Seventh Grade Literacy Daily Learning Guide
Core Content: Word Work/Fluency
STANDARD
Vocabulary
R.1.2.2 Apply a variety of
strategies to comprehend
words and ideas in
complex text.
R. 1.3.1 Understand and
apply new vocabulary
R.1.3.2 Understand and
apply content/academic
vocabulary critical to the
meaning of the text.
Assessment:
Fluency/Sight Words
1.4.2 – Apply fluency to
enhance comprehension
R.1.4.3 Apply different
reading rates to match
text
Assessment: DIBELS
Language Objective ELD
Standard
Timeline: September –October (6 Weeks)
Lessons and Objectives
Essential Question/Student Vocabulary
Friendly Objectives
Resources and Pacing
Formative
Assessment
Notes and Self
Reflection
Embedded
(AB)▬Demonstrate
understanding of roots and
affixes. ▬ Apply word-meaning
strategies in text (e.g., word
structure, phonics, abbreviations,
illustrations, prior knowledge and
context).
(AB)▬Use new vocabulary in
simple sentences to discuss, prior
knowledge, illustrations to predict
and confirm word meaning and
concepts from literary and
informational texts.
What are ways to understand
words unfamiliar to me?
►I can use different strategies to
understand words and ideas in
complex text.
►I can use prefixes, suffixes and
root words to understand
complex words.
What should I do when I come to
a word I don't know?
►I can use different strategies to
understand new vocabulary.
(AB)▬Use words and/or phrases
to participate in discussions of
short, illustrated stories and show
understanding of vocabulary. W
How can I use what I know about
the world to help me understand
new words I don't know?
►I can use different strategies to
understand content/academic
vocabulary as it pertains to other
cultures and communities
(AB)- Read introduced sight
words.
Int: Read unpracticed text aloud
at a target rate of 75-95 words
correct per minute with
comprehension
How can reading out loud
improve my reading ability?
►I can read aloud grade-level
information accurately, using
pacing, phrasing, and expression.
►I can read aloud unpracticed
grade-level text with fluency in a
range of 145-155+ WCPM
How do I determine the most
appropriate reading speed for
different texts?
►I can adjust my ready rate
based on purpose
(AB)▬Adjust reading rate to
match purpose.
reference
dictionary
thesaurus
glossary
synonyms
antonyms
(WP) Guessing New Words
from Context p. 32-33
(MLW) Activities for Using
Context Clues p. 214-216
(CR)-Strategy 3: Learning
and Retaining Academic
Vocabulary p. 33-44
narrative
information
al text
6 Minute Solutions
Curriculum is
spiraling in nature;
teachers should
adjust the time
frame based on
needs of their
students
AVID Weekly
Seventh Grade Literacy Daily Learning Guide
Core Content: Determine Importance/Predict-Infer
STANDARD
Language
Objective ELD
Standard
Comprehension/Oral Language
(AB)▬Identify the main
R.2.1.3 Apply
comprehension monitoring idea and details in text.
W
strategies during, and after
reading: determine
importance using theme,
main idea, and supporting
details in grade-level
informational/expository
text and/or
literary/narrative text.
R.2.1.5 Apply
comprehension monitoring
strategies before, during,
and after reading: predict
and infer. W
Assessment:
(AB)▬Answer both
literal and inferential
comprehension
questions about text
composed with irregular
plurals, modals, common
irregular verbs,
prepositional phrases,
etc. W
▬ Use simple sentences
to predict and infer using
prior knowledge and
information drawn from
text. W
▬ Infer an idea
supported by text details.
Timeline: September –October (6 Weeks)
Lessons and Objectives
Essential Question/Student
Vocabulary Formative
Assessment
Friendly Objectives
How do good readers determine
what the "gist" of what is written?
►I can state both literal and
inferred main ideas with their
supporting details.
How does thinking about what I
expect to happen help me
understand what I read?
►I can make, confirm and revise
predictions and inferences based
on prior knowledge and evidence
from informational and technical
texts.
►I can cite passages from text to
confirm or defend predication and
inferences.
prior
knowledge
infer
inference
assumption
prediction
Resources and Pacing
Notes and Self
Reflection
CT- Lessons 1-5 Using Justright texts to practice
independently at the end
of each lesson (See Lesson
Guide )
Curriculum is
spiraling in nature;
teachers should
adjust the time frame
based on needs of
their students
(CT) Infer Meaning:
Lessons 10-15 Using Justright texts to practice
independently at the end
of each lesson (See Lesson
Guide )
(WP) Story Impression p.
19
(MLW) p. 193-4
(MLW) The Proficient
Reader (Overview) p. 178180
(MLW) Purpose for
Reading p. 181-182
*See Comprehension
Toolkit Companion
Text for more
informational text.
Or Common Core
Website for
suggested list of
Informational texts.
Seventh Grade Literacy Daily Learning Guide
Core Content: Organization of writing/writing process
STANDARD
Writing
W.3.1.2 Analyzes and selects
an effective organizational
structure.
W.1.6.1 Applies
understanding of the
recursive nature of writing
process.
Assessment:
Language
Objective ELD
Standard
(AB)▬Organizes ideas
orally (e.g., beginning,
middle, end) using
words and gestures
▬ Writes in pictures
and words following a
pattern across content
areas
▬ Selects appropriate
title for a piece of
writing
▬ Uses conjunctions in
phrases
▬ Writes to follow the
organization of a mentor
text using words and
phrases
(AB)▬1.6 does not
require specific
adaptations for English
language learners.
PLEASE NOTE:
■ Teachers should
consider that ELL
students may require
more time to complete
tasks.
■ ELL students require
clear, explicit
expectations regarding
sequence required to
complete a task.
■ Time management
skills should be taught to
all students.
Timeline: September-October (6 Weeks)
Lessons and Objectives
Essential Question/Student Vocabulary Formative
Assessment
Friendly Objectives
How can I organize my thoughts
and ideas to best communicate
to my reader?
►I can use a variety of graphic
organizers to match the purpose
of my writing.
►I take time to organize my
thoughts on paper before I write.
►I understand that the more I
plan my writing the more
effective my thinking becomes.
How do I know when my paper is
well done?
►I understand that multiple
revisions are usually necessary to
best communicate my ideas.
►I can continue to revise a
paper until it is clear, concise,
and sufficiently detailed.
Resources and Pacing
(WP) Cornell Notetaking p.
154
(WP) Taking Notes on
Literature p. 158
(WP) Comparing Themes or
Characters Using Graphic
Organizers p. 82
(WP) Storyboard p. 35
(DB) The Art of Language p.
69-82
(WP) Easy Creative Writing
p. 179
(WP) Learning Log p. 162
Notes and Self
Reflection
Review Writing
Process section of
(WP) p. 122-128
for strategies for
Individual and
Collaborative
Writing. These
strategies and
principles can be
used throughout
all writing lessons.
Seventh Grade Literacy Daily Learning Guide
Core Content: Sharing Reading Experiences
Language
Objective ELD
Standard
STANDARD
Other
R.4.2.1 Evaluate books and
authors to share common
literary experiences.
(AB)▬Use words or
phrases to discuss
favorite authors and
texts read aloud.
Timeline: September-October (6 Weeks)
Lessons and Objectives
Essential Question/Student Vocabulary Formative
Assessment
Friendly Objectives
How can I best contribute my
personal experience with
others to enhance my own
learning and learning of
others?
►I can effectively contribute
to group discussions and
share my reading experiences
with others.
Resources and Pacing
Notes and Self
Reflection
(WP) Literature Circles p.5257
Assessment:
Adopted:
CT-3-6 Comprehension Toolkit
CTSB-Comprehension Toolkit: Source Book of Short
Text
Suggested:
CR- Critical Reading: Deep Reading Strategies for Expository Texts (AVID)
CTT-6-7 Comprehension Toolkit Texts
LGWR-Latin & Greek Word Roots 1
MLW- Middle Level Writing with Integrated Reading and Oral Language
(AVID)
DB-Daybook for Critical Reading and Writing (Teal)
VA-Vocabulary for Achievement (Course 1)
PH-Prentice Hall (Bronze Edition)
WP The Write Path English Language Arts Teacher Guide (AVID)
WS-Write Source (Grade 7)
Seventh Grade Literacy Daily Learning Guide
Core Content: Word Work/Fluency
STANDARD
Vocabulary
R.1.2.2 Apply a variety of
strategies to comprehend
words and ideas in
complex text.
R. 1.3.1 Understand and
apply new vocabulary
R.1.3.2 Understand and
apply content/academic
vocabulary critical to the
meaning of the text.
Assessment:
Fluency/Sight Words
1.4.2 – Apply fluency to
enhance comprehension
R.1.4.3 Apply different
reading rates to match
text
Assessment: DIBELS
Language Objective ELD
Standard
Timeline: October-November (6 Weeks)
Lessons and Objectives
Essential Question/Student Vocabulary
Friendly Objectives
Resources and Pacing
Formative
Assessment
Notes and Self
Reflection
Embedded
(AB)▬Demonstrate
understanding of roots and
affixes. ▬ Apply word-meaning
strategies in text (e.g., word
structure, phonics, abbreviations,
illustrations, prior knowledge and
context).
(AB)▬Use new vocabulary in
simple sentences to discuss, prior
knowledge, illustrations to predict
and confirm word meaning and
concepts from literary and
informational texts.
What are ways to understand
words unfamiliar to me?
►I can use different strategies to
understand words and ideas in
complex text.
►I can use prefixes, suffixes and
root words to understand
complex words.
What should I do when I come to
a word I don't know?
►I can use different strategies to
understand new vocabulary.
(AB)▬Use words and/or phrases
to participate in discussions of
short, illustrated stories and show
understanding of vocabulary. W
How can I use what I know about
the world to help me understand
new words I don't know?
►I can use different strategies to
understand content/academic
vocabulary as it pertains to other
cultures and communities
(AB)- Read introduced sight
words.
Int: Read unpracticed text aloud
at a target rate of 75-95 words
correct per minute with
comprehension
How can reading out loud
improve my reading ability?
►I can read aloud grade-level
information accurately, using
pacing, phrasing, and expression.
►I can read aloud unpracticed
grade-level text with fluency in a
range of 145-155+ WCPM
How do I determine the most
appropriate reading speed for
different texts?
►I can adjust my ready rate
based on purpose
(AB)▬Adjust reading rate to
match purpose.
reference
dictionary
thesaurus
glossary
synonyms
antonyms
(WP) Guessing New Words
from Context p. 32-33
(MLW) Activities for Using
Context Clues p. 214-216
(CR)-Strategy 3: Learning
and Retaining Academic
Vocabulary p. 33-44
narrative
information
al text
6 Minute Solutions
Curriculum is
spiraling in nature;
teachers should
adjust the time
frame based on
needs of their
students
AVID Weekly
Seventh Grade Literacy Daily Learning Guide
Core Content: Monitor Meaning /Draw Conclusions
STANDARD
Language
Objective ELD
Standard
Comprehension/Oral Language
(AB)▬Use
R.2.1.6 Apply
comprehension monitoring comprehension repair
strategies such as looking
strategies to understand
back at text, re-reading,
fiction, nonfiction,
and paraphrasing by
sections.
informational text, and
task-oriented text: monitor
for meaning, create mental
images, and generate and
answer questions.
R.2.4.1 Analyze
literary/narrative text and
information/expository
text to draw conclusions
and develop insights.
(AB)▬▬ Use words or
phrases to make
generalizations and draw
supported conclusions
from text. W
Timeline: October-November (6 Weeks)
Lessons and Objectives
Essential Question/Student
Vocabulary Formative
Assessment
Friendly Objectives
Resources and Pacing
How can I recognize when I am not
understanding what I read, and
what can I do to get back on track?
►I can monitor for meaning by
identifying where and why
comprehension was lost and use
strategies to regain meaning.
►I can develop questions before,
during and after reading to help
me comprehend.
(CT) Monitoring Comp.
Lesson 2/3 Using Justright texts to practice
independently at the end
of lesson (See Guide )
(CT) Ask Questions:
Lessons 7-9 Using Justright texts to practice
independently at the end
of lesson (See Lesson)
(CR) Strategy 4: Rereading
the Text p. 45-54
(WP) KWL p. 21 and
(MLW) p. 189-190
(WP) Inquiry Strategies p.
22
How can I determine what is most
important about what I read?
►I can identify and explain the
most important ideas the author is
trying to explain.
(CT ) Summarize &
Synthesize: Beyond The
Text Lesson 23
Using Just-right texts to
practice independently at
the end of lesson (See
Lesson Guide )
(DB) The Reader's
Response p. 113-128
(WP) Re-Creation p.34
(WP) One-Pager p. 66
(MLW) Visualizing 205-206
Notes and Self
Reflection
Seventh Grade Literacy Daily Learning Guide
Assessment:
Core Content: Sequence of Events/Cause-Effect
STANDARD
Language
Objective ELD
Standard
Comprehension/Oral Language
(A)Use words and/or
R.2.2.1 Apply
phrases to retell the
understanding of time,
sequence and identify
order, and/or sequence to
story elements of simple
aid comprehension of text. literary text. W
▬ Indicate the correct
sequence in text
composed of simple
sentences including
negatives, yes/no
questions, simple past
and future tenses, etc.
W
R.2.3.1 Analyze
informational/expository
text and literary/narrative
text for similarities and
differences and cause and
effect relationships.
R. 2.4.6 Analyze ideas and
concepts in multiple texts.
Assessment:
(AB)Use words and/or
phrases to describe:
familiar concepts, cause
and effect relationships,
compare and contrast
within and/or between
texts read aloud W
Timeline: October-November (6 Weeks)
Lessons and Objectives
Essential Question/Student
Vocabulary Formative
Assessment
Friendly Objectives
What techniques do writers use to
help their readers enjoy what they
have written?
►I can explain an author's use
literary devices such as
foreshadowing, flashbacks, dream
sequences, etc. in explaining the
development of a story's plot.
►I can list the order of events on a
timeline to aid understanding of a
text or procedure.
How does comparing other
passages I have previously read
help me understand the one I am
currently reading?
►I can find similarities and
differences within and between
texts using text-based evidence.
►I can compare and contrast
information from multiple sources
to gain a broader understanding of
a topic.
►I can identify and interpret cause
and effect relationships within a
literary or information text using
evidence from the text.
Resources and Pacing
(PH) Plot P. 11-25
(DB) Style and Structure p.
161-174
(DB) Cause/Effect p. 136139
(DB) Compare/Contrast p.
53-68
*Read Roberto Clemente
Picture book and
Compare/Contrast Stories
Notes and Self
Reflection
Seventh Grade Literacy Daily Learning Guide
Core Content:
STANDARD
Writing
W.2.3.1 Uses a variety of
forms/genres.
Assessment:
Timeline: October-November (6 Weeks)
Language
Objective ELD
Standard
(AB)▬Uses more than
one form/genre (e.g.,
persuasive, interviews,
brochures) using words
and phrases
▬ Uses a variety of
forms/genres (e.g., lab
reports, biographies,
research reports,
business letters,
compare/contrast
essays) using simple
sentences
Lessons and Objectives
Essential Question/Student Vocabulary Formative
Assessment
Friendly Objectives
How can tailor my writing to
fit my purpose?
►I can choose the
appropriate style of writing to
inform, persuade, or
entertain.
Resources and Pacing
(CR) Strategy 9: Responding
to a Writing Task p. 115-126
(CR) Stragegy 11: Utilizing
Sentence Starters and
Templates p. 181
(WP) Three-Part Essay
Structure p. 129
Organizer p. 136-137
(WP) Introductions and
Thesis Statements p. 164
(MLW) The Essay p.79-88
Notes and Self
Reflection
Seventh Grade Literacy Daily Learning Guide
Core Content:
Timeline: October-November (6 Weeks)
STANDARD
Other
R.4.2.1 Evaluate books and
authors to share common
literary experiences.
Language
Objective ELD
Standard
(AB)▬Use words or
phrases to discuss
favorite authors and
texts read aloud.
Lessons and Objectives
Essential Question/Student Vocabulary Formative
Assessment
Friendly Objectives
How can I best contribute my
personal experience with
others to enhance my own
learning and learning of
others?
►I can effectively contribute
to group discussions and
share my reading experiences
with others.
Resources and Pacing
(WP) Literature Circles p.5257
Assessment:
Adopted:
CT-3-6 Comprehension Toolkit
Suggested:
CR- Critical Reading: Deep Reading Strategies for Expository Texts (AVID)
CTSB-Comprehension Toolkit: Source Book of Short Text
LGWR-Latin & Greek Word Roots 1
CTT-6-7 Comprehension Toolkit Texts
MLW- Middle Level Writing with Integrated Reading and Oral Language (AVID)
DB-Daybook for Critical Reading and Writing (Teal)
VA-Vocabulary for Achievement (Course 1)
PH-Prentice Hall (Bronze Edition)
WP The Write Path English Language Arts Teacher Guide (AVID)
WS-Write Source (Grade 7)
Notes and Self
Reflection
Seventh Grade Literacy Daily Learning Guide
Core Content: Word Work/Fluency
STANDARD
Vocabulary
R.1.2.2 Apply a variety of
strategies to comprehend
words and ideas in
complex text.
R. 1.3.1 Understand and
apply new vocabulary
R.1.3.2 Understand and
apply content/academic
vocabulary critical to the
meaning of the text.
Assessment:
Fluency/Sight Words
1.4.2 – Apply fluency to
enhance comprehension
R.1.4.3 Apply different
reading rates to match
text
Assessment: DIBELS
Language Objective ELD
Standard
Timeline: December-January (6 Weeks)
Lessons and Objectives
Essential Question/Student Vocabulary
Friendly Objectives
Resources and Pacing
Formative
Assessment
Notes and Self
Reflection
Embedded
(AB)▬Demonstrate
understanding of roots and
affixes. ▬ Apply word-meaning
strategies in text (e.g., word
structure, phonics, abbreviations,
illustrations, prior knowledge and
context).
(AB)▬Use new vocabulary in
simple sentences to discuss, prior
knowledge, illustrations to predict
and confirm word meaning and
concepts from literary and
informational texts.
What are ways to understand
words unfamiliar to me?
►I can use different strategies to
understand words and ideas in
complex text.
►I can use prefixes, suffixes and
root words to understand
complex words.
What should I do when I come to
a word I don't know?
►I can use different strategies to
understand new vocabulary.
(AB)▬Use words and/or phrases
to participate in discussions of
short, illustrated stories and show
understanding of vocabulary. W
How can I use what I know about
the world to help me understand
new words I don't know?
►I can use different strategies to
understand content/academic
vocabulary as it pertains to other
cultures and communities
(AB)- Read introduced sight
words.
Int: Read unpracticed text aloud
at a target rate of 75-95 words
correct per minute with
comprehension
How can reading out loud
improve my reading ability?
►I can read aloud grade-level
information accurately, using
pacing, phrasing, and expression.
►I can read aloud unpracticed
grade-level text with fluency in a
range of 145-155+ WCPM
How do I determine the most
appropriate reading speed for
different texts?
►I can adjust my ready rate
based on purpose
(AB)▬Adjust reading rate to
match purpose.
reference
dictionary
thesaurus
glossary
synonyms
antonyms
(WP) Guessing New Words
from Context p. 32-33
(MLW) Activities for Using
Context Clues p. 214-216
(CR)-Strategy 3: Learning
and Retaining Academic
Vocabulary p. 33-44
narrative
information
al text
6 Minute Solutions
Curriculum is
spiraling in nature;
teachers should
adjust the time
frame based on
needs of their
students
AVID Weekly
Seventh Grade Literacy Daily Learning Guide
Core Content: Summarize, Story Elements
STANDARD
Language
Objective ELD
Standard
Comprehension/Oral Language
(AB)▬
R.2.1.7 Apply
comprehension monitoring (I)▬Use simple
sentences to summarize,
strategies during and after to state the main idea
reading: summarize grade- with supporting details
and to discuss
level
theme/message of a
informational/expository
literary or informational
text and literary/narrative
text. (also 2.1.3) W
text.
R.2.2.3 Understand and
analyze story elements.
Assessment:
(AB)▬
(I)▬Use simple
sentences to explain
organizational features
(e.g., glossaries, tables of
content, map keys,
captions in text or
electronic media). W
Timeline: December-January (6 Weeks))
Lessons and Objectives
Essential Question/Student Vocabulary
Friendly Objectives
How can I briefly explain the "gist"
of a written passage and
determine what is most
important?
►I can create a summary that
includes the main ideas and most
important text-based facts, details
or ideas from the text.
►I can summarize the plot of the
text using text-based evidence.
How does understanding the
different parts of a story aid my
understanding of the whole story?
►I can intepret how situations,
actions and other characters
influence a character's personality
and develpoment.
►I can explain how setting,
character and plot and how that
effects the mood of a story.
(Create a plot diagram)
►I can explain how a story's plots
and subplots contribute to (or
don't advance) the
conflict/resolution of the story.
►I can explain the author's point
of view and interpret how it
influences text.
•summary
•determining
Importance
•plot
•biography
•character’s
conflict: external
and internal
•diction
•graphical
autobiography
•photobiography
•poetry terms:
tone, imagery
Resources and Pacing
Notes and Self
Reflection
CT) Summarize and
Synthesize: Lessons 23-26
Using Just-right texts to
practice independently at
the end of lesson (See
Lesson)
(WP) Reciprocal Reading p.
48
(DB) Focus on the Writer:
Ray Bradbury p. 203-218
Short Stories:
(PH) "All Summer in a Day"
by Ray Bradbury p. 107-111
"Hallucination" by Isaac
Asimov p. 179
Curriculum is
spiraling in nature;
teachers should
adjust the time
frame based on
needs of their
students
Formative
Assessment
(DB) Conflict: the Driving
Force p. 145-160
(DB) Seventh Grade by Gary
Soto pgs10-26 (Also 1.2.2,
2.1.3, 2.1.5, 2.4.2)
(DB) Our Juvenile Curfew is
Working pgs 190-194 (Also
2.4.2, 2.4.3, 2.4.4)
Daybook: Homeless pgs198202 2.4.2, 2.4.4
Short Stories:
(PH) " Rikki-Tikki-Tavi" p. 13
"A Boy and a Man" p. 37
"The Old Demon" p. 155
"A Day's Wait" p. 205
Poetry:
"The Highwayman" (poem)
p. 437
"Mother to Son" p.518
Our Only May
Amelia (Novel) takes place in
Oregon Territory
before Wa was a
state - great
connections to
Washington State
History and
dynamic main
character. Also
2.1.3, 2.1.5, 2.2.3,
2.3.3,
Seventh Grade Literacy Daily Learning Guide
Core Content: Author’s Style, Position, Tone and Reasoning
STANDARD
Language
Objective ELD
Standard
Comprehension/Oral Language
(AB)▬ Use words or
R.2.4.2 Analyze how an
phrases to identify facts
author’s style of writing,
that identify the author’s
including language choice,
use of word choice and
achieves the author’s
support the author’s
purpose and tone. W
purpose and influences an
audience.
R.2.4.3 Evaluate the
author’s reasoning and
the validity of the
author’s position.
R.2.4.4 Analyze and
evaluate the
effectiveness of the
author’s tone and use of
persuasive devices.
R.2.4.5 Analyze ideas
and concepts to
generalize/extend
information beyond the
text.
(AB)▬ Use words or
phrases to distinguish
between fantasy and
reality in literary text
and fact and opinion in
informational text. (also
2.3.1) W
Timeline: December-January (6 Weeks))
Lessons and Objectives
Essential Question/Student Vocabulary
Friendly Objectives
How do authors change their
writing to appeal to different
audiences?
►I can explain the author's
purpose and writing style in
writing the selection to influence
the audience.
How can I determine what is most
important about what I read?
►I can identify and explain the
most important ideas the author
is trying to explain.
How can I know if what an author
says is true?
►I can judge the validity of the
author's position and accuracy of
the information.
What makes an effective
persuasive argument?
►I can identify the author's tone.
►I can judge the author's
effectiveness in persuading
his/her audience.
How can I find "truth" about "real
life" in fiction?
►I can identify the universal
theme in a text ( human nature,
cultural, historical perspective,
etc).
►I can explain how information in
a text could be applied to
understand a similar situation or
concept in another text or life in
general using cite-based evidence.
•summary
•determining
Importance
•plot
•biography
•character’s
conflict: external
and internal
•diction
•graphical
autobiography
•photobiography
•poetry terms:
tone, imagery
Resources and Pacing
Formative
Assessment
(WP) Paraphrasing p. 65
(PH) "The Courage That My
Mother Had" (poem) p. 492
Notes and Self
Reflection
Curriculum is
spiraling in nature;
teachers should
adjust the time
frame based on
needs of their
students
Seventh Grade Literacy Daily Learning Guide
Assessment:
Seventh Grade Literacy Daily Learning Guide
Core Content:
STANDARD
Writing
W.3.1.2 Analyzes and selects
an effective organizational
structure.
W.1.6.1 Applies
understanding of the
recursive nature of writing
process.
Assessment:
Timeline: December-January (6 Weeks)
Language
Objective ELD
Standard
(AB)▬Organizes ideas
orally (e.g., beginning,
middle, end) using
words and gestures
▬ Writes in pictures
and words following a
pattern across content
areas
▬ Selects appropriate
title for a piece of
writing
▬ Uses conjunctions in
phrases
▬ Writes to follow the
organization of a mentor
text using words and
phrases
(AB)▬1.6 does not
require specific
adaptations for English
language learners.
PLEASE NOTE:
■ Teachers should
consider that ELL
students may require
more time to complete
tasks.
■ ELL students require
clear, explicit
expectations regarding
sequence required to
complete a task.
■ Time management
skills should be taught to
all students.
Lessons and Objectives
Essential Question/Student Vocabulary Formative
Assessment
Friendly Objectives
How can I organize my thoughts
and ideas to best communicate
to my reader?
►I can use a variety of graphic
organizers to match the purpose
of my writing.
►I take time to organize my
thoughts on paper before I write.
►I understand that the more I
plan my writing the more
effective my thinking becomes.
How do I know when my paper is
well done?
►I understand that multiple
revisions are usually necessary to
best communicate my ideas.
►I can continue to revise a
paper until it is clear, concise,
and sufficiently detailed.
Resources and Pacing
(WP) Cornell Notetaking p.
154
(WP) Taking Notes on
Literature p. 158
(WP) Comparing Themes or
Characters Using Graphic
Organizers p. 82
(WP) Storyboard p. 35
(DB) The Art of Language p.
69-82
(WP) Easy Creative Writing
p. 179
(WP) Learning Log p. 162
Notes and Self
Reflection
Review Writing
Process section of
(WP) p. 122-128
for strategies for
Individual and
Collaborative
Writing. These
strategies and
principles can be
used throughout
all writing lessons.
Seventh Grade Literacy Daily Learning Guide
Core Content: Sharing Reading Experiences
Language
Objective ELD
Standard
STANDARD
Other
R.4.2.1 Evaluate books and
authors to share common
literary experiences.
(AB)▬Use words or
phrases to discuss
favorite authors and
texts read aloud.
Timeline: December-January (6 Weeks)
Lessons and Objectives
Essential Question/Student Vocabulary Formative
Assessment
Friendly Objectives
How can I best contribute my
personal experience with
others to enhance my own
learning and learning of
others?
►I can effectively contribute
to group discussions and
share my reading experiences
with others.
Resources and Pacing
Notes and Self
Reflection
(WP) Literature Circles p.5257
Assessment:
Adopted:
CT-3-6 Comprehension Toolkit
CTSB-Comprehension Toolkit: Source Book of Short
Text
Suggested:
CR- Critical Reading: Deep Reading Strategies for Expository Texts (AVID)
CTT-6-7 Comprehension Toolkit Texts
LGWR-Latin & Greek Word Roots 1
MLW- Middle Level Writing with Integrated Reading and Oral Language
(AVID)
DB-Daybook for Critical Reading and Writing (Teal)
VA-Vocabulary for Achievement (Course 1)
PH-Prentice Hall (Bronze Edition)
WP The Write Path English Language Arts Teacher Guide (AVID)
WS-Write Source (Grade 7)
Seventh Grade Literacy Daily Learning Guide
Core Content: Word Work/Fluency
STANDARD
Vocabulary
R.1.2.2 Apply a variety of
strategies to comprehend
words and ideas in
complex text.
R. 1.3.1 Understand and
apply new vocabulary
R.1.3.2 Understand and
apply content/academic
vocabulary critical to the
meaning of the text.
Assessment:
Fluency/Sight Words
1.4.2 – Apply fluency to
enhance comprehension
R.1.4.3 Apply different
reading rates to match
text
Assessment: DIBELS
Language Objective ELD
Standard
Timeline: January-February (6 Weeks)
Lessons and Objectives
Essential Question/Student Vocabulary
Friendly Objectives
Resources and Pacing
Formative
Assessment
Notes and Self
Reflection
Embedded
(AB)▬Demonstrate
understanding of roots and
affixes. ▬ Apply word-meaning
strategies in text (e.g., word
structure, phonics, abbreviations,
illustrations, prior knowledge and
context).
(AB)▬Use new vocabulary in
simple sentences to discuss, prior
knowledge, illustrations to predict
and confirm word meaning and
concepts from literary and
informational texts.
What are ways to understand
words unfamiliar to me?
►I can use different strategies to
understand words and ideas in
complex text.
►I can use prefixes, suffixes and
root words to understand
complex words.
What should I do when I come to
a word I don't know?
►I can use different strategies to
understand new vocabulary.
(AB)▬Use words and/or phrases
to participate in discussions of
short, illustrated stories and show
understanding of vocabulary. W
How can I use what I know about
the world to help me understand
new words I don't know?
►I can use different strategies to
understand content/academic
vocabulary as it pertains to other
cultures and communities
(AB)- Read introduced sight
words.
Int: Read unpracticed text aloud
at a target rate of 75-95 words
correct per minute with
comprehension
How can reading out loud
improve my reading ability?
►I can read aloud grade-level
information accurately, using
pacing, phrasing, and expression.
►I can read aloud unpracticed
grade-level text with fluency in a
range of 145-155+ WCPM
How do I determine the most
appropriate reading speed for
different texts?
►I can adjust my ready rate
based on purpose
(AB)▬Adjust reading rate to
match purpose.
reference
dictionary
thesaurus
glossary
synonyms
antonyms
(WP) Guessing New Words
from Context p. 32-33
(MLW) Activities for Using
Context Clues p. 214-216
(CR)-Strategy 3: Learning
and Retaining Academic
Vocabulary p. 33-44
narrative
information
al text
6 Minute Solutions
Curriculum is
spiraling in nature;
teachers should
adjust the time
frame based on
needs of their
students
AVID Weekly
Seventh Grade Literacy Daily Learning Guide
Core Content: Monitor Meaning /Draw Conclusions
STANDARD
Language
Objective ELD
Standard
Comprehension/Oral Language
(AB)▬Use
R.2.1.6 Apply
comprehension monitoring comprehension repair
strategies such as looking
strategies to understand
back at text, re-reading,
fiction, nonfiction,
and paraphrasing by
sections.
informational text, and
task-oriented text: monitor
for meaning, create mental
images, and generate and
answer questions.
R.2.4.1 Analyze
literary/narrative text and
information/expository
text to draw conclusions
and develop insights.
(AB)▬▬ Use words or
phrases to make
generalizations and draw
supported conclusions
from text. W
Timeline: January-February (6 Weeks)
Lessons and Objectives
Essential Question/Student
Vocabulary Formative
Assessment
Friendly Objectives
Resources and Pacing
How can I recognize when I am not
understanding what I read, and
what can I do to get back on track?
►I can monitor for meaning by
identifying where and why
comprehension was lost and use
strategies to regain meaning.
►I can develop questions before,
during and after reading to help
me comprehend.
(CT) Monitoring Comp.
Lesson 2/3 Using Justright texts to practice
independently at the end
of lesson (See Guide )
(CT) Ask Questions:
Lessons 7-9 Using Justright texts to practice
independently at the end
of lesson (See Lesson)
(CR) Strategy 4: Rereading
the Text p. 45-54
(WP) KWL p. 21 and
(MLW) p. 189-190
(WP) Inquiry Strategies p.
22
How can I determine what is most
important about what I read?
►I can identify and explain the
most important ideas the author is
trying to explain.
(CT ) Summarize &
Synthesize: Beyond The
Text Lesson 23
Using Just-right texts to
practice independently at
the end of lesson (See
Lesson Guide )
(DB) The Reader's
Response p. 113-128
(WP) Re-Creation p.34
(WP) One-Pager p. 66
(MLW) Visualizing 205-206
Notes and Self
Reflection
Seventh Grade Literacy Daily Learning Guide
Assessment:
Core Content: Sequence of Events/Cause-Effect
STANDARD
Language
Objective ELD
Standard
Comprehension/Oral Language
(A)Use words and/or
R.2.2.1 Apply
phrases to retell the
understanding of time,
sequence and identify
order, and/or sequence to
story elements of simple
aid comprehension of text. literary text. W
▬ Indicate the correct
sequence in text
composed of simple
sentences including
negatives, yes/no
questions, simple past
and future tenses, etc.
W
R.2.3.1 Analyze
informational/expository
text and literary/narrative
text for similarities and
differences and cause and
effect relationships.
R. 2.4.6 Analyze ideas and
concepts in multiple texts.
Assessment:
(AB)Use words and/or
phrases to describe:
familiar concepts, cause
and effect relationships,
compare and contrast
within and/or between
texts read aloud W
Timeline: January-February (6 Weeks)
Lessons and Objectives
Essential Question/Student
Vocabulary Formative
Assessment
Friendly Objectives
What techniques do writers use to
help their readers enjoy what they
have written?
►I can explain an author's use
literary devices such as
foreshadowing, flashbacks, dream
sequences, etc. in explaining the
development of a story's plot.
►I can list the order of events on a
timeline to aid understanding of a
text or procedure.
How does comparing other
passages I have previously read
help me understand the one I am
currently reading?
►I can find similarities and
differences within and between
texts using text-based evidence.
►I can compare and contrast
information from multiple sources
to gain a broader understanding of
a topic.
►I can identify and interpret cause
and effect relationships within a
literary or information text using
evidence from the text.
Resources and Pacing
(PH) Plot P. 11-25
(DB) Style and Structure p.
161-174
(DB) Cause/Effect p. 136139
(DB) Compare/Contrast p.
53-68
*Read Roberto Clemente
Picture book and
Compare/Contrast Stories
Notes and Self
Reflection
Seventh Grade Literacy Daily Learning Guide
Core Content:
STANDARD
Writing
W.2.3.1 Uses a variety of
forms/genres.
Assessment:
Timeline January-February (6 Weeks)
Language
Objective ELD
Standard
(AB)▬Uses more than
one form/genre (e.g.,
persuasive, interviews,
brochures) using words
and phrases
▬ Uses a variety of
forms/genres (e.g., lab
reports, biographies,
research reports,
business letters,
compare/contrast
essays) using simple
sentences
Lessons and Objectives
Essential Question/Student Vocabulary Formative
Assessment
Friendly Objectives
How can tailor my writing to
fit my purpose?
►I can choose the
appropriate style of writing to
inform, persuade, or
entertain.
Resources and Pacing
(CR) Strategy 9: Responding
to a Writing Task p. 115-126
(CR) Stragegy 11: Utilizing
Sentence Starters and
Templates p. 181
(WP) Three-Part Essay
Structure p. 129
Organizer p. 136-137
(WP) Introductions and
Thesis Statements p. 164
(MLW) The Essay p.79-88
Notes and Self
Reflection
Seventh Grade Literacy Daily Learning Guide
Core Content:
Timeline: January-February (6 Weeks)
STANDARD
Other
R.4.2.1 Evaluate books and
authors to share common
literary experiences.
Language
Objective ELD
Standard
Lessons and Objectives
Essential Question/Student Vocabulary Formative
Assessment
Friendly Objectives
(AB)▬Use words or
phrases to discuss
favorite authors and
texts read aloud.
How can I best contribute my
personal experience with
others to enhance my own
learning and learning of
others?
►I can effectively contribute
to group discussions and
share my reading experiences
with others.
Resources and Pacing
(WP) Literature Circles p.5257
Assessment:
Adopted:
CT-3-6 Comprehension Toolkit
Suggested:
CR- Critical Reading: Deep Reading Strategies for Expository Texts (AVID)
CTSB-Comprehension Toolkit: Source Book of Short Text
LGWR-Latin & Greek Word Roots 1
CTT-6-7 Comprehension Toolkit Texts
MLW- Middle Level Writing with Integrated Reading and Oral Language (AVID)
DB-Daybook for Critical Reading and Writing (Teal)
VA-Vocabulary for Achievement (Course 1)
PH-Prentice Hall (Bronze Edition)
WP The Write Path English Language Arts Teacher Guide (AVID)
WS-Write Source (Grade 7)
Notes and Self
Reflection
Seventh Grade Literacy Daily Learning Guide