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Goddard: Seventh Grade -Common Core State Standards (CCSS) English/Language Arts

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Informational Text 6-12 Code: 7.RI.1Boxed Sub-heading: Key Ideas and DetailsStandard: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

Evidence ( words and/or phrases that prove) Analysis (looking closely at the words or phrases for comprehension) Inferences (clues that aide comprehension) Textual (written information)

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

Cite (Identify, find, locate) Support (aide, assist, prove) Drawn (pulled from, taken, out of)

This standard means a student will know and be able to do…(use your own words)

From the text the studentwill be able to identify or make inferences from words or phrases to use as evidence to prove or support the passage.Essential Questions:

Can I find evidence to support the meaning of the text? Can I draw inferences from the text using clues from the words or phrases? Can I use my inferences to analyze the text?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

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3. Find words or phrases that would represent evidence.2. Use clues from the text to make inferences.1. Comprehend the passage. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☒ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: Read an informational text and identify evidence to support main idea.Example 2: Use the internet to find more evidence to support the text.Example 3: Instructional Resources/Tools/Referenced Websites:

Scholastic Magazine

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Informational Text 6-12 Code: 7.RI.2Boxed Sub-heading: Key Ideas and DetailsStandard: 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.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒


Central (main) Ideas (Key concept) objective summary (Factual retelling or overview) development (progression) summary (retelling)



Determine (decide) Analyze (carefully examime) Provide (produce)


The student Will be able to write a summary that explains two or more key concepts and the details that help develop them.Essential Questions:

Can the student identify two or more central ideas? Can I analyze the details that develop the key concepts? Can I summarize the passage by including the main details?



1. Identify one or more central idea from an informational text.2. Identify the details that develop main ideas.3. Determine the main details needed for a summary.

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4. Write a summary of the passage. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☒ Technology Enhanced ☒ Performance Task ☒


Example 1: Selected Response: Identify the correct summary of a text or central idea in a multiple choice format.Example 2: Extended Constructed Response: Fill in the main details of a cloze activity (summary)Example 3:Technology Enhanced: Email a summary of an informational text passage to the teacher.Instructional Resources/Tools/Referenced Websites:

Scope/Informational texts

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Informational Text 6-12 Code: 7.RI.3Boxed Sub-heading: Key Ideas and DetailsStandard: 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).

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐


Interactions (cooperation, communication) Individuals (people) Events (Occurrences) Ideas ( concepts)



Analyze (examine closely) Influence (have an effect on)


The studentWill be able to determine how people, occurrences, and concepts have an effect on each other.Essential Questions:

Can students recognize the effects of individuals, events, or ideas have on each other in informational text?



1 Identify the individuals, events, and ideas in a text.2 Identify the cause and effect of each on each other.

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3 Identify the cause and effect of each of these elements on each other Assessment Item Type: Selected Response ☒ Extended Constructed Response ☒ Technology Enhanced ☒ Performance Task ☒


Example 1: Selected Response: True/False questions on cause and effect relationships on individuals, events, and ideas.Example 2: Technology/Performance Task: Prepare a cause/effect Power Point to show how each element influences each otherExample 3: Extended Constructed Response: Fill out a cause/effect graphic organizer to show the relationships of each from an informational text.Instructional Resources/Tools/Referenced Websites:

Historical Fiction Spicynodes.org for graphic organizer presentations Iditarod unit with “Woodsong” Gary Paulsen

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Informational Text 6-12 Code: 7.RI.4Boxed Sub-heading: Craft and StructureStandard: 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.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐


Meaning (understanding/definition) Phrases (group of words)

figurative (symbolic) connotative (implying, )hinting) technical (formal use impact (result) word choice (specific words) tone (attitude/mood)



Determine (decide) Analyze (carefully examine)


The studentWill understand how certain figurative ,connotative, and technical word choices affect the comprehension and mood of the passage.Essential Questions:

Can I identify the mood of the passage by carefully examining the different types of word choices used by the author?



1. Identify figurative, connotative, and technical word choices in an informational passage.7

2 Identify the definition and the different types of tones informational passages can include.3 Identify the tone implied from a certain informational passage based on the author’s word choice. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☒ Technology Enhanced ☒ Performance Task ☒


Example 1: Selected Response: Multiple Choice to identify the correct tone based on word choice from the passage.Example 2: Extended Constructed Response: Identify the words used to create a certain tone and change the word choice to change the tone.Example 3: Performance Task: Interpret the tone of a text and fill out a graphic organizer which includes the word choice to support the tone chosen.Example 4: Performance Task: Assign a picture from a nonfiction text (newspaper). Write a summary of the picture using a specific word choice to create an

assigned tone.Instructional Resources/Tools/Referenced Websites:

Times.com (newspaper pictures/magazines)

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Informational Text 6-12 Code: 7.RI.5Boxed Sub-heading: Craft and StructureStandard: 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.



Structure (format/arrangement of passage) major sections (main parts) ideas (concepts)



Analyze (carefully examine) Contribute (add to) Organize (thoroughly plan)


The studentWill be able to evaluate the format the author uses to plan out and develop ideas within the text.Essential Questions:

Can I identify the text structure the author uses in the passage. Can the student explain how the subtopics support and develop the main topic.



1. Identify the parts of an informational text ie.. … title, subtitle, text features2 Identify the main ideas of each major section.

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3 Explain how each major section contributes to the entire passage. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☒ Technology Enhanced ☒ Performance Task ☒


Example 1: Selected Response: Identify in multiple choice format which subtopics support or do not support the whole passage.Example 2: Performance Task: Students write their own Informational Text with correct organization…Newly discovered deep ocean creature etc……..Example 3: Technology Enhanced: Each student researches a major section of a topic and put them together with other students to form a whole passage

and present it with technology.Instructional Resources/Tools/Referenced Websites:

Science/Social Studies Textbooks Scope/Scholastic

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Informational Text 6-12 Code: 7.RI.6Boxed Sub-heading: Craft and StructureStandard: 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.



Point of view (the author’s perspective) Purpose (reason) Position (viewpoint/belief/bias)



Determine (to decide) Analyze (carefully examine) Distinguish (tell the difference)


The studentWill identify the author’s perspective or reason and tell how it is different from another author’s perspectiveEssential Questions:

What is the author’s point of view and or reason for writing the passage. How is the author’s viewpoint unique?



1. Identify an author’s point of view in a passage.2 List the different purposes of informational texts.3. Identify the author’s purpose used in a passage

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4. Compare one author’s viewpoint to another on the same topic. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☒ Technology Enhanced ☒ Performance Task ☒


Example 1: Selected Response: Multiple Choice: Identify the correct author’s position and/or purpose of the passage.Example 2: Extended Constructed Response:Example 3: Performance Task: Read two opposing texts about the same topic (Obama/Romney) and identify how each author’s point of view is the same

and different.Example 4: Technology Enhanced. Student researches a topic and debates over same topic. Audience explains how each argument is the same and different

from each presenter.Instructional Resources/Tools/Referenced Websites:

Scholastic/Scope Argumentative Texts www.middleschooldebate.com

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Informational Text 6-12 Code: 7.RI.7Boxed Sub-heading: Integration of Knowledge and IdeasStandard: 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).

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒


Audio (sound) Video (image) Multimedia combined use of media Medium (area of artistic expression)



Compare (similarities) Contrast (differences) Analyze( examine carefully


The studentCompares and contrasts text to a media approach on the same subject.Essential Questions:

Can I find similarities of a text I read to the same text spoken or listened to? Can I find differences of a text I read to the same text that is spoken or listened to?



1. Speech techniques (inflections of voice and emphasis of certain words.)2 Read the text version and pick out important words in the text.

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3 Listen to audio version of speech and identify the words or phrases that were emphasized of voice inflections.4 Compare and contrast media version of the speech to reading the speech silently. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☒ Technology Enhanced ☒ Performance Task ☒


Example 1: Selected Response. Multiple Choice…The purpose of speakers using voice inflections etc…Example 2: Extended Costructed Respone: Students highlight words they would inflect or emphasize in the speech and explain why.Example 3: Performance Task: Take a speech and have students perform the speech using voice inflections and emphasizing key words to influence the

audience.Instructional Resources/Tools/Referenced Websites:

historyplace.com/speeches

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Informational Text 6-12 Code: 7.RI.8Boxed Sub-heading: Integration of Knowledge and IdeasStandard: 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.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒


Argument (debate) Claims ( Reasoning (explanations) Evidence (proof)



Trace (chart/map out) Evaluate (judge) Assessing evaluate / determine Support ( provide reinforcement)


The studentWill determine if the arguments used by the author are valid.Essential Questions:

Can the students identify the evidence used to support the argument? Can the students explain why or why not the evidence is relevant?



1. Identify the author’s position.

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2. The student will identify the evidence used by the author to support the argument.3. If given types of evidence, they can determine which ones are relevant and which are not and explain why.4 After reading an argumentative text, identify the evidence and determine which ones are relevant or not. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☒ Technology Enhanced ☒ Performance Task ☒


Example 1: Selected Response: Multiple Choice: Which answer choice below is not a relevant type of evidence to support the author’s position.Example 2: Extended Constructed Response: Students explain in a written format why some evidence is relevant and not relevant.Example 3: Performance Task/Technology: Students research relevant evidence to support an argumentative topic.Instructional Resources/Tools/Referenced Websites:

Middleschooldebate.com

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Informational Text 6-12 Code: 7.RI.9Boxed Sub-heading: Integration of Knowledge and IdeasStandard: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence oradvancing different interpretations of facts.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒


Evidence (proof) Interpretations (meanings/comprehensions) Presentations (demonstration/informing) Information (knowledge)



Analyze (carefully examine) Shape (form) Emphasize (stress/focus attention on)


The studentWill be able to identify the different ways authors present key informationEssential Questions:

Can the student tell the different ways authors present their information?



1. List and define ways authors present their facts ( statistics/anecdotes, testimonials……2 Read and identify what the author used to present key information.

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Assessment Item Type: Selected Response ☒ Extended Constructed Response ☒ Technology Enhanced ☒ Performance Task ☒


Example 1: Selected Response: Match the different types of evidence used by authors to present their information.Example 2: Extended Constructed Response: Students add additional way to present evidence in a passage.Example 3: Performance: Write an argumentative paper and using multiple types of ways to present their evidence.Instructional Resources/Tools/Referenced Websites:

Bringing Words to Life by Isabel Beck Benjamin “Pap” Singleton and the Exodusters http: //www.legendsofkansas.com/benjaminsingleton.html The Life and Trial of John Brown http://law2.unkc.edu/faculty/projects/ftrials/johnbrown/brownaccount.html

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http://law2.unkc.edu/faculty/projects/ftrials/johnbrown/brownaccount.html

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Informational Text 6-12 Code: 7.RI.10Boxed Sub-heading: Range of Reading and Level of Text ComplexityStandard: 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.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐


Literary nonfiction (type of genre) Text complexity (reading level of text)



Read (sounds) Comprehend (understand) Scaffolding (support/assistance)


The studentReads and comprehends at a difficulty level of text that match grades 6 – 8.Essential Questions:

Can students comprehend and read fluently a literary nonfiction book with the Lexile levels of 955 – 1155?



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Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐

Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:

http://lexile.com/fab/

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s3.amazonaws.com · Web viewCite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ... List the key