Pacing 1st – 4th
Grade 7: Reading For Information
CCSS RI 7.1:
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Proficiency Levels:
Level 1 (Entering)
MPIs (I can…):
function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
I can match the answers to
the 5 Ws based on a given
text in small groups.
(L, S, R)
I can read sentences aloud
using Think-Pair-Share.
(L, S, R)
Level 2 (Emerging)
Level 3(Developing)
Level 4/5 (Expanding/Bridging)
I can complete sentence
starters using a word bank and
visually supported text in small
groups.
(L, S, R, W)
I can respond to a given set of
questions based on textual
evidence with a partner.
 What words __________?
 Which sentences _______?
 Where in the passage ____?
 According to the text _____
 The author implies _____?
(L, S, R, W)
I can create a digital presentation
that includes an analysis of the
text based on evidence present in
the text with a partner.
(L, S, R, W)
I can read information from a text
and type it into a digital
presentation.
(R, W)
I can write complete sentences
starters with the aid or a word
bank.
(R, W)
I can read questions and write
the answers with a partner.
(L, S, R, W)
Resources:
Functional
Vocabulary:
English for Everyone
Newspapers
Center for Urban Education at DePaul University
Magazine articles
Scholastic news
Textbooks
Textual/text, evidence, support, analysis, explicitly, inference/infer, cite, respond, visually, sentence starters, word bank, digital
presentation.
Teacher will identify key terms from selected passages.
Pacing 1st – 4th
Grade 7: Reading For Information
CCSS: RI 7.2:
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective
summary of the text.
Proficiency Levels:
MPIs (I can…):
function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
Level 1 (Entering)
Level 2 (Emerging)
Level 3(Developing)
Level 4/5 (Expanding/Bridging)
I can sort labeled and
illustrated details onto a tchart about a passage with a
partner.
(L, S, R)
I can conclude two central
ideas from a passage using a tchart by taking notes with a
partner.
(L, S, R, W)
I can conclude two central
ideas from a passage using a
T-chart with a partner.
(L, S, R, W)
I can conclude two central ideas from
a passage using a T-chart with a
partner.
(L, S, R, W)
I can build sentences from
the t-chart with a partner.
(L, S, R, W)
I can present the t-chart to the
group.
(L, S, R)
I can explain the doublebubble map using paragraph
frames.
(S, R)
I can objectively summarize a passage
using the T-chart with a partner.
(L, S, R)
I can read the sentences
with a partner.
(L, S)
Resources:
Texts: Center for Urban Education
Brainpop: Summarizing
Smart Exchange: Summarizing
Youtube: Main Idea video by Learningupgrade.com
Functional
Vocabulary:
Determine
central idea/theme/main idea
analyze
course of the text, text/textual
objective
summary/summarize/sum
conclude/conclusion/draws a conclusion
I can compose a two or more
paragraph summary using complete
sentences and transition/signal
words based on previously
completed T-chart.
(R, W)
Teachers will identify key terms from selected passages.
Pacing 1st – 4th
Grade 7: Reading For Information
CCSS: RI 7.3:
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how
individuals influence ideas or events).
Proficiency Levels:
MPIs (I can…):
function + content + support
Level 1 (Entering)
Level 2 (Emerging)
Level 3(Developing)
Level 4/5 (Expanding/Bridging)
I can relate individuals to
events with the aid of visual
supports and leveled texts
with a partner. (l, s, r)
I can establish the relationship
between events and decisions
made by leaders using
manipulatives and given
events. (r, l, s, w)
I can judge and critique the
decisions of leaders using a
cause/effect graphic
organizer with my partner. (r,
w)
I can forecast how current events will
impact the way history will be written
in the future working with a small
group. (l, s, r, w)
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
I can reflect the validity of a
leader’s decision using a
published product based on a
partially completed graphic
organizer. (r, w)
I can compose a chapter of a history
book for future generations with my
group using current events.(l, s, r, w)
Resources:
Newspapers
Leveled texts
Dogonews.com
Picture of leaders
Sks.sirs.com
Library of Congress for Kids
Functional
Vocabulary:
Judge, Critique, Reflect, Validity, Published product, Partially, Forecast, Current Events, Impact, Compose, Generations, Establish,
Relationship, Events, Manipulatives, Relayed, Partially
Pacing 1st – 4th
Grade 7: Reading For Information
CCSS: RI 7.4:
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.
Proficiency Levels:
Level 1 (Entering)
MPIs (I can…):
function + content + support
I can match illustrations of
figurative language to its
illustrated meanings with a
partner. (S,L,)
I can match labels to facial
expressions to explore the
tone of a text with my
partner.(R,S,L)
I can match illustrations of
connotative and denotative
meanings with a partner
(S,L)
I can match illustrations of
technical language with its
label with a partner. (R,S,L)
Level 2 (Emerging)
I can illustrate figurative
language examples with my
group using a T Chart.(L,S,R)
I can illustrate technical
language examples with my
group using a T Chart.(L,S,R)
I can illustrate how certain
words impacted the tone of a
text with my group using a T
Chart.(L,S, R)
Level 3(Developing)
I can create a flip book of
figurative language forms
with my group finding
examples from a
text.(L,S,R,W)
Level 4/5 (Expanding/Bridging)
I can complete a T Chart to defend
my understanding of figurative
language with my group using a text.
(L,S,R,W)
I can create a flipbook of
technical language using nonfiction text.(L,S,R,W)
I can complete a T Chart to defend
my understanding of connotative
versus denotative language using a
text.(L,S,R,W)
I can create a flipbook of how
specific words in a text
impact tone.(L,S,R,W)
I can complete a T Chart to defend
my understanding of technical
language using a text.(L,S,R,W)
I can complete a T Chart to defend
my understanding the impact of a
specific word on meaning and tone
using a text.(L,S,R,W)
Grade 7: Reading For Information
Resources:
http://www.sturgeon.k12.mo.us/elementary/numphrey/subjectpages/languagearts/figuresofspeech.html
http://www.vrml.k12.la.us/8th/homework/read/8units/unit1_hum.htm
http://www.vocabulary.co.il/connotative_denotative_vocabulary/
http://prezi.com/r0rrlpodtbvu/figurative-and-connotative-language/
All the Parts by Tedd Arnold (figurative language)
Science texts
Functional
Vocabulary:
Defend
Connotative
Denotative
Figurative
Tone
Impact
Facial expression
Technical language
Label
Pacing 1st – 4th