7th Grade Year-at-a-Glance Q1 Q2 Q3 Q4 Reading Literature Key Ideas and Details LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. * *

LAFS.7.RL.1.2- 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. * * LAFS.7.RL.1.3– Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). * * Craft & Structure LAFS.7.RL.2.4– 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.

*

LAFS.7.RL.2.5– Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. *

LAFS.7.RL.2.6– Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. * * Integration of Knowledge and Ideas LAFS.7.RL.3.7– 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).

*

LAFS.7.RL.3.9– 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 LAFS.7.RL.4.10 – 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. * * * * Reading Informational Text Key Ideas and Details LAFS.7.RI.1.1– Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. *

* LAFS.7.RI.1.2– 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. * *

LAFS.7.RI.1.3– 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 & Structure LAFS.7.RI.2.4– 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. *

LAFS.7.RI.2.5– 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.

* *

LAFS.7.RI.2.6– 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 LAFS.7.RI.3.7– 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). *

LAFS.7.RI.3.8– 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.

*

LAFS.7.RI.3.9– 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 LAFS.7.RI.4.10– 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. * * * *

7th Grade Year-at-a-Glance Writing Text Types and Purposes LAFS.7.W.1.1 – Write arguments to support claims with clear reasons and relevant evidence. *

LAFS.7.W.1.2 – Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. * *

LAFS.7.W.1.3 – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

* Production & Distribution of Writing LAFS.7.W.2.4– 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.)

* *

LAFS.7.W.2.5 – 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.)

* *

LAFS.7.W.2.6 – 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 LAFS.7.W.3.7 – Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. * * *

LAFS.7.W.3.8 – 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.

* * *

LAFS.7.W.3.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research. * *

Range of Writing LAFS.7.W.4.10 – 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.

* * * *

Number of Target-Standards* Each Quarter 16 13 14 13

*Target standards are the standards that should be directly targeted when planning daily explicit instruction. However, students should receive instruction on all standards throughout the quarter as needed. **To show a complete picture of student reading performance, the quarterly Performance Matters assessments will NOT be limited to the target standards indicated for each quarter.

7th Grade Year-at-a-Glance

Standards Addressed Every Quarter Speaking & Listening Comprehension and Collaboration LAFS.7.SL.1.1– 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. LAFS.7.SL.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. LAFS.7.SL.1.3– 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 LAFS.7.SL.2.4– 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. LAFS.7.SL.2.5– Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. LAFS.7.SL.2.6– 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.) Language Conventions of Standard English LAFS.7.L.1.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.7.L.1.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language LAFS.7.L.2.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use LAFS.7.L.3.4 – 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. LAFS.7.L.3.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. LAFS.7.L.3.6 – 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.

7th Grade- Quarter 1 – Identity Essential Questions:

• To what extent do experiences influence identity? • To what extent do issues of power, conflict, and justice influence identity? • Is it ever necessary to change one’s identity?

Reading Literature Standard Learning Goal

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.

• I can cite several pieces of textual evidence to support my analysis of what the text says explicitly as well as inferences I draw from the text.

RL 6 – Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

• I can analyze how an author develops the points of view of different characters or narrators in a text.

• I can analyze how an author contrasts the points of view of different characters or narrators in a text.

RL10 – 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.

• I can read and comprehend increasingly complex literature, including stories, dramas, and poems, with scaffolding as needed.

Reading Informational Text Standard Learning Goal

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.

• I can cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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.

• I can 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.

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.

• Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings.

• I can analyze the impact of a specific word choice on meaning and tone.

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.

• I can 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 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.

• I can read and comprehend literary nonfiction in the 6-8 text complexity band with scaffolding as needed.

Writing

Standard Learning Goal

W2

– W

rite

info

rmat

ive/

expl

anat

ory

text

s to

exam

ine

a to

pic

and

conv

ey

idea

s, co

ncep

ts, a

nd in

form

atio

n th

roug

h th

e se

lect

ion,

org

aniz

atio

n, a

nd

anal

ysis

of r

elev

ant c

onte

nt.

(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.

• I can 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

• I can 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.

• I can 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.

• I can 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.

• I can use precise language and domain-specific vocabulary to inform about or explain the topic.

(e) Establish and maintain a formal style.

• I can establish and maintain a formal style.

(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

• I can provide a concluding statement or section that follows from and supports the information or explanation presented.

W4 – 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.)

• I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W5 – 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.)

• I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed with some guidance & support from peers and adults.

W6 – 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.

• I can use technology, including the internet, to produce and publish writing and link to and cite sources.

• I can use technology to interact and collaborate with others, including linking to and citing sources.

W7 – Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

• I can conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W8 – 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.

• I can gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source.

• I can quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.

• I can draw evidence from literary or informational texts to support analysis, reflection, and research.

W10 – 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.

• I can write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening- all standards addressed each quarter Standard Learning Goal

SL 1

– E

ngag

e ef

fect

ivel

y in

a ra

nge

of c

olla

bora

tive

disc

ussi

ons (

one-

on-o

ne, i

n gr

oups

, and

teac

her-

led)

with

di

vers

e pa

rtner

s on

grad

e 7

topi

cs, t

exts

, and

issu

es,

build

ing

on o

ther

s’ id

eas a

nd e

xpre

ssin

g th

eir o

wn

clea

rly.

(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.

• I can come to discussions prepared, having read or researched material under study

• I can 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.

• I can 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.

• I can 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.

• I can acknowledge new information expressed by others and, when warranted, modify my own views.

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.

• I can 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 3 – Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• I can delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

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.

• I can present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples

• I can use appropriate eye contact, adequate volume, and clear pronunciation.

SL 5 – Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

• I can include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

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.)

• I can adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language- all standards addressed each quarter

Standard Learning Goal

L1 –

Dem

onst

rate

com

man

d of

the

conv

entio

ns o

f sta

ndar

d En

glis

h gr

amm

ar a

nd u

sage

whe

n w

ritin

g or

sp

eaki

ng.

(a) Explain the function of phrases and clauses in general and their function in specific sentences.

• I can 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.

• I can 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.

• I can place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

L2 –

Dem

onst

rate

com

man

d of

the

conv

entio

ns o

f sta

ndar

d En

glis

h ca

pita

lizat

ion,

pun

ctua

tion,

and

spel

ling

whe

n w

ritin

g.

(a) Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

• I can use a comma to separate coordinate adjectives.

(b) Spell correctly. • I can spell correctly.

L3 – 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.

• I can choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

L4 –

Det

erm

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

and

phr

ases

bas

ed o

n gr

ade

7 re

adin

g an

d co

nten

t, ch

oosi

ng fl

exib

ly fr

om a

ra

nge

of st

rate

gies

.

(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.

• I can use context 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).

• I can use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

(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.

• I can consult general and specialized reference materials, 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).

• I can verify the preliminary determination of the meaning of a word or phrase.

L5 –

Dem

onst

rate

und

erst

andi

ng o

f fig

urat

ive

lang

uage

, wor

d re

latio

nshi

ps, a

nd n

uanc

es in

wor

d m

eani

ngs.

(a) Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

• I can interpret figures of speech in context.

(b) Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

• I can use the relationship between particular words 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).

• I can distinguish among the connotations (associations) of words with similar denotations (definitions).

L6 – 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.

• I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

• I can gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

7th Grade- Quarter 2 – Change Essential Questions:

• Can your geographical location change you? If so, how? • What personal qualities are necessary to deal with conflict and change? • How are people transformed through their relationships with others?

Reading Literature

Standard Learning Goal 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.

• I can determine a theme or central idea of a text. • I can analyze the development of a theme’s or central idea’s

development over the course of the text • I can provide an objective summary of a text.

RL 3 – Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

• I can analyze how particular elements of a story or drama interact

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.

• I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings

• I can 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 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.

• I can 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.

RL10 – 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.

• I can read and comprehend increasingly complex literature, including stories, dramas, and poems, with scaffolding as needed.

Reading Informational Text Standard Learning Goal

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).

• I can analyze the interactions between individuals, events, and ideas in a text.

• I can explain how ideas influence individuals or events, or how individuals influence ideas or events

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.

• I can determine an author’s point of view or purpose in a text.

• I can analyze how the author distinguishes his or her position from that of others.

RI10 – 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.

• I can read and comprehend literary nonfiction in the 6-8 text complexity band with scaffolding as needed.

Writing

Standard Learning Goal

W2

– W

rite

info

rmat

ive/

expl

anat

ory

text

s to

exam

ine

a to

pic

and

conv

ey id

eas,

conc

epts

, and

info

rmat

ion

thro

ugh

the

sele

ctio

n,

orga

niza

tion,

and

ana

lysi

s of r

elev

ant c

onte

nt.

(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.

• I can 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

• I can 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.

• I can 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.

• I can 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.

• I can use precise language and domain-specific vocabulary to inform about or explain the topic.

(e) Establish and maintain a formal style. • I can establish and maintain a formal style.

(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

• I can provide a concluding statement or section that follows from and supports the information or explanation presented.

W6 – 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.

• I can use technology, including the internet, to produce and publish writing and link to and cite sources.

• I can use technology to interact and collaborate with others, including linking to and citing sources.

W7 – Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

• I can conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W8 – 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.

• I can gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source.

• I can quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W10 – 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.

• I can write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening- all standards addressed each quarter Standard Learning Goal

SL 1

– E

ngag

e ef

fect

ivel

y in

a ra

nge

of c

olla

bora

tive

disc

ussi

ons (

one-

on-o

ne, i

n gr

oups

, and

teac

her-

led)

with

di

vers

e pa

rtner

s on

grad

e 7

topi

cs, t

exts

, and

issu

es,

build

ing

on o

ther

s’ id

eas a

nd e

xpre

ssin

g th

eir o

wn

clea

rly.

(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.

• I can come to discussions prepared, having read or researched material under study

• I can 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.

• I can 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.

• I can 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.

• I can acknowledge new information expressed by others and, when warranted, modify my own views.

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.

• I can 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 3 – Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• I can delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

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.

• I can present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples

• I can use appropriate eye contact, adequate volume, and clear pronunciation.

SL 5 – Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

• I can include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

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.)

• I can adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language- all standards addressed each quarter

Standard Learning Goal

L1 –

Dem

onst

rate

com

man

d of

the

conv

entio

ns o

f sta

ndar

d En

glis

h gr

amm

ar a

nd u

sage

whe

n w

ritin

g or

sp

eaki

ng.

(a) Explain the function of phrases and clauses in general and their function in specific sentences.

• I can 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.

• I can 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.

• I can place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

L2 –

Dem

onst

rate

com

man

d of

the

conv

entio

ns o

f sta

ndar

d En

glis

h ca

pita

lizat

ion,

pun

ctua

tion,

and

spel

ling

whe

n w

ritin

g.

(a) Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

• I can use a comma to separate coordinate adjectives.

(b) Spell correctly. • I can spell correctly.

L3 – 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.

• I can choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

L4 –

Det

erm

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

and

phr

ases

bas

ed o

n gr

ade

7 re

adin

g an

d co

nten

t, ch

oosi

ng fl

exib

ly fr

om a

ra

nge

of st

rate

gies

.

(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.

• I can use context 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).

• I can use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

(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.

• I can consult general and specialized reference materials, 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).

• I can verify the preliminary determination of the meaning of a word or phrase.

L5 –

Dem

onst

rate

und

erst

andi

ng o

f fig

urat

ive

lang

uage

, wor

d re

latio

nshi

ps, a

nd n

uanc

es in

wor

d m

eani

ngs.

(a) Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

• I can interpret figures of speech in context.

(b) Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

• I can use the relationship between particular words 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).

• I can distinguish among the connotations (associations) of words with similar denotations (definitions).

L6 – 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.

• I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

• I can gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

7th Grade- Quarter 3 – Courage Essential Questions:

• How can reading about the courage of real people inform our understanding of people and events? • What makes a person courageous? • What are catalysts for courage?

Reading Literature Standard Learning Goal

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.

• I can cite several pieces of textual evidence to support my analysis of what the text says explicitly as well as inferences I draw from the text.

RL 5 – Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

• I can analyze how a drama’s or poem’s form or structure contributes to its meaning.

RL10 – 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.

• I can read and comprehend increasingly complex literature, including stories, dramas, and poems, with scaffolding as needed.

Reading Informational Text Standard Learning Goal

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.

• I can 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.

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.

• I can 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 – 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).

• I can compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.

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.

• I can 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 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.

• I can 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.

RI10 – 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.

• I can 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.

Writing

Standard Learning Goal

W1

– W

rite

argu

men

ts to

supp

ort c

laim

s with

cle

ar re

ason

s an

d re

leva

nt e

vide

nce.

(a) Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

• I can 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.

• I can 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.

• I can 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.

• I can establish and maintain a formal style.

(e) Provide a concluding statement or section that follows from and supports the argument presented.

• I can provide a concluding statement or section that follows from and supports the argument presented.

W6 – 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.

• I can use technology, including the internet, to produce and publish writing and link to and cite sources.

• I can use technology to interact and collaborate with others, including linking to and citing sources.

W7 – Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

• I can conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W8 – 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.

• I can gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source.

• I can quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W10 – 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.

• I can write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening- all standards addressed each quarter Standard Learning Goal

SL 1

– E

ngag

e ef

fect

ivel

y in

a ra

nge

of c

olla

bora

tive

disc

ussi

ons (

one-

on-o

ne, i

n gr

oups

, and

teac

her-

led)

with

di

vers

e pa

rtner

s on

grad

e 7

topi

cs, t

exts

, and

issu

es,

build

ing

on o

ther

s’ id

eas a

nd e

xpre

ssin

g th

eir o

wn

clea

rly.

(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.

• I can come to discussions prepared, having read or researched material under study

• I can 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.

• I can 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.

• I can 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.

• I can acknowledge new information expressed by others and, when warranted, modify my own views.

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.

• I can 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 3 – Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• I can delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

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.

• I can present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples

• I can use appropriate eye contact, adequate volume, and clear pronunciation.

SL 5 – Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

• I can include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

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.)

• I can adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language- all standards addressed each quarter

Standard Learning Goal

L1 –

Dem

onst

rate

com

man

d of

the

conv

entio

ns o

f sta

ndar

d En

glis

h gr

amm

ar a

nd u

sage

whe

n w

ritin

g or

sp

eaki

ng.

(a) Explain the function of phrases and clauses in general and their function in specific sentences.

• I can 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.

• I can 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.

• I can place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

L2 –

Dem

onst

rate

com

man

d of

the

conv

entio

ns o

f sta

ndar

d En

glis

h ca

pita

lizat

ion,

pun

ctua

tion,

and

spel

ling

whe

n w

ritin

g.

(a) Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

• I can use a comma to separate coordinate adjectives.

(b) Spell correctly. • I can spell correctly.

L3 – 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.

• I can choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

L4 –

Det

erm

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

and

phr

ases

bas

ed o

n gr

ade

7 re

adin

g an

d co

nten

t, ch

oosi

ng fl

exib

ly fr

om a

ra

nge

of st

rate

gies

.

(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.

• I can use context 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).

• I can use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

(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.

• I can consult general and specialized reference materials, 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).

• I can verify the preliminary determination of the meaning of a word or phrase.

L5 –

Dem

onst

rate

und

erst

andi

ng o

f fig

urat

ive

lang

uage

, wor

d re

latio

nshi

ps, a

nd n

uanc

es in

wor

d m

eani

ngs.

(a) Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

• I can interpret figures of speech in context.

(b) Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

• I can use the relationship between particular words 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).

• I can distinguish among the connotations (associations) of words with similar denotations (definitions).

L6 – 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.

• I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

• I can gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

7th Grade- Quarter 4 – Reflections Essential Questions:

• What is the human condition? • Is literature a reflection of life? • How are points of view represented through literature? • How do these points of view differ from the points of view expressed in other mediums of expression? • Does human experience represented by the written word differ in intensity with human experiences depicted by

other mediums of expression? • How do various literary and media techniques affect my understanding of the human condition?

Reading Literature

Standard Learning Goal 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.

• I can determine a theme or central idea of a text. • I can analyze the development of a theme’s or central idea’s

development over the course of the text • I can provide an objective summary of a text.

RL 3 – Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

• I can analyze how particular elements of a story or drama interact

RL 6 – Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

• I can analyze how an author develops the points of view of different characters or narrators in a text.

• I can analyze how an author contrasts the points of view of different characters or narrators in a text.

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).

• I can 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.

RL10 – 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.

• I can read and comprehend increasingly complex literature, including stories, dramas, and poems, with scaffolding as needed.

Reading Informational Text Standard Learning Goal

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.

• I can cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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).

• I can analyze the interactions between individuals, events, and ideas in a text.

• I can explain how ideas influence individuals or events, or how individuals influence ideas or events

RI10 – 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.

• I can 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.

Writing

Standard Learning Goal

W3

– W

rite

narr

ativ

es to

dev

elop

real

or i

mag

ined

ex

perie

nces

or e

vent

s usi

ng e

ffec

tive

tech

niqu

e, re

leva

nt

desc

riptiv

e de

tails

, and

wel

l-stru

ctur

ed e

vent

sequ

ence

s.

(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.

I can 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.

I can 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.

I can 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.

I can 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.

I can provide a conclusion that follows from and reflects on the narrated experiences or events.

W4 – 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.)

• I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W5 – 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.)

• With some guidance and support from peers and adults, I can 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.

W9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.

• I can draw evidence from literary or informational texts to support analysis, reflection, and research.

W10 – 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.

• I can write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening- all standards addressed each quarter Standard Learning Goal

SL 1

– E

ngag

e ef

fect

ivel

y in

a ra

nge

of c

olla

bora

tive

disc

ussi

ons (

one-

on-o

ne, i

n gr

oups

, and

teac

her-

led)

with

di

vers

e pa

rtner

s on

grad

e 7

topi

cs, t

exts

, and

issu

es,

build

ing

on o

ther

s’ id

eas a

nd e

xpre

ssin

g th

eir o

wn

clea

rly.

(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.

• I can come to discussions prepared, having read or researched material under study

• I can 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.

• I can 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.

• I can 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.

• I can acknowledge new information expressed by others and, when warranted, modify my own views.

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.

• I can 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 3 – Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• I can delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

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.

• I can present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples

• I can use appropriate eye contact, adequate volume, and clear pronunciation.

SL 5 – Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

• I can include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

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.)

• I can adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language- all standards addressed each quarter

Standard Learning Goal

L1 –

Dem

onst

rate

com

man

d of

the

conv

entio

ns o

f sta

ndar

d En

glis

h gr

amm

ar a

nd u

sage

whe

n w

ritin

g or

sp

eaki

ng.

(a) Explain the function of phrases and clauses in general and their function in specific sentences.

• I can 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.

• I can 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.

• I can place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

L2 –

Dem

onst

rate

com

man

d of

the

conv

entio

ns o

f sta

ndar

d En

glis

h ca

pita

lizat

ion,

pun

ctua

tion,

and

spel

ling

whe

n w

ritin

g.

(a) Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

• I can use a comma to separate coordinate adjectives.

(b) Spell correctly. • I can spell correctly.

L3 – 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.

• I can choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

L4 –

Det

erm

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

and

phr

ases

bas

ed o

n gr

ade

7 re

adin

g an

d co

nten

t, ch

oosi

ng fl

exib

ly fr

om a

ra

nge

of st

rate

gies

.

(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.

• I can use context 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).

• I can use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

(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.

• I can consult general and specialized reference materials, 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).

• I can verify the preliminary determination of the meaning of a word or phrase.

L5 –

Dem

onst

rate

und

erst

andi

ng o

f fig

urat

ive

lang

uage

, wor

d re

latio

nshi

ps, a

nd n

uanc

es in

wor

d m

eani

ngs.

(a) Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

• I can interpret figures of speech in context.

(b) Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

• I can use the relationship between particular words 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).

• I can distinguish among the connotations (associations) of words with similar denotations (definitions).

L6 – 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.

• I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

• I can gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.