View
17
Download
1
Category
Preview:
Citation preview
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 1
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 2
STANDARDS Book
Chapter BENCHMARKS Middletown Public Schools
INSTRUCTIONAL STRATEGIES
RESOURCES ASSESSMENT EVIDENCE
1. READING
1.1 Comprehension
1.1.1 Demonstrate ability to monitor comprehension for different
types of texts and purposes by using a range of self-
monitoring and self-correction approaches. R–8–12.1 e.g.,
• predicting and confirming
• rereading
• adjusting rate
• sub-vocalizing
• consulting resources
• questioning
• skimming • scanning
• using syntax/language structure, semantics/meaning, or
other context cues.
1.1.2 Use comprehension strategies (flexibly and as needed)
before, during, and after reading literary and informational
text. EXAMPLES of reading comprehension strategies might
include:
• using prior knowledge
• sampling a page for readability
• summarizing; predicting and making text based inferences
• determining importance
• generating literal, clarifying, and inferential questions
• constructing sensory images (e.g., making pictures in one’s
mind)
• making connections (text to self, text to text, and text to
world)
• taking notes
• locating, using, and analyzing text features (e.g. transition
words, subheadings, bold/italicized print, parts of the book)
• using text structure clues (e.g. chronological, cause/effect,
compare/contrast, proposition and support, description,
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Textbook
Core Books
Lexile rates 955-1155 Literature
• Fire from the Rock (historical
fiction)
• Whale Rider (fiction)
Informational
• “Washington’s Letter to
Touro Synagogue” (nonfiction)
• An Inconvenient Truth
(nonfiction) • Chasing Lincoln’s Killer
(nonfiction)
Suggested Literature
• A Girl Named Disaster
• A Single Shard • City of Ember
All fiction
• City of Ember
• Down River • Freak the Mighty
• Revenge of the Whale
• Tangerine • The Breadwinner • The Contender • The Hobbit • The Seeing Stone • The Supernaturalist • Things Not Seen
• Touching Spirit Bear • Where the Wisdom Lies
Informational
• Tracking Trash (nonfiction) • The Outsiders
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 3
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE classification, logical/sequential).
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
and informational text
1. READING –
LITERATURE
1.2 Key Ideas and
Details
Students
1.2.1 Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from
the text. (RL.7.1)
• Explain or support logical predictions (e.g., drawing
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
Textbook
Core Books
Lexile rates 955-1155 Literature
• Fire from the Rock (historical
fiction)
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 4
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE conclusions based on interactions between characters.
(R-7-5.1 & R-10-5.1)
• Describe characters’ traits, motivation, or
interactions, citing thoughts, words, or actions that
reveal characters’ traits, motivation, or their changes
over time. (R-7-5.2)
• Make inferences about cause/effect, internal or
external conflicts, e.g.
o person versus self o person versus person o person versus nature/society/fate
o relationship among elements within text. (R-
7.5.3)
1.2.2 Determine a theme or central idea of a text. (RL.7.2)
• Analyze its development over the course of the text
• Provide an objective summary of the text. (R-7.5.5)
• Explain how the author's message or theme (which may
include universal themes) is supported within the text
1.2.3 Analyze how particular elements of a story or drama interact
(e.g., how setting shapes the characters or plot). (RL.7.3)
• Identify, describe, or make logical predictions about
(R-7-4.1)
o setting
o problem/solution
o plot, as appropriate to text.
• Identify any significant changes in character or
setting over time. (R-7.4.1)
• Identify rising action, climax, or falling action. (R-
7.4.1)
• Paraphrase, summarize, key ideas/plot with major
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
• Whale Rider (fiction)
Suggested Literature
• A Girl Named Disaster
• A Single Shard • City of Ember
All fiction
• City of Ember
• Down River • Freak the Mighty
• Revenge of the Whale
• Tangerine • The Breadwinner • The Contender • The Hobbit • The Seeing Stone • The Supernaturalist • Things Not Seen
• Touching Spirit Bear • Where the Wisdom Lies
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 5
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE events sequenced using a variety of organizers, e.g.,
o graphic organizers such as
� Venn diagrams
� flow charts
� timelines
� cause and effect charts, etc. (R-7-4.2)
Facilitates
• literature circles
• readers’ theater
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
1. READING –
LITERATURE
1.3 Craft and
Structure
Students
1.3.1 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. (RL.7.4)
• Identify literary devices as appropriate to genre:
o rhyme schemes
o alliteration
o simile
o dialogue
o imagery
o metaphors
o flashback
o onomatopoeia repetition
o personification R–7–4.5
• Demonstrate knowledge of use of literary elements and
devices e.g.,
o imagery
o exaggeration o repetition
o flashback
o foreshadowing
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Textbook
Core Books
Lexile rates 955-1155 Literature
• Fire from the Rock (historical
fiction)
• Whale Rider (fiction)
Suggested Literature
• A Girl Named Disaster
• A Single Shard • City of Ember
All fiction
• City of Ember
• Down River • Freak the Mighty
• Revenge of the Whale
• Tangerine • The Breadwinner • The Contender • The Hobbit • The Seeing Stone • The Supernaturalist • Things Not Seen
• Touching Spirit Bear • Where the Wisdom Lies
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 6
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
o personification)
to analyze literary works. (state assessment) R–7–6.1
• Demonstrate knowledge of use of literary elements
and devices e.g.,
o rhyme schemes
o alliteration
o simile
o dialogue
o metaphors
o onomatopoeia
o repetition,
o idioms
to analyze literary works. R–7–6.2
1.3.2 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy,
sonnet) contributes to its meaning. (RL.7.5)
• Identify the characteristics of a variety of types/genres
of literary text, e.g. literary texts:
o poetry
o plays
o fairytales
o fantasy
o fables
o realistic fiction
o folktales
o historical fiction
o mysteries
o science fiction
o myths
o legends
o short stories R–7–4.4
• Demonstrate knowledge of use of literary elements and
devices, e.g.,
o rhyme schemes
o alliteration simile
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 7
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
o dialogue
o metaphors
o onomatopoeia
o repetition
o idioms
to analyze literary works. R–7–6.2
1.3.3 Analyze how an author develops and contrasts the points of view of
different characters or narrators in a text. (RL.7.6)
• Explain how the narrator's point of view and affects the reader's interpretation. (R-7-5.4)
• Describe characters’ traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters’
traits, motivations, or their changes over time (state
assessment). R–7–5.2
1. READING –
LITERATURE
1.4 Integration of
Knowledge and
Ideas
Students
1.4.1 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). (RL.7.7)
1.4.2 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.
(RL.7.9)
• Read from a wide range of genres/kinds of text,
including primary and secondary sources, and a variety
of authors (e.g., literary, informational, and
practical/functional texts). R–7–14.2
• Read multiple texts for depth of understanding an
author, subject, theme, or genre. R–7–14.3
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
Textbook
Core Books
Lexile rates 955-1155 Literature
• Fire from the Rock (historical
fiction)
• Whale Rider (fiction)
Suggested Literature
• A Girl Named Disaster
• A Single Shard • City of Ember
All fiction
• City of Ember
• Down River • Freak the Mighty
• Revenge of the Whale
• Tangerine • The Breadwinner • The Contender
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 8
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • Identify potential sources of information. R–7–15.1
• Evaluate information presented, in terms of relevance.
R–7–15.2
• Gather, organize, analyze, and interpret the
information. R–7–15.3
• Use evidence to support conclusions. R–7–15.4
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
• The Hobbit • The Seeing Stone • The Supernaturalist • Things Not Seen
• Touching Spirit Bear • Where the Wisdom Lies
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 9
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 1. READING –
LITERATURE
1.5 Range of Reading
and Level of Text
Complexity
Students
1.5.1 Read and comprehend literature, including stories, dramas, and
poems, in the grades 6–8 text complexity band (Lexile rates 955-
1155) proficiently, with scaffolding as needed at the high end of
the range (by the end of the year). (RL.7.10)
• Read with frequency, including in-school, out-of-school,
and summer reading. R–7–14.1
• Read from a wide range of genres/kinds of text,
including primary and secondary sources, and a variety
of authors (e.g., literary, informational, and
practical/functional texts). R–7–14.2
• Read multiple texts for depth of understanding an
author, subject, theme, or genre. R–7–14.3
• Self-select reading materials in line with reading
ability and personal interests. R–7–17.1
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
Textbook
Core Books
Lexile rates 955-1155 Literature
• Fire from the Rock (historical
fiction)
• Whale Rider (fiction)
Suggested • A Girl Named Disaster
• A Single Shard • City of Ember
All fiction
• City of Ember
• Down River • Freak the Mighty
• Revenge of the Whale
• Tangerine • The Breadwinner • The Contender • The Hobbit • The Seeing Stone • The Supernaturalist • Things Not Seen
• Touching Spirit Bear • Where the Wisdom Lies
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature Circles, Daniels • Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and Standards-Based Grading,,
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o opinion
o informational
o narrative
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 10
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Grade Level and Grade Span Expectations for English Language Arts
Technology • Computers
• LCD projectors • Smartboards
• www.ride.ri.gov • www.corestandards.org • www.commoncore.org/maps
1. READING –
INFORMA-
TIONAL TEXT
1.6 Key Ideas and
Details
Students
1.6.1 Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from
the text. (RI.7.1)
• Draw inferences about text, including author’s purpose
(e.g., to inform, explain, entertain, persuade) or
message; or using supporting evidence to form or
evaluate opinions/judgments and assertions about the
central ideas that are relevant. (state assessment) R–
7–8.3
• Make inferences about causes or effects . (state
assessment) R–7–8.5
1.6.2 Determine two or more central ideas in a text and analyze
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Textbook
Core Books
Lexile rates 955-1155
Informational
• “Washington’s Letter to
Touro Synagogue” (nonfiction)
• An Inconvenient Truth
(nonfiction) • Chasing Lincoln’s Killer
(nonfiction)
Suggested Informational
• Tracking Trash (nonfiction) • The Outsiders
Supplementary
books/material
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 11
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
their development over the course of the text; provide an
objective summary of the text. (RI.7.2)
• Use information from the text to answer questions, to
state the main/central ideas, or to provide supporting
details. (state assessment) R–7–7.2
• Organize information to show understanding (e.g.,
representing main/central ideas or details within text
through charting, mapping, paraphrasing, summarizing,
or comparing/contrasting). (state assessment) R–7–
7.3
1.6.3 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). (RI.7.3)
• Explain connections about information within a text, across texts, or to related ideas. (state assessment) R–7–8.1
• Organize information to show understanding (e.g.,
representing main/central ideas or details within text
through charting, mapping, paraphrasing, summarizing,
or comparing/contrasting). (state assessment) R–7–
7.3
• Make inferences about causes or effects. (state
assessment) R–7–8.5
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
1. READING –
INFORMA-
TIONAL TEXT
1.7 Craft and
Structure
Students
1.7.1 Determine the meaning of words and phrases as they are used in
a text, including
• figurative • connotative
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
Textbook
Core Books
Lexile rates 955-1155
Informational
• “Washington’s Letter to
Touro Synagogue” (nonfiction)
• An Inconvenient Truth
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 12
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• technical meanings
analyze the impact of a specific word choice on meaning and
tone. (RI.7.4)
• Select appropriate words or explaining the use of
words in context, including content specific vocabulary,
words with multiple meanings, or precise vocabulary.
(state assessment) R–7–3.2
1.7.2 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. (RI.7.5)
• Obtain information from text features (e.g., table of contents, glossary, index, transition words/phrases,
transitional devices, bold or italicized text, headings,
subheadings, graphic organizers, charts, graphs, or
illustrations). (state assessment) R–7–7.1
• Identify the characteristics of a variety of types of
text e.g.,
o reference: thesauruses, reports, magazines,
newspapers, textbooks, biographies,
autobiographies, Internet websites, public
documents and discourse, essays, articles,
technical manuals;
o practical/functional:
procedures/instructions, announcements,
invitations, book orders, recipes, menus,
advertisements, pamphlets. R–7–7.5
1.7.3 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. (RI.7.6)
• Synthesize and evaluate information within or across
text(s) (e.g., constructing appropriate titles; or
formulating assertions or controlling ideas. (state
assessment) R–7–8.2
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
(nonfiction) • Chasing Lincoln’s Killer
(nonfiction)
Suggested Informational
• Tracking Trash (nonfiction) • The Outsiders
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 13
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • Draw inferences about text, including author’s purpose
(e.g., to inform, explain, entertain, persuade) or
message; or using supporting evidence to form or
evaluate opinions/judgments and assertions about the
central ideas that are relevant. (state assessment) R–
7–8.3
o EXAMPLE (of evaluating): Given a statement
(opinion, judgment, or assertion), students provide
evidence from the text that this statement
does/does not support the author’s purpose in
writing the piece.
• Distinguish fact from opinion, and identifying possible
bias/propaganda or conflicting information within or
across texts. (state assessment) R–7–8.4
• readers’ theater
1. READING –
INFORMA-
TIONAL TEXT
1.8 Integration of
Knowledge and
Ideas
Students
1.8.1 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). (RI.7.7)
• Research by reading multiple sources (including print
and non-print texts) to solve a problem, or to make a
decision, or to formulate a judgment, or to support a
thesis and evaluate information presented, in terms of
relevance. R–7–15.2
• Gather organize, analyze, and interpret the
information. R–7–15. 3]
• Use evidence to support conclusions. R–7–15.4
1.8.2 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. (RI.7.8)
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
Textbook
Core Books
Lexile rates 955-1155
Informational
• “Washington’s Letter to
Touro Synagogue” (nonfiction)
• An Inconvenient Truth
(nonfiction) • Chasing Lincoln’s Killer
(nonfiction)
Suggested Informational
• Tracking Trash (nonfiction) • The Outsiders
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 14
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Distinguish fact from opinion, and identifying possible
bias/propaganda or conflicting information within or
across texts. (state assessment) R–7–8.4
• Evaluate the clarity and accuracy of information R–7–
8.6
1.8.3 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. (RI.7.9)
• Research by reading multiple sources (including print
and non-print texts) to solve a problem, or to make a
decision, or to formulate a judgment, or to support a
thesis. R 7-15
• Evaluate information presented, in terms of relevance.
R–7–15.2
• Gather, organize, analyze, and interpret the
information. R–7–15.3
• Use evidence to support conclusions. R–7–15.4
• Explain connections about information within a text, across texts, or to related ideas. (state assessment) R–7–8.1
• Synthesize and evaluate information within or across
text(s) (e.g., constructing appropriate titles; or
formulating assertions or controlling ideas. (state
assessment) R–7–8.2
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
1. READING –
INFORMA-
TIONAL TEXT
Students
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
Textbook
Core Books
Lexile rates 955-1155
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 15
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 1.9 Range of Reading
Level of Text
Complexity
1.9.1 Read and comprehend literary nonfiction in the grades 6–8 text
complexity band (Lexile rates 955-1155) proficiently, with
scaffolding as needed at the high end of the range (by the end
of the year). (RI.7.10)
Demonstrate the habit of reading widely and extensively and
• Read with frequency, including in-school, out-of-school,
and summer reading. R–7–14.1
• Read from a wide range of genres/kinds of text,
including primary and secondary sources, and a variety of authors (e.g., literary, informational, and
practical/functional texts). R–7–14.2
• Read multiple texts for depth of understanding an
author, subject, theme, or genre. R–7–14.3
• Self-select reading materials in line with reading
ability and personal interests. R–7–17.1
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Informational
• “Washington’s Letter to
Touro Synagogue” (nonfiction)
• An Inconvenient Truth
(nonfiction) • Chasing Lincoln’s Killer
(nonfiction)
Suggested Informational
• Tracking Trash (nonfiction) • The Outsiders
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 16
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
2. WRITING
2.1 Text Types and
Purposes
Students
2.1.1 Write arguments to support claims with clear reasons and
relevant evidence. (W.7.1)
• Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
(W.7.1a)
• Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
(W.7.1b)
• Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), reasons, and
evidence. (W.7.1c)
• Establish and maintain a formal style. (W.7.1d)
• Provide a concluding statement or section that follows from
and supports the argument presented. (W.7.1e)
• Use an organizational text structure appropriate to
focus/controlling idea (state assessment) W–7–6.1
o EXAMPLES (of text structures): description,
sequence, chronology, proposition/support,
compare/contrast, problem/solution.
• Select appropriate information to set context, which
may include a lead/hook. (state assessment) W–7–6.2
• Use transitional words or phrases appropriate to
organizational text structure. (state assessment) W–
Models the rituals and routines of
Writer’s Workshop using the 10/40/10
model
• focus lesson (10 minutes)
• guided practice (40)
• share (10)
Models characteristics of good writing,
e.g.
• organization
• idea
• voice
• sentence fluency
• convention
• word choice
Models the writing process
• prewriting/planning
• drafting
• revising
• editing
• publishing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Models readers’/writers’ workshop
Textbook
Core Books
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 17
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 7–6.3
• Write a conclusion that provides closure. (state
assessment) W–7–6.4
• List and cite sources. W–7–6.5
• Establish a topic. (state assessment) W–7–7.1
• State and maintain a focus/controlling idea. (state
assessment) W–7–7.2
• Write with a sense of audience, when appropriate.
(state assessment) W–7–7.3
• Include facts and details relevant to focus/controlling
idea, and excluding extraneous information. (state
assessment) W–7–8.1
• Include sufficient details or facts for appropriate
depth of information: naming, describing, explaining, comparing, use of visual images. (state assessment)
W–7–8.2
• Address readers’ concerns (including counterarguments
– in persuasive writing; addressing potential problems –
in procedures; providing context – in reports). (state
assessment) W–7–8.3
• Comment on the significance of information, when
appropriate. (state assessment) W–7–8.4
2.1.2 Write informative texts to examine a topic and convey ideas,
concepts, and information through the selection, organization,
and analysis of relevant content. (W.7.2)
• Introduce a topic clearly, previewing what is to follow;
o Informative
o Narrative
o Research
o Responding to literary
and informational text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 18
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 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. (W.7.2a)
• Develop the topic with relevant facts, definitions, concrete
details, quotations, or other information and examples.
(W.7.2b)
• Use appropriate transitions to create cohesion and clarify
the relationships among ideas and concepts. (W.7.2c)
• Use precise language and domain-specific vocabulary to
inform about or explain the topic. (W.7.2d)
• Establish and maintain a formal style. (W.7.2e)
• Provide a concluding statement or section that follows from
and supports the information or explanation presented.
(W.7.2f)
• Use an organizational text structure appropriate to
focus/controlling idea (state assessment) W–7–6.1
o EXAMPLES (of text structures): description,
sequence, chronology, proposition/support,
compare/contrast, problem/solution.
• Select appropriate information to set context, which
may include a lead/hook. (state assessment) W–7–6.2
• Use transitional words or phrases appropriate to
organizational text structure. (state assessment) W–
7–6.3
• Write a conclusion that provides closure. (state
assessment) W–7–6.4
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 19
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• List and cite sources. W–7–6.5
• Establish a topic. (state assessment) W–7–7.1
• State and maintain a focus/controlling idea. (state
assessment) W–7–7.2
• Write with a sense of audience, when appropriate.
(state assessment) W–7–7.3
• Include facts and details relevant to focus/controlling
idea, and excluding extraneous information. (state
assessment) W–7–8.1
• Include sufficient details or facts for appropriate
depth of information: naming, describing, explaining, comparing, use of visual images. (state assessment)
W–7–8.2
• Address readers’ concerns (including counterarguments
– in persuasive writing; addressing potential problems –
in procedures; providing context – in reports). (state
assessment) W–7–8.3
• Comment on the significance of information, when
appropriate. (state assessment) W–7–8.4
2.1.3 Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details,
and well-structured event sequences. (W.7.3)
• Engage and orient the reader by establishing a context and
point of view and introducing a narrator and/or character.
(W.7.3a)
• Organize an event sequence that unfolds naturally and
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 20
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE logically. (W.7.3a)
• Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or
characters. (W.7.3b)
• Use a variety of transition words, phrases, and clauses to
convey sequence and signal shifts from one time frame or
setting to another. (W.7.3c)
• Use precise words and phrases, relevant descriptive details,
and sensory language to capture the action and convey
experiences and events. (W.7.3d)
• Provide a conclusion that follows from and reflects on the
narrated experiences or events. (W.7.3e)
• Use relevant and descriptive details and sensory
language to advance the plot/story line. (state
assessment) W–7–5.1
• Use dialogue to advance plot/story line. (state
assessment) W–7–5.2
• Develop characters through description, dialogue, and
actions. (state assessment) W–7–5.3
• Use voice appropriate to purpose. (state assessment)
W–7–5.4
• Maintain focus. (state assessment) W–7–5.5
• Select and elaborate on important ideas; and excluding
extraneous details. W–7–5.6
2. WRITING
2.2 Production and
Students
2.2.1 Produce clear and coherent writing in which the development,
Models the rituals and routines of
Writer’s Workshop using the 10/40/10
Textbook
Core Books
REQUIRED
COMMON
ASSESSMENTS
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 21
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE Distribution of
Writing
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.) (W.7.4)
2.2.2 With some guidance and support from peers and adults, develop
and strengthen writing as needed by
• Planning/prewriting
• Revising/drafting
• Editing/revising
• Rewriting/publishing or trying a new approach,
focusing on how well purpose and audience have been addressed.
(Editing for conventions should demonstrate command of
Language standards). (W.7.5)
• Use a recursive process, including pre-writing,
drafting, revising, editing, and critiquing to produce
final drafts of written products that includes. W–7–
10
o gathering information (note-taking, interviewing,
researching, active reading, etc.)
o prewriting (brainstorming, mapping, webbing, free
writing, quick writing, journaling, thesis, projected
organization)
o organizing (outlining, listing, ordering, subdividing,
classifying, etc.)
o drafting (instant drafting, rough drafting,
elaborating, etc.)
o revising content and organization (conferencing
with teacher and peers; adjusting and refining
voice, tone, sentence variety style, target
audience, coherence, and transitions)
o critiquing (comparing with rubric criteria and
exemplars)
o editing conventions and mechanics (editing by
peer, self, and teacher; using text resources to
support editing, reading written work aloud, etc.)
o publishing (using technology, sharing with peers
and authentic audience, evaluating effectiveness)
model
• focus lesson (10 minutes)
• guided practice (40)
• share (10)
Models characteristics of good writing,
e.g.
• organization
• idea
• voice
• sentence fluency
• convention
• word choice
Models the writing process
• prewriting/planning
• drafting
• revising
• editing
• publishing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Models readers’/writers’ workshop
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
• Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 22
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 2.2.3 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.
(W.7.6)
2 WRITING
2.3 Research to Build
and Present
Knowledge
Students
2.3.1 Conduct short research projects to answer a question, drawing
on several sources and generating additional related, focused
questions for further research and investigation. (W.7.7)
2.3.2 Gather relevant information from multiple print and digital
sources, using search terms effectively
• assess the credibility and accuracy of each source
• quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format
for citation. (W.7.8)
2.3.3 Draw evidence from literary or informational texts to support
analysis, reflection, and research. (W.7.9)
• 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”). (W.7.9a)
• 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”).
(W.7.9b)
Models the rituals and routines of
Writer’s Workshop using the 10/40/10
model
• focus lesson (10 minutes)
• guided practice (40)
• share (10)
Models characteristics of good writing,
e.g.
• organization
• idea
• voice
• sentence fluency
• convention
• word choice
Models the writing process
• prewriting/planning
• drafting
• revising
• editing
• publishing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Models readers’/writers’ workshop
Textbook
Core Books
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 23
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • www.ride.ri.gov
o Informative
o Narrative
o Research
o Responding to literary
and informational text
2 WRITING
2.4 Range of Writing
Students
2.4.1 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. (W.7.10)
• Write in a variety of genres. W–7–11.1
• Write with frequency, including in-school, out-of-
school, and during the summer. W–7–11.4
• Share thoughts, observations, or impressions. W–7–
11.2
• Generate topics for writing. W–7–11.3, e.g.
o journal writing
o free writes
o poetry
o quick writes
o scientific observations
o learning logs
o readers’/writers’ notebook
o letters and personal notes
o reading response journals
o sketch journals/cartooning, songs, lyrics
Models the rituals and routines of
Writer’s Workshop using the 10/40/10
model
• focus lesson (10 minutes)
• guided practice (40)
• share (10)
Models characteristics of good writing,
e.g.
• organization
• idea
• voice
• sentence fluency
• convention
• word choice
Models the writing process
• prewriting/planning
• drafting
• revising
• editing
• publishing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Models readers’/writers’ workshop
Textbook
Core Books
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 24
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • www.ride.ri.gov
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
3. SPEAKING and
LISTENING
3.1 Comprehension
and Collaboration
Students
3.1.1 Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (SL.7.1)
• 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. (SL.7.1a)
• Follow rules for collegial discussions, track progress toward
specific goals and deadlines, and define individual roles as
needed. (SL.7.1b)
• 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. (SL.7.1c)
• Acknowledge new information expressed by others and,
when warranted, modify their own views. (SL.7.1d)
• Follow verbal instructions to perform specific tasks, to
answer questions, or to solve problems. OC–7–1.1
• Summarize, paraphrase question, or contribute to
information presented. OC–7–1.2
• Participate in large and small group discussions showing
respect for a range of individual ideas. OC–7–1.4
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers theater
Textbook
Core Books
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 25
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Reach consensus to solve a problem, make a decision, or
achieve a goal. OC–7–1.5
3.1.2 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. (SL.7.2)
• Summarize, paraphrase question, or contribute to
information presented. OC–7–1.2
• Include smooth transitions, supporting thesis with
well-chosen details, and providing a coherent conclusion
e.g. of support and elaboration: using illustrations,
visuals, detailed descriptions, restatements,
paraphrases, examples, comparisons, artifacts. OC–7–
2.3
3.1.3 Delineate a speaker’s argument and specific claims, evaluating
the soundness of the reasoning and the relevance and
sufficiency of the evidence. (SL.7.3)
• Effectively respond to audience questions and
feedback. OC–7–2.4
• www.corestandards.org • www.ride.ri.gov
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
3 SPEAKING AND
LISTENING
3.2 Presentation of
Knowledge and
Ideas
Students
3.2.1 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. (SL.7.4)
• Use a variety of strategies of address, e.g.,
o eye contact
o speaking rate
o volume, articulation
o inflection
o intonation
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
Textbook
Core Books
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 26
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
o rhythm
o gesture
to communicate ideas effectively. OC–7–2.5
3.2.2 Include multimedia components and visual displays in
presentations to clarify claims and findings and emphasize
salient points. (SL.7.5)
• Use a variety of strategies of address, e.g.,
o eye contact
o speaking rate
o volume, articulation
o inflection
o intonation
o rhythm
o gesture
to communicate ideas effectively. OC–7–2.5
3.2.3 Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate. (See
grade 8 Language standards 1 and 3 for specific expectations.)
(SL.7.6)
• Exhibit logical organization and language use,
appropriate to audience, context, and purpose. OC–7–
2.1
• Maintain a consistent focus. OC–7–2.2
• Include smooth transitions, supporting thesis with
well-chosen details, and providing a coherent conclusion
e.g. of support and elaboration: using illustrations,
visuals, detailed descriptions, restatements,
paraphrases, examples, comparisons, artifact. OC–7–
2.3
• readers theater
Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 27
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 4. LANGUAGE
4.1 Conventions of
Standard English
Students
4.1.1 Apply and effectively use background knowledge of:
• Nouns
• Verbs
• Adverbs
• Adjectives
• Pronouns
• Subject-verb agreement (5)
• Subject-verb agreement (5)
• Conjunctions (5)
• Prepositions (5)
• Interjections (5)
• Correlative conjunctions (5)
• Irregular plurals (6)
• Sentence fragments and run-ons (6)
4.1.2 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (new for grade 7)
(SL.7.1)
• Explain the function of phrases and clauses in general and
their function in specific sentences. (SL.7.1a)
• Choose among simple, compound, complex, and compound-
complex sentences to signal differing relationships among
ideas. (SL.7.1b)
• Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers. (SL.7.1c)
4.1.3 Apply rules of standard English usage to correct grammatical
errors. (state assessment) W–7–9.1
• Clear pronoun referent
• Subject-verb agreement
• Consistency of verb tense
• Irregular forms of verbs and nouns
• Phrases and clauses
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers theater
Textbook
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 28
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Compound and complex sentences
• Misplaced and dangling modifiers
4.1.4 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (L.7.2)
• Apply and effectively use background knowledge of:
o Comma, apostrophes, quotation (grades 5 & 6)
o Consonant doubling
o Consonant patterns
o Units of meaning – common roots
o Base words, pre/suffixes
• Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). (L.7.2a) • Apply appropriate punctuation to various sentence
patterns to enhance meaning. (state assessment) W–
7–9.4
o Colons, semicolons
o Comma to separate coordinate adjectives
• Spell correctly. (L.7.1b)
• Correctly spell grade-appropriate, high-frequency
words and apply conventional spelling patterns/rules
(state assessment). W–7–9.5, e.g. o Consonant doubling
o Consonant patterns
o Units of meaning – common roots
o Base words, pre/suffixes
• Apply capitalization rules. (state assessment) W–7–
9.2
4 LANGUAGE
4.2 Knowledge of Language
Students
4.2.2 Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.7.3)
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
Textbook
Supplementary
books/material
REQUIRED
COMMON
ASSESSMENTS • Writing Prompts
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 29
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness and
redundancy. (L.7.3a)
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers theater
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
4 LANGUAGE
Students
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
Textbook
REQUIRED
COMMON
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 30
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 4.3 Vocabulary
Acquisition and
Use
4.3.1 Determine or clarify the meaning of unknown and multiple-
meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. (L.7.4)
• 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. . (L.7.4a)
• Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). . (L.7.4b)
• 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. . (L.7.4c)
• 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). (L.7.4d)
• Use strategies to unlock meaning (e.g., knowledge of
word structure, including prefixes/suffixes, base
words, common roots, or word origins; or context clues;
or other resources, such as, dictionaries, glossaries,
thesauruses; or prior knowledge). (state assessment)
R–7–2.1
• Select appropriate words or explaining the use of
words in context, including content specific vocabulary,
words with multiple meanings, or precise vocabulary.
(state assessment) R–7–3.2
4.3.2 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. (L.7.5)
• Interpret figures of speech (e.g., literary, biblical, and
mythological allusions) in context. (L.7.5a)
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers theater
Supplementary
books/material • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature Circles, Daniels • Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology • Computers
• LCD projectors
• Smartboards
www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov
ASSESSMENTS • Writing Prompts
• Common Tasks
• NEWA
• MID-TERM EXAM
• FINAL EXAM
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-based
tasks
• Rubrics
• Tests and quizzes
• Writing genres
o Arguments
o Informative
o Narrative
o Research
o Responding to literary
and informational text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 7
Curriculum Writers: Donna Chelf, Meghan Dutton, Jennifer LaMond, and Densie McCarthy
2/24/2012 Middletown Public Schools 31
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of
the words. (L.7.5b)
• Distinguish among the connotations (associations) of words
with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). (L.7.5c)
• Use strategies to unlock meaning (e.g., knowledge of
word structure, including prefixes/suffixes, base
words, common roots, or word origins; or context clues;
or other resources, such as, dictionaries, glossaries,
thesauruses; or prior knowledge). (state assessment)
R–7–2.1
• Identify synonyms, antonyms, homonyms/homophones,
or shades of meaning. (state assessment) R–7–3.1.
• Identify literary devices as appropriate to genre:
rhyme schemes, alliteration, simile, dialogue, imagery,
metaphors, flashback, onomatopoeia, repetition, or
personification. R–7–4.5
• Demonstrate knowledge of use of literary elements and
devices (i.e., imagery, exaggeration, repetition,
flashback, foreshadowing, or personification) to
analyze literary works). (state assessment) R–7–6.1
4.3.3 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. (L.7.6)
Recommended