Gresham Barlow School District
Curriculum Guide
Language Arts*
Curriculum Guide
7th Grade
* Note: A detailed Writing Curriculum Guide will be produced separately.
To be implemented beginning 2012-2013
Gresham Barlow School District
Language Arts* Curriculum Guide
7th Grade
TABLE OF CONTENTS
Instructional Expectations for Reading Instruction in GBSD Middle Schools …...……………………………………………………………. Pages 1 Trimester Pacing • Fall Trimester ……………………………………………………..….. • Winter Trimester ………………………………………………..…… • Spring Trimester ………………………………………………...…... 2-­‐4 5-­‐7 8-­‐10 Learning Targets • Literature (RL) .………………………………………………..……. • Informational Text (RI) …………………………………………... • Speaking and Listening (SL) ………………………………..…. 11-­‐13 14-­‐16 17-­‐18 Example Short Fiction Text Collections to Teach With ……… 19 Web-­‐based Informational Text Resources ……………………….. 20-­‐21 ODE CCSS Language Arts …………………………………………………. 22-­‐35 ODE CCSS Appendix B: Text Exemplars and Sample Performance Tasks located on GBSD website: Staff Instruction Resources Note: A detailed Writing Curriculum Guide will be produced separately. To be implemented beginning 2012-2013
District-­‐Wide Instructional Expectations* for Reading Instruction in GBSD Middle Schools 1. Within English Language Arts classes, between 50% and 70% of the term should be allocated specifically to reading and reading instruction. 2. Use and combine formative and summative assessment to inform all areas of reading instruction, including whole-­‐class instruction (e.g. mini-­‐lessons) and individual student reading levels. 3. Implement research-­‐based instructional practices, explicitly teaching and modeling comprehension strategies and habits of mind (of proficient readers) for all students. 4. Provide daily opportunities for students to read self-­‐selected texts within the band of difficulty appropriate to students’ reading levels (“just right” books and texts). 5. Incorporate read aloud of high-­‐interest texts, taking into account appropriate rigor required by the common core state standards (see Appendix B-­‐CCSS ELA document posted on District website/Staff Instructional Resources). Research indicates that reading aloud to students substantially improves their reading skills, as well as their written, oral, and auditory skills. In addition, students that hear texts read aloud have an increased positive attitude towards reading. (Trelease, 2006) 6. Provide opportunities for students to collaborate and talk about their reading and their learning, both inside of and outside of whole-­‐class lessons. 7. Provide ample opportunities for students to respond to reading through writing. Suggested Practices: 1) Small group instruction 2) Leveled classroom library and leveled school library 3) Book partnerships or book clubs for discussion 4) More student-­‐directed thinking/writing about reading, fewer teacher-­‐generated prompts/post-­‐its/questions, etc. 5) Student-­‐teacher conferences to assess and provide feedback about reading 6) Leveled books / grouped books for student choice 7) Reading Logs, reading assigned for homework 8) Reader’s Notebook – responses, thoughts, ideas, Post-­‐Its, etc. *These expectations were set based on meta-­‐analysis of research on effective reading instruction. Grade 7 Language Arts Curriculum Guide - Page 1
7th Grade-­Fall Trimester Underlined text indicates only that portion of the standard is taught Fall trimester. Literature Standards Addressed Informational Text Standards 7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7.RL.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. 7.RI.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. 7.RI.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. 7.RL.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. 7.RI.5 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. Writing Standards Addressed 7.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 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. 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. d. Use precise language and domain-­‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. th
7 Grade Fall Standards Grade 7 Language Arts Curriculum Guide - Page 2
7.W.3 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. 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. 7.W.4 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.) 7.W.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.) 7.W.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. * Using the Grade 7 Curricular Plan for the Common Core Writing Workshop (Heinemann, 2011), Units 1 & 3 (without the research component), as well as possibly Unit 2, will address all standards listed above. th
7 Grade Fall Standards Grade 7 Language Arts Curriculum Guide - Page 3
Language Standards Addressed 7.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Speaking and Listening Standards Addressed 7.SL.1 and clauses in general and their function in specific sentences. 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. b. Choose among simple, compound, a. Come to discussions prepared, having a. Explain the function of phrases 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. 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.* 7.L.2 b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). d. Acknowledge new information expressed by others and, when warranted, modify their own views. b. Spell correctly. 7.L.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.* 7.L.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. th
7 Grade Fall Standards Grade 7 Language Arts Curriculum Guide - Page 4
7th Grade-­Winter Trimester Underlined text indicates only that portion of the standard is taught Winter trimester. Literature Standards Addressed Informational Text Standards 7.RL.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. 7.RI.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). 7.RI.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. 7.RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 7.RI.6 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. 7.RL.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. 7.RI.8 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. 7.RI.9 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. Writing Standards Addressed 7.W.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. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. th
GBSD 7 Grade Winter Standards Grade 7 Language Arts Curriculum Guide - Page 5
7.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 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. 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. d. Use precise language and domain-­‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 7.W.4 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.) 7.W.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.) 7.W.6 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. 7.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 7.W.8 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. 7.W.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. * Using the Grade 7 Curricular Plan for the Common Core Writing Workshop (Heinemann, 2011), Unit 3 (with research component) & Unit 4 will address all standards listed above. th
GBSD 7 Grade Winter Standards Grade 7 Language Arts Curriculum Guide - Page 6
Language Standards Addressed 7.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Speaking and Listening Standards Addressed 7.SL.2 a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, 7.SL.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. 7.SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. 7.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.) 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.* 7.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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. 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. 7.L.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.* 7.L.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. th
GBSD 7 Grade Winter Standards Grade 7 Language Arts Curriculum Guide - Page 7
7th Grade-­Spring Trimester Underlined text indicates only that portion of the standard is taught Spring trimester. Literature Standards Addressed Informational Text Standards 7.RL.4 7.RI.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. 7.RI.7 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). 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. 7.RL.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. 7.RL.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). 7.RL.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. Writing Standards Addressed 7.W.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. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 7.W.4 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.) th
7 Grade Spring Standards Grade 7 Language Arts Curriculum Guide - Page 8
7.W.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.) 7.W.6 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. 7.W.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”). 7.W.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. * Using the Grade 7 Curricular Plan for the Common Core Writing Workshop (Heinemann, 2011), Unit 6 & Unit 8 will address all standards listed above. th
7 Grade Spring Standards Grade 7 Language Arts Curriculum Guide - Page 9
Language Standards Addressed 7.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Speaking and Listening Standards Addressed 7.SL.3 a. Explain the function of phrases and clauses in general and their function in specific sentences. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. b. Choose among simple, compound, complex, and compound-­‐complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a 7.L.2 sentence, recognizing and correcting misplaced and dangling modifiers.* 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. 7.L.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.* 7.L.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. th
7 Grade Spring Standards Grade 7 Language Arts Curriculum Guide - Page 10
Grade 7: Reading Literature
RL.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. Learning Targets:
•
•
•
•
•
RL.7.2 I can define “textual evidence”.
I can define “inference”.
I can explain how to use details and/ or evidence from the text to reach a logical conclusion.
I can read closely to figure out what the text is saying directly.
I can draw conclusions (infer) about what the author means but does not say specifically.
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. Learning Targets:
•
•
•
•
RL.7.3 I can define “theme”.
I can analyze plot (events) to determine a theme (what the text is “really about” or the story beneath the story).
I can identify “key events” in the text that contribute (add to) the theme.
I can compose a summary stating the key points of the text (a summary that tells what the text is about), without giving my opinion.
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Learning Targets:
•
•
RL.7.4 I can define elements of a story or drama (e.g., character, setting, plot).
I can explain how the elements of a story or drama interact or affect one another.
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. Learning Targets:
•
•
•
•
I can define and identify various forms of figurative language (simile, metaphor, hyperbole, personification, alliteration, assonance, and onomatopoeia).
I can distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean).
I can recognize the difference between denotative meanings (all word have a dictionary definition) and connotative meanings (hinted or secondary).
I can explain why authors use rhyme and repetition of sounds (alliteration and assonance) to draw attention to a particular section of the text.
Grade 7-­‐RL/ELA Learning Targets Grade 7 Language Arts Curriculum Guide - Page 11
Grade 7: Reading Literature
RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Learning Targets:
•
•
•
•
RL.7.6 I can recognize the differences between the form/structure used in stories and the form/structure used in dramas and poems.
I can identify and discuss (analyze) the form/structure of a drama.
I can explain how parts of the drama affect the overall meaning and message.
I can analyze the form/structure of a poem and explain how a poet’s choice of form/structure affects the overall meaning.
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Learning Targets:
•
•
•
RL.7.7 I can classify “point of view” as:
- first person (an inside narrator tells the story; “I”) - second person (narrator speaks directly to reader; “you”) - third person (an outside narrator tells the story; “he”, “she”, or “it”) - third person limited (an outside narrator tells the story but know the thoughts of one character), or - third person omniscient (an outside narrator tells the story and knows the thoughts of all characters). I can analyze how an author develops the points of view (e.g. opinions, attitudes, mental positions from which things are viewed) of characters and narrators by revealing thoughts, feelings, actions, and spoken words.
I can contrast the points of view of different characters or narrators in a text.
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). Learning Targets:
•
•
•
•
•
RL.7.8 I can explain the mental images that occur while reading (what I see and hear).
I can compare (analyze similarities between) mental images I created while reading and the images presented in a media or staged version of the same text.
I can contrast (analyze differences between) mental images I created while reading and the images presented in a media or staged version of the same text.
I can identify various techniques (see techniques listed in standard) used in media or staged versions of a text.
I can analyze how various techniques used in media or staged versions of the text can add to or change the experience of the audience.
n/a Grade 7-­‐RL/ELA Learning Targets Grade 7 Language Arts Curriculum Guide - Page 12
Grade 7: Reading Literature
RL.7.9 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. Learning Targets:
•
•
•
•
RL.7.10 I can define “historical fiction” (fictional story set in the past).
I can compare (analyze the similarities between) a fictional portrayal of a time, place, or character and a historical account of the same time, place, or character.
I can contrast (analyze the differences between) a fictional portrayal of a time, place, or character and a historical account of the same time, place, or character.
I can analyze and describe how authors use or change facts to develop their own fictional stories.
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. Learning Targets:
•
•
I can recognize when the text I am reading is too easy or too difficult for me.
I can choose reading strategies (e.g. visualize, grow theories, ask questions, make connections, infer, re-­‐read) that will help me comprehend texts.
Grade 7-­‐RL/ELA Learning Targets Grade 7 Language Arts Curriculum Guide - Page 13
Grade 7: Reading Informational Text
7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Learning Targets:
•
•
•
•
•
7.RI.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. Learning Targets:
•
•
•
7.RI.3 I can define “textual evidence”.
I can define “inference”.
I can explain how to use details and/ or evidence from the text to reach a logical conclusion.
I can read closely to figure out what the text is saying directly.
I can draw conclusions (infer) about what the author means but does not say specifically.
I can find two or more main ideas.
I can explain how the author builds two ore more main ideas throughout the text.
I can tell what the text is about, without giving my opinion.
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). Learning Targets:
•
•
•
7.RI.4 I can identify the ideas in the text and how they are related.
I can explain how ideas influence people.
I can explain how events influence people.
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. Learning Targets:
•
•
•
•
7.RI.5 I can explain how a word’s meaning changes depending on the subject of the text
I can determine why the author chose specific words I can understand how these words shape the tone of the text.
I can understand how these words shape the meaning of the text.
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. Learning Targets:
•
•
•
I can read a text and understand how the author organized it.
I can explain how the organization of the text helps me understand the topic.
I can explain how the individual parts of a text contribute to the overall meaning of the text.
Grade 7-­‐RL/ELA Learning Targets Grade 7 Language Arts Curriculum Guide - Page 14
Grade 7: Reading Informational Text
7.RI.6 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. Learning Targets:
•
•
•
•
7.RI.7 I can define point of view as how the author feels about the topic or text.
I can determine an author’s point of view (What do I know about the author’s opinions, values, and/or beliefs?). I can explain the author’s purpose for writing the text.
I can analyze (figure out) how an author expresses or shows how his/her opinion is different from others.
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). Learning Targets:
•
•
•
•
7.RI.8 I can explain how informational text is presented in formats (e.g., audio, video, multimedia) other than words.
I can compare (analyze the similarities) a text and an audio, video, or multimedia version that portrays the same subject.
I can contrast (analyze the similarities) a text and an audio, video, or multimedia version that portrays the same subject.
I can analyze how various mediums (techniques) used in audio, video, or multimedia versions of a text can add to, improve or change the way the subject is portrayed (delivered) to an audience.
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. Learning Targets:
•
I can identify the side of an argument an author presents in a text. •
I can determine the credibility of the author and his/her purpose. •
I can explain the difference between fact and opinion. •
I can identify claims that are supported by facts and those that are supported by opinions. •
I can tell whether or not an author uses enough relevant (directly related) evidence to support his/her argument and if that evidence is strong enough. Grade 7-­‐RL/ELA Learning Targets Grade 7 Language Arts Curriculum Guide - Page 15
Grade 7: Reading Informational Text
7.RI.9 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. Learning Targets:
• I can recognize that authors present information differently based on their point of view.
• I can analyze how authors interpret and emphasize different evidence when writing about the same •
•
•
7.RI.10 topic.
I can compare (analyze the similarities) how two authors communicate the same topic.
I can contrast (analyze the differences) how two authors communicate the same topic.
I can describe how one author’s interpretation of the topic can be different from another authors, depending on the facts he/she chooses to emphasize or focus on in the text.
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. Learning Targets:
•
•
I can recognize when the text I am reading is too easy or too difficult for me.
I can choose reading strategies that will help me comprehend difficult texts (e.g., ask questions, make connections, take notes, make inferences, visualize (envision), and reread).
Grade 7-­‐RL/ELA Learning Targets Grade 7 Language Arts Curriculum Guide - Page 16
Grade 7: Speaking & Listening
SL.7.1 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.
b.
c.
d.
Come to the 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. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. 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. Acknowledge new information expressed by others and, when warranted, modify their own views. Learning Targets:
•
•
•
•
•
•
•
•
•
•
SL.7.2 I can read to gather evidence (a)
I can refer to evidence to talk about how it affects a topic (a)
I can use evidence to build on the ideas under discussion (a)
I can help define and follow the group’s rules for how to discuss ideas (b)
I can keep track of the group’s goals and deadlines; I can recognize when the discussion gets off-­‐
topic (b)
I can actively play my role within a group (b)
I can prepare and ask questions that invite more discussion from others (c)
I can respond to others’ ideas and questions (c) I can use strategies that help keep the group on topic (c) I can listen to and understand others’ ideas and integrate them into my own ideas (d)
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. Learning Targets:
•
•
•
SL.7.3 I can determine main ideas in diverse media and formats
I can identify supporting details in diverse media and formats
I can explain how the ideas clarify a topic Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Learning Targets:
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I can identify the side of an argument a speaker uses
I can identify claims that are supported by fact and those that are supported by opinions
I can determine when a speaker’s reasoning supports their argument
I can determine when a speaker has enough evidence to support their argument
Grade 7-­‐SL/ELA Learning Targets Grade 7 Language Arts Curriculum Guide - Page 17
Grade 7: Speaking & Listening
SL.7.4 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. Learning Targets:
•
•
•
SL.7.5 I can clearly communicate my key ideas and emphasize them when I speak
I can support my claims with facts, details, and examples
I can use appropriate eye-­‐contact, adequate volume, and clear pronunciation when I speak
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Learning Targets:
•
SL.7.6 I can use multimedia and visual displays to make my claims/ideas more clear
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.) Learning Targets:
•
•
•
I can adapt the way I speak to a variety of tasks
I can speak in a formal setting
I can compose and deliver a formal speech
Grade 7-­‐SL/ELA Learning Targets Grade 7 Language Arts Curriculum Guide - Page 18
Example Short Fiction Text Collections to Teach With •
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(from simple to more complicated texts) Every Living Thing by Cynthia Rylant (deceptively simple stories about children figuring out their lives) Baseball in April by Gary Soto (funny, poignant, dense) Tripping Over the Lunch Lady, edited by Nancy Mercado (short stories about coping with school, love, expectations) What Do Fish Have to Do With Anything? By Avi (coming of age and friendship stories) On the Fringe, edited by Donald Gallo (outsider narratives that reveal oppressive school and peer cultures) Gone From Home by Angela Johnson (short, tender, urban coming of age stories) 13: Thirteen Stories, edited by James Howe (coming of age stories of adolescent angst) Guys Write for Guys Read, edited by Jon Sciezka (short pieces in a variety of genres) Possible Magazine Resources •
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Calliope World History for Students, Cobblestone Publishing Cobblestone: The History Magazine for Young People, Cobblestone Publishing, www.cobblestoneonline.net 3-­‐2-­‐1 Contact, Students’ Television Workshop Cicada, Carus Publishing, www.cricketmag.com Click, Carus Publishing, www.cricketmag.com Cricket, Carus Publishing, www.cricketmag.com Dramatics, Educational Theater Association Faces: People, Places and Culture, Cobblestone Publishing Literary Cavalcade, Scholastic Muse, Carus Publishing, www.cricketmag.com National Geographic for Kids, kids.nationalgeographic.com New Moon, www.newmoonmagazine.org Ranger Rick, National Wildlife Foundation Smithsonian, The Smithsonian Institute Sports Illustrated for Kids, Time, Inc., www.sikids.com Stone Soup, www.stonesoup.com Time For Kids, Time Inc., www.timeforkids.com/TFK/kids The Weekly Reader, Scholastic, www.weeklyreader.com/kids/ Zillions: Consumer Reports for Students, Consumers Union Grade 7 Language Arts Curriculum Guide - Page 19
Web-­‐based Informational Text Resources Secondary Level Title of Informational Site Brief description URL or Text Source (quoted from source, if possible) “Teaching Kids News” teachingkidsnews.com “Scholastic News On-­‐line” www.scholastic.com/activities/scholasticnews/index.html “A free resource w/breaking news and highlights from the print magazine.” “Time for Kids” www.timeforkids.com/ “Weekly Reader” www.weeklyreader.com (pay-­‐site, but free articles available) CBBC (Children’s BBC) www.bbc.co.uk/newsround “AVID Weekly” avidweekly.org (subscription required) “Timely, relevant news articles for kids, educators in the classroom and parents at home.” “TIME For Kids is a weekly classroom news magazine that motivates kids to read! Issues cover a wide range of real-­‐world topics kids love to learn about.” “ . . . cutting edge, curriculum-­‐rich supplemental materials . . .” “Weekly Reader magazines and digital content are built on a reading-­‐
comprehension framework and a scope and sequence that provide teachers with a systematic, sequential progression of vocabulary and concept complexity.” World news articles available in print-­‐friendly format. Access to a wide variety of informational articles. They are leveled and high interest topics. * Note: Many articles from this site score higher than the qualitative ranges for text (i.e. Lexiles) set by the Common Core State Standards. Therefore, this resource is likely best-­‐suited for advanced middle level readers. Grade 7 Language Arts Curriculum Guide - Page 20
GBSD Secondary Level Informational Resources Title of Informational Site URL or Text Source Tween Tribune Tweentribune.com “Upfront Magazine” http://upfront.scholastic.com/ (pay-­‐site, but free articles available) Brief description (from source, if possible) “Unlike other news sites for kids, TeenTribune and TweenTribune are easy to use, updated daily and allow teens and tweens to participate in so many ways. But most importantly, these sites encourage teens and tweens to seek out news on a daily basis.” * Note: Most articles from this site score higher than the qualitative ranges for text (i.e. Lexiles) set by the Common Core State Standards for MS. Therefore, if being used at middle level, this resource is likely best suited for advanced middle level readers. “Complete digital issues and interactive resources for subscribers to the New York Times Upfront-­‐-­‐ perfect for your interactive whiteboard, projector, or computer.” “Teens’ Health” kidshealth.org “A safe, private place for teens who need honest, accurate information and advice about health, emotions, and life.” * The Week theweek.com “The Week [offers] commentary and analysis of the day's breaking news and current events as well as arts, [and other news-­‐related topics].” • High school level “Mental Floss” www.mentalfloss.com For the record: mental_floss magazine is an intelligent read, but not too intelligent. We're the sort of intelligent that you hang out with for a while, enjoy our company, laugh a little, smile a lot and then we part ways. Great times. And you only realize how much you learned from us after a little while. Like a couple days later when you're impressing your friends with all these intriguing facts and things you picked up from us, and they ask you how you know so much, and you think back on that great afternoon you spent with us and you smile. “Scope” magazine www.scholastic.com/scope (pay subscription, but some articles and lesson plans are free) Includes literary nonfiction, reader’s theater, videos as companions for articles, and more. Grade 7 Language Arts Curriculum Guide - Page 21
GBSD Secondary Level Informational Resources COMMON CORE STATE STANDARDS FOR English Language Arts ____ Grade 7 Grade 7 Language Arts Curriculum Guide - Page 22
Introduction to the Common Core State Standards for English Language Arts Grade-­‐level version (See ODE subject-­‐area web pages for grade-­‐band, subject-­‐specific versions of the Standards for Literacy in History/Social Studies, Science, and Technical Subjects) Preparing Oregon’s Students When Oregon adopted the Common Core in October 2010, our state joined other states in the pursuit of a common, standards-­‐based education for our students, kindergarten through high school. Common standards can increase the likelihood that all students, no matter where they live, are prepared for success in college and the work place. Because skillful reading, writing, language use, and speaking and listening are similar across the states, common standards make sense. They make possible common assessments, common achievement goals for grade level groups, and efficiencies of scale for instructional and professional development materials. Instruction in the Common Core State Standards (CCSS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects—“the Standards”—will prepare Oregon students and students in other CCSS states to be proficient in the four strands of the English language arts (ELA) skills—Reading, Writing, Language, and Speaking and Listening. Utilizing Content Area Expertise Because students need grade-­‐level literacy skills to access full content in school, the emphasis in the Common Core is to learn to read and write in ELA and to develop those skills, specific to the content, in all other classes. The name of the standards reflects this expectation. The Standards for grade 6 and above are predicated on all teachers using their content area expertise to help students meet the particular challenges of reading and writing in their respective fields. For grades K-­‐5, the ELA and subject-­‐area literacy standards are integrated; for grades 6-­‐11/12, they are separate but parallel. Incorporating a Unique Design The College and Career Readiness (CCR) Anchor Standards, the “backbone” of the Standards, describe the literacy skills which all students need when they graduate. The grade-­‐specific standards describe the literacy skills, corresponding to the CCR Anchor Standards by number, which all students need when they finish each grade. Keeping the college and career focus at the forefront of Kindergarten through grade 11/12 implementation is critical; that is why the CCRs are placed before the grade-­‐specific standards in the CCSS. It is this unique design that supports the preparation of all students to be successful in school, from the beginning of school, and proficient in the Essential Skills of Reading, Writing, and Speaking and Listening required for an Oregon Diploma. Using an Integrated Model of Literacy •
•
The Standards are cross-­‐referenced across all four strands—Reading, Writing, Language, and Speaking and Listening—so they can be clustered for instruction. Language Standards apply to the other three strands—Reading, Writing, and Speaking and Listening. Grade 7 Language Arts Curriculum Guide - Page 23
Oregon Department of Education Common Core Introduction Focusing on Key Features •
Reading: Text complexity and the growth of comprehension* •
Writing: Text types, responding to reading, and research* •
Speaking and Listening: Flexible communication and collaboration* •
•
Language: Conventions, effective use, and vocabulary* Appendices** o
Appendix A: Supplementary material on the four strands; glossary of key terms included o
Appendix B: Text exemplars and sample performance tasks illustrating the complexity, quality, and range of reading appropriate for various grade levels o
Appendix C: Annotated examples of student writing demonstrating at least adequate performance at various levels Reading this Document Because the CCR Anchor Standards are the backbone of the Standards, the CCRs for each strand are featured on a separate page before the grade-­‐specific standards for that strand; this placement underscores the importance of the CCR connection to every standard. Reading down the columns, the order is as follows: Reading CCRs Language CCRs • Language Standards • Literature Standards • Informational Text Standards Writing CCRs Speaking and Listening CCRs • Writing Standards • Speaking and Listening Standards Notation for grade-­‐specific standards: Individual grade-­‐specific standards are identified by grade, strand, and number (or number and letter, where applicable); for example, 8.RL.1, means grade 8, Reading Literature, standard 1. Literature Literature 8.RL Grade
Key Ideas and Details 8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Grade-level
Standard
Standard number
Strand
*See Appendix A (from ODE homepage search ccss or add go/commoncore to address; then link to ELA). **See Appendices A, B, and C (from ODE homepage search ccss or add go/commoncore to address; then link to ELA) Grade 7 Language Arts Curriculum Guide - Page 24
Oregon Department of Education Common Core Introduction OREGON COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS– GRADE 7 College and Career Readiness Anchor Standards for Reading
The grades 6 -­‐12 standards define what students should understand and be able to do by the end of each grade. Each grade-­‐specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade-­‐specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Note on range and content
of student reading
To become college and career ready,
students must grapple with works of
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. exceptional craft and thought whose
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. and centuries. Such works offer
range extends across genres, cultures,
profound insights into the human
condition and serve as models for
Craft and Structure students’ own thinking and writing.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Along with high-quality contemporary
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. the classics of American literature, and
6. Assess how point of view or purpose shapes the content and style of a text. literature and literary nonfiction of
works, these texts should be chosen
from among seminal U.S. documents,
the timeless dramas of Shakespeare.
Through wide and deep reading of
steadily increasing sophistication,
students gain a reservoir of literary and
Integration of Knowledge and Ideas cultural knowledge, references, and
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* images; the ability to evaluate intricate
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. surmount the challenges posed by
arguments; and the capacity to
complex texts.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. *Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. Grade 7 Language Arts Curriculum Guide - Page 25
Adopted October 2010 1
OREGON COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS– GRADE 7 Reading Standards: Literature
The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-­‐specific standards and retain or further develop skills and understandings mastered in preceding grades. Literature 7.RL Key Ideas and Details 7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7.RL.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. 7.RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Craft and Structure 7.RL.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. 7.RL.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. 7.RL.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Integration of Knowledge and Ideas 7.RL.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). 7.RL.8 (Not applicable to literature) 7.RL.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. Range of Reading and Level of Text Complexity 7.RL.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. Grade 7 Language Arts Curriculum Guide - Page 26
Adopted October 2010 2
OREGON COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS– GRADE 7 Reading Standards: Informational Text
Informational Text 7.RI Key Ideas and Details 7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7.RI.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. 7.RI.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). Craft and Structure 7.RI.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. 7.RI.5 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. 7.RI.6 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. Integration of Knowledge and Ideas 7.RI.7 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). 7.RI.8 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. 7.RI.9 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 7.RI.10 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. Grade 7 Language Arts Curriculum Guide - Page 27
Adopted October 2010 3
OREGON COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS– GRADE 7 College and Career Readiness Anchor Standards for Writing The grade 6-­‐12 standards define what students should understand and be able to do by the end of each grade. Each grade-­‐specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade-­‐specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Note on range and content
of student writing
For students, writing is a key means of
asserting and defending claims, showing
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. what they know about a subject, and
3. Write narratives to develop real or imagined experiences or events using effective technique, well-­‐chosen details, and well-­‐structured event sequences. college- and career- ready writers,
conveying what they have experienced,
imagined, thought, and felt. To be
students must take task, purpose, and
audience into careful consideration,
choosing words, information, structures,
Production and Distribution of Writing and formats deliberately. They need to
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. know how to combine elements of
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. and explanation within narrative—to
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. They need to be able to use technology
different kinds of writing—for example, to
use narrative strategies within argument
produce complex and nuanced writing.
strategically when creating, refining, and
collaborating on writing. They have to
Research to Build and Present Knowledge become adept at gathering information,
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. evaluating sources, and citing material
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. clear and cogent manner. They must
9. Draw evidence from literary or informational texts to support analysis, reflection, and research. text under a tight deadline as well as the
accurately, reporting findings from their
research and analysis of sources in a
have the flexibility, concentration, and
fluency to produce high-quality first-draft
capacity to revisit and make
improvements to a piece of writing over
Range of Writing 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 tasks, purposes, and audiences. multiple drafts when circumstances
encourage or require it.
*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
Writing Standards
Grade 7 Language Arts Curriculum Guide - Page 28
Adopted October 2010 4
OREGON COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS– GRADE 7 The following standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-­‐specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. Writing 7.W Text Types and Purposes 7.W.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. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 7.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 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. 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. d. Use precise language and domain-­‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 7.W.3 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. Grade 7 Language Arts Curriculum Guide - Page 29
Adopted October 2010 5
OREGON COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS– GRADE 7 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 7.W.4 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.) 7.W.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.) 7.W.6 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 7.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 7.W.8 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. 7.W.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 7.W.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. Grade 7 Language Arts Curriculum Guide - Page 30
Adopted October 2010 6
OREGON COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS– GRADE 7 College and Career Readiness Anchor Standards for Language The grades 6 -­‐12 standards define what students should understand and be able to do by the end of each grade. Each grade-­‐specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade-­‐specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Note on range and content
of student language use
To be college and career ready in
language, students must have firm
control over the conventions of standard
English. At the same time, they must
Knowledge of Language come to appreciate that language is as
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. at least as much a matter of craft as of
rules and be able to choose words,
syntax, and punctuation to express
themselves and achieve particular
functions and rhetorical effects. They
Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-­‐specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. must also have extensive vocabularies,
built through reading and study,
enabling them to comprehend complex
texts and engage in purposeful writing
about and conversations around
content. They need to become skilled in
determining or clarifying the meaning of
words and phrases they encounter,
choosing flexibly from an array of
strategies to aid them. They must learn
to see an individual word as part of a
network of other words—words, for
example, that have similar denotations
but different connotations. The inclusion
of Language standards in their own
strand should not be taken as an
indication that skills related to
conventions, effective language use, and
vocabulary are unimportant to reading,
writing, speaking, and listening; indeed,
they are inseparable from such contexts.
Grade 7 Language Arts Curriculum Guide - Page 31
Adopted October 2010 7
OREGON COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS– GRADE 7 Language Standards
The following standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-­‐specific standards and retain or further develop skills and understandings mastered in preceding grades. 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 (*). Language 7.L Conventions of Standard English 7.L.1 7.L.2 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.* 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 7.L.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 7.L.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. 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). Grade 7 Language Arts Curriculum Guide - Page 32
Adopted October 2010 8
OREGON COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS– GRADE 7 7.L.5 7.L.6 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. 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). 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. Grade 7 Language Arts Curriculum Guide - Page 33
Adopted October 2010 9
OREGON COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS– GRADE 7 College and Career Readiness Anchor Standards for Speaking and Listening
The grades 6-­‐12 standards define what students should understand and be able to do by the end of each grade. Each grade-­‐specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade-­‐specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Note on range and content
of student speaking and
listening
To become college and career ready,
students must have ample opportunities
to take part in a variety of rich, structured
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. conversations—as part of a whole class, in
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. around important content in various
small groups, and with a partner—built
domains. They must be able to contribute
appropriately to these conversations, to
Presentation of Knowledge and Ideas make comparisons and contrasts, and to
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. analyze and synthesize a multitude of
ideas in accordance with the standards of
evidence appropriate to a particular
discipline. Whatever their intended major
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. or profession, high school graduates will
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. to build on others’ meritorious ideas while
depend heavily on their ability to listen
attentively to others so that they are able
expressing their own clearly and
persuasively.
New technologies have broadened and
expanded the role that speaking and
listening play in acquiring and sharing
knowledge and have tightened their link to
other forms of communication. The
Internet has accelerated the speed at
which connections between speaking,
listening, reading, and writing can be
made, requiring that students be ready to
use these modalities nearly
simultaneously. Technology itself is
changing quickly, creating a new urgency
for students to be adaptable in response
to change.
Grade 7 Language Arts Curriculum Guide - Page 34
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OREGON COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS– GRADE 7 Speaking and Listening Standards
The following standards offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-­‐specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening 7.SL Comprehension and Collaboration 7.SL.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. 7.SL.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. 7.SL.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 7.SL.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. 7.SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. 7.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.) Grade 7 Language Arts Curriculum Guide - Page 35
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