Reading: Informational Text
Standards emphasized in this rotation are highlighted below.
Reading: Informational Text Standard 1 (Covered in all three rotations)
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
[details to support conclusions]
cite
textual
evidence
analysis
explicit
inference
Reading: Informational Text Standard 2 (Covered by Ms. Dorsey, Ms. Cannon)
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
central idea
objective summary
Reading: Informational Text Standard 3 (Covered by Mrs. Fugal)
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
analyze
interactions
influence
Craft and Structure
Reading: Informational Text Standard 4 (Covered by Mrs. Fugal)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
figurative meaning
connotative meaning
technical meaning
specific word choice
meaning
tone
Reading: Informational Text Standard 5 (Covered by Mrs. Fugal)
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
structure Reading: Informational Text Standard 6 (Covered by Ms. Dorsey, Ms. Cannon) Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. author's point of view (including bias) author's purpose distinguish Integration of Knowledge and Ideas Reading: Informational Text Standard 7 (Covered by Ms. Dorsey, Ms. Cannon) Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). |
contrast
Reading: Informational Text Standard 8 (Covered by Ms. Dorsey, Ms. Cannon)
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
trace
evaluate
argument
claim
sound reasoning Is the reasoning sound?
evidence
relevant : Are sources relevant and trustworthy?
sufficient
Reading: Informational Text Standard 9 (Covered by Ms. Dorsey)
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Range of Reading and Level of Text Complexity
Reading: Informational Text Standard 10 (Covered by Ms. Dorsey, Ms. Cannon, Ms. Fugal)
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
925L–1185L
Below is the rest of the Seventh Grade Language Arts Core
This rotation also supports
Writing Standards 1(b) and 2, 6, 7, 8, 9
Reading as research in preparation for writing.
___________________________
Reading: Literature
Key Ideas and Details
Reading: Literature Standard 1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
textual/text
evidence
analysis
explicit
inference
Reading: Literature Standard 2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
theme
central idea
analyze
objective summary
Reading: Literature Standard 3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
[Use passages from the text as evidence.] analyze
elements
story
drama
setting
characters
plot
Craft and Structure
Reading: Literature Standard 4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
phrases
figurative language
Metaphor and simile, hyperbole, personification
connotative
rhyme
repetition (or sound)
alliteration
verse, stanza
poem
story
drama
Reading: Literature Standard 5
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning
form -- Form, in poetry, can be understood as the physical structure of the poem: the length of the lines, their rhythms, their system of rhymes and repetition. - See more at: http://www.poetryarchive.org/glossary/form#sthash.UnZ15YzY.dpuf
structure
soliloquy
sonnet
Reading: Literature Standard 6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
[Use passages from the text as evidence.]
develop
contrast
point of view
character/narrator
Integration of Knowledge and Ideas
Reading: Literature Standard 7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
compare
contrast
techniques
unique
medium
Comparison/Contrast
Reading: Literature Standard 8
(Not applicable to literature)
(Not applicable to literature)
Reading: Literature Standard 9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
compare
contrast
fictional
historical
alter
Range of Reading and Level of Text Complexity
Reading: Literature Standard 10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
925L–1185L
Writing
Text Types and Purposes
Writing Standard 1
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
claim
alternate or opposing claims
(Covered by Ms. Dorsey)b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
logical
relevant
accurate
credible
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
cohesion
claim
reason
evidence
d. Establish and maintain a formal style.
formal
e. Provide a concluding statement or section that follows from and supports the argument presented.
concluding
Writing Standard 2 (Covered by Ms. Dorsey)
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
informative
explanatory
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
definition
classification
comparison/contrast --
Comparison/Contrast -
cause/effect
definition: the act of making definite, distinct, or clear
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
transitions
transitions
Transition Words II
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
formal style
formal style
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
concluding statement
concluding statement
Writing Standard 3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. --
Transition Words II
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Writing Standard 5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Writing Standard 6 (Covered by Ms. Dorsey)
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
Research to Build and Present Knowledge
Writing Standard 7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
http://www.uen.org/core/languagearts/downloads/CCSSAppendix_A.pdf definition of short research projects - page 43
Writing Standard 8 (Covered by Ms. Dorsey)
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Writing Standard 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
Range of Writing
Writing Standard 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Comprehension and Collaboration
Speaking and Listening Standard 1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their own views.
Speaking and Listening Standard 2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
Speaking and Listening Standard 3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
Presentation of Knowledge and Ideas
Speaking and Listening Standard 4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
salient
Language Standard 2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.
Knowledge of Language
Language Standard 3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*
Vocabulary Acquisition and Use
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their own views.
Speaking and Listening Standard 2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
Speaking and Listening Standard 3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
Presentation of Knowledge and Ideas
Speaking and Listening Standard 4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
salient
Speaking and Listening Standard 5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Speaking and Listening Standard 6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language Conventions of Standard English Language Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* |
Language Standard 2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.
Knowledge of Language
Language Standard 3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*
Vocabulary Acquisition and Use
Language Standard 4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
| a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Language Standard 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. 6th grade - personification 5th grade -- simile, metaphor 4th grade -- simile, metaphor 3rd grade -- literal, nonliteral (idioms such as "take steps") b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language Standard 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). |
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