly placed modifiers).

Reading and Literature

Standard 8: Students will identify basic facts and main ideas in a text and usethem as the basis for interpretation.

8.11 Identify and show the relevance of foreshadowing clues.

8.16 Distinguish cause from effect.

8.17 Distinguish fact from opinion.

8.18 Summarize main ideas and supporting details.

8.20 Identify and draw conclusions from the author’s use of descriptionof setting, characters, and events.

8.21 Recognize organizational structures (chronological order, logicalorder, cause and effect, classification schemes).

8.22 Identify and analyze main ideas and supporting details.

8.23 Use knowledge of genre characteristics to analyze a text.

8.24 Interpret mood in a text and give supporting evidence.

8.25 Interpret a character’s traits, emotions, or motivation and give supporting evidence from a text.

8.26 Recognize organizational structures and use of arguments for andagainst an issue.

8.27 Identify evidence in a text used to support an argument.

Standard 9: Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background.

9.4 Relate a literary work to information about its setting.

9.5 Relate a literary work to artifacts, artistic creations, or historicalsites of the period of its setting.

Standard 10: Students will identify, analyze, and apply knowledge of the charac-teristics of different genres.

10.4 Identify how authors use characteristics of various genres (forexample, poetry, fiction, nonfiction, short story, dramatic literature)to accomplish different purposes.


Standard 11: Students will identify, analyze, and apply knowledge of theme in aliterary work and provide evidence from the text to support theirunderstanding.

11.4 Identify and supply evidence for a theme in a selection.

Standard 12: Students will identify, analyze, and apply knowledge of the struc-ture and elements of fiction and provide evidence from the text tosupport their understanding.

12.3 Identify the elements of setting, characterization, conflict, and plotstructure.• Identify personality traits of characters and how their thoughts,

words, and actions reveal their personalities.• Describe how main characters change over time.

12.4 Analyze the connections among setting, characterization, conflict,plot, and/or theme.• Analyze characters’ personality traits, motivations, and interac-

tions with others and give supporting evidence from theirwords, actions, or thoughts.

• Analyze the way characters change or interact with others overtime and give supporting evidence from the text.

Standard 13: Students will identify, analyze, and apply knowledge of the pur-poses, structure, and elements of nonfiction or informationalmaterials and provide evidence from the text to support theirunderstanding.

13.17 Identify and use knowledge of common textual features (for example, introduction, conclusion, transition words, concludingsentence).

13.18 Identify and use knowledge of common graphic features to analyze nonfiction texts.

13.19 Identify common organizational structures (for example, logicalorder, comparison and contrast, cause and effect relationships).

13.20 Recognize arguments for and against an issue.

13.21 Identify evidence in a text that supports an argument.

13.22 Distinguish between the concept of theme in a literary work andauthor’s purpose in an expository text.

Standard 14: Students will identify, analyze, and apply knowledge of thethemes, structure, and elements of poetry and provide evidencefrom the text to support their understanding.


14.4 Identify and respond to the effects of form, sound, figurative lan-guage, and graphics in order to uncover meaning in poetry:• Form (for example, haiku, epic, sonnet)• Sound (for example, alliteration, onomatopoeia, rhyme scheme)• Figurative language (for example, personification, metaphor,

simile, hyperbole)• Graphics (for example, capital letters, line length, word position)

Standard 15: Students will identify and analyze how an author’s words appeal tothe senses, create imagery, suggest mood, and set tone, and willprovide evidence from the text to support their understanding.

15.4 Identify and analyze the importance of shades of meaning indetermining word choice in a piece of literature.

15.5 Identify and analyze imagery and figurative language.

15.6 Identify how an author’s use of words creates mood.

Standard 16: Students will identify, analyze, and apply knowledge of thethemes, structure, and elements of myths, traditional narratives,and classical literature and provide evidence from the text to sup-port their understanding.

16.7 Compare different versions of the same story from traditional literature.

16.8 Identify common structures of traditional literature (for example,that characters or story elements often come in threes, such asthree bears, three sisters, or three tasks; or that there are magichelpers, such as talking animals, fairies, genies, or elves).• Identify common stylistic elements in traditional literature (such

as repeated refrains, similes, hyperbole).

16.9 Identify conventions in epic tales (for example, the extended simile,the hero’s tasks, special weapons, clothing, helpers).

16.10 Identify and analyze similarities and differences in mythologiesfrom different cultures (for example, ideas of the afterlife, rolesand characteristics of deities, types and purposes of myths).

Standard 17: Students will identify, analyze, and apply knowledge of thethemes, structure, and elements of drama and provide evidencefrom the text to support their understanding.

17.3 Identify and analyze structural elements unique to dramatic literature (for example, scenes, acts, cast of characters, stage directions).


17.4 Identify and analyze the similarities and differences between a nar-rative text and its film or play adaptation.

17.5 Identify and analyze elements of setting, plot, and characterizationin plays that are read, viewed, written, and/or performed.• Setting (for example, place, historical period, time of day)• Plot (for example, exposition, conflict, rising action, falling

action)• Characterization (for example, character motivations, actions,

thoughts, development).

17.6 Identify and analyze the similarities and differences in the presen-tations of setting, character, and plot in texts, plays, and films.

Composition

Standard 19: Students will write with a clear focus, coherent organization, andsufficient detail.

For information/expository writing:

19.16 Write brief research reports with clear focus and supporting detail.

19.17 Write a short explanation of a process that includes a topic sen-tence, supporting details, and a conclusion.

19.18 Write formal letters to correspondents such as authors, newspa-pers, businesses, or government officials.

19.23 Write multi-paragraph compositions that have clear topic develop-ment, logical organization, effective use of detail, and variety insentence structure.

Standard 20: Students will write for different audiences and purposes.

20.4 Select and use appropriate rhetorical techniques for a variety ofpurposes, such as to convince or entertain the reader.

Standard 21: Students will demonstrate improvement in organization, content,paragraph development, level of detail, style, tone, and wordchoice (diction) in their compositions after revising them.

21.4 Revise writing to improve level of detail and precision of language,determining where to add images and sensory detail, combinesentences, vary sentences, and rearrange text.

21.6 Revise writing to improve organization and diction after checkingthe logic underlying the order of ideas, the precision of vocabularyused, and the economy of writing.


Standard 22: Students will use knowledge of standard English conventions intheir writing, revising, and editing.

22.7 Use additional knowledge of correct mechanics (apostrophes, quo-tation marks, comma use in compound sentences, paragraphindentations), correct sentence structure (elimination of fragmentsand run-ons), and correct standard English spelling (commonlyused homophones) when writing, revising, and editing.

22.8 Use knowledge of types of sentences (simple, compound, com-plex), correct mechanics (comma after introductory structures),correct usage (pronoun reference), sentence structure (completesentences, properly placed modifiers), and standard Englishspelling when writing and editing.

Standard 23: Students will organize ideas in writing in a way that makes sensefor their purpose.

23.7 Group related ideas and place them in logical order when writingsummaries or reports.

23.8 Organize information about a topic into a coherent paragraphwith a topic sentence, sufficient supporting details, and a conclud-ing sentence.

23.9 Integrate the use of organizing techniques that break up strictchronological order in a story (starting in the middle of the action,then filling in background information using flashbacks).

23.10 Organize information in a coherent essay or report with a thesisstatement in the introduction, transition sentences to link para-graphs, and a conclusion.

CONTINENTAL PRESS520 E. Bainbridge StreetElizabethtown, PA 17022

800-233-0759www.continentalpress.com

Grade 7, Form BISBN 0-8454-K3407-1

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