Grade 7Grade 7OverviewOverview

Seventh-grade students continue to apply and expand their skills in reading and writing. Both on their own and with their peers, they read a variety of informational texts and four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In reading informational texts, students analyze the development and support of a central idea, create a variety of responses to what they read, and examine the ways that bias is revealed in those texts. In reading literary texts, students examine how an author’s craft influences readers. They describe how an author’s style elicits emotion from the reader, how an author uses character and plot development to support a theme, and how an author creates visual images through the use of language.

Possessing a rich and authentic vocabulary allows any individual to be a skillful and appreciative reader. In order to read fluently, adolescent students must be able to use word analysis and other interpretive strategies. They identify and interpret devices of figurative language, idioms, and euphemisms they encounter in texts. As they learn to master texts that use complex vocabulary, they transfer that knowledge of language into their own writing and speaking.

Middle school students write for a variety of purposes and audiences. Seventh graders begin blending elements of descriptive writing into other modes of written works (for example, narrative, expository, and persuasive). The writing process allows for planning, drafting, revising, editing, and publishing student works. Students proofread and edit for the correct use of Standard American English, improving the content and development, the organization, and the quality of voice in their writing through the use of revision strategies.

Students in the middle grades learn that reading and writing can not only give them pleasure but can also serve them as tools for expanding their knowledge. The research process gives adolescents the opportunity to be actively involved in learning about topics that are relevant to their lives and that appeal to their interests. Seventh graders access information in print and electronic forms and use both primary and secondary sources as reference materials. They distinguish between their own ideas and the ideas of others in their research and in their writing. Using evidence to support the ideas they examine, they properly credit the work of others by documenting the sources they have used. They deliver oral presentations about issues and provide evidence to support their views and solutions. Through research, students learn how to access, to analyze, and to evaluate information and thus equip themselves for a lifetime of learning.

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GRADE 7Big Idea: READING

Understanding and Using Literary TextsStandard 7-1: The student will read and comprehend a variety of

literary texts in print and nonprint formats.

Essential Question: How do people make meaning of literary print and nonprint text?

Students in grade seven read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, folktales, tall tales, and myths. In the category of literary nonfiction, they read personal essays, classical essays, memoirs, autobiographical and biographical sketches, character sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicators:7-1.1 Analyze literary texts to draw conclusions and make inferences.7-1.2 Explain the effect of point of view on a given narrative text.7-1.3 Interpret devices of figurative language (including extended metaphor

and oxymoron).7-1.4 Analyze an author’s development of the conflict and the individual

characters as either static, dynamic, round, or flat in a given literary text.

7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.

7-1.6 Analyze a given literary text to determine its theme.7-1.7 Create responses to literary texts through a variety of methods (for

example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

7-1.8 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

7-1.9 Read independently for extended periods of time for pleasure.

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GRADE 7Big Idea: READING

Understanding and Using Literary Texts

Help Page for Standard 7-1: The student will read and comprehend a variety of literary texts in print and nonprint texts.

See Support Documents attached for indicators: 7-1.3 and , 7-1.5

Notes: AssessmentsTeacher ObservationGraphic OrganizersRetellingQuestioningInformal/Formal Assessments using unfamiliar textsChecklistsRubricshttp://www.nwrel.org/assessment/pdfRubrics/ReadingScoringGuide.pdfhttp://www.nwrel.org/assessment/pdfRubrics/ReadingGrades4-12Rubrics.pdfhttp://www.nwrel.org/assessment/pdfRubrics/ReadingPrimaryRubric.pdfhttp://www.k8accesscenter.org/training_resources/documents/15HourDifferentiationModule/Handouts/HO2DinerMenu.doc (differentiation)

Textbook Correlation7-1.1 “The Monsters Are Due on Maple Street” ATE and SE p.577-1.2 “After Twenty Years” ATE and SE p. 3567-1.3 “I Like to See It Lap the Miles” ATE and SE p. 5517-1.4 “Charles” ATE and SE p. 296 “Rikki-Tikki-Tavi” ATE and SE p. 147-1.5 “A Mason-Dixon Memory” ATE and SE p. 533 “Three Skeleton Key” ATE and SE p. 38 “The Runaway” ATE and SE p. 587 “King Midas and the Golden Touch” ATE and SE p. 6827-1.6 “Charles” and “Miss Awful” ATE and SE p. 2967-1.7 “The Monsters Are Due on Maple Street” ATE and SE

p. 57

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7-1.8 “The Monsters Are Due on Maple Street” ATE and SE p. 57

Technology Websites:www.go.hrw.comwww.studyisland.com www.mrdonn.org/languagearts.html www.educationalrap.com www.brainpop.comhttp://web001.greece.k12.ny.us/academics.cfm?subpage=311 www.thinkfinity.org/ http://www.pppst.com/languagearts.html http://jc-schools.net/PPTs-la.html http://www.hcbe.net/itc/powerpoints/la/index.html http://students.resa.net/stoutcomputerclass/2la.htm http://edtech.kennesaw.edu/jcheek1/larts.htm http://www.internet4classrooms.com/

Data Streaming Video:www. scetv .org/education/ streamlinesc / Maniac Magee   (30:47) He wasn't always called Maniac Magee. He was born with the name Jeffrey Lionel Magee, but when his parents die and his life changes, so does his name. This is the poignant story of a homeless boy who finds himself caught between two sides in a situation of racial prejudice.Grade(s) : 6-8              classic       © 1992       Aims     Poetry: Character, Setting, and Plot   (03:50) Students learn that a poem can contain a character, setting, and plot and is one way to tell a story. They listen to "Ollie the Octopus," and identify the main character, details, setting, and rhyming words given in the poem.Grade(s) : 3-5       © 2005       Discovery Channel School       The Use of Poetry in Romeo and Juliet   (05:23) Grade(s) : 6-8, 9-12              © 2000       SCETV/ITV    Figurative Language: Polar Penguins   (04:59) Writers use figurative language, such as alliteration and simile, to describe feelings, observations, and ideas. A clip about polar penguins is shown; students are asked to think about figurative language they can use to describe what they see in the clip.Grade(s) : 3-5       © 2005       Discovery Channel School      

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South Carolina Department Of Education

Support DocumentStandard 7-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in grade seven read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, folktales, tall tales, and myths. In the category of literary nonfiction, they read personal essays, classical essays, memoirs, autobiographical and biographical sketches, character sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics. The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 7-1.3: Interpret devices of figurative language (including extended metaphor and oxymoron).

Definition of Revised Bloom’s VerbInterpret Change from one form of representation to another. In order to demonstrate their ability to interpret, students might write a review of a literary text with a focus on the meaning of figurative language used in the text.

Explanation of IndicatorFigurative language refers to language that is enriched by word meanings, figures of speech, and sound devices such as simile, metaphor, personification, hyperbole, onomatopoeia and alliteration. Simile is a stated comparison between two unlike things using the words “like” or “as” (for example, “My love is like a red, red rose”). Metaphor is a device of figurative language that compares two unlike things (for example, “My love is a red, red rose”). Onomatopoeia is the use of words whose sounds suggest their meaning such as “rattle,” “murmur,” “buzz,” and “sizzle.” Alliteration is the repetition of the initial sounds or stressed syllables in neighboring words (for example, “Swing low, sweet chariot/Comin’ for to carry me home” Traditional Spiritual). Personification occurs when nonhumans (animals, objects, and abstractions) are represented as being human or as having human attributes (for example, “The sea sang a song of peace” or “My car was happy to be washed”). Hyperbole is an overstatement, a conscious exaggeration for the purpose of making a point (for example, “I’d give my right arm for a piece of pie”). An extended metaphor is drawn out beyond the usual phrase to extend throughout a stanza or an entire poem. Oxymoron places two contradictory words together for a special effect (for example, jumbo shrimp, old news, deafening silence).

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Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for figurative language differ at each grade level.

What do students need to know before they can understand figurative language? Students need to know the difference between literal and figurative

language as well as denotative and connotative meanings of words (7-3.4). This knowledge helps build a background needed for abstract concepts that are the foundation for figurative language.

The teacher can provide a variety of experiences in reading (comics in newspaper), writing (song lyrics), listening (speeches), and speaking (oral presentation) that demonstrate to students that they already are familiar with many elements of figurative language.

Begin reviewing the figurative language that students have been taught in previous grades by having students identify and explain examples from literary text. One way to extend this review is to have students analyze print ads for examples of simile, metaphor, hyperbole, alliteration, onomatopoeia, and personification or to create their own advertisements with a focus on figurative language.

Students will need to demonstrate a thorough understanding of metaphor before proceeding to study extended metaphor.

Within figurative language, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

5-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

6-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

7-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron).

8-1.3 Interpret devices of figurative language (including extendedmetaphor, oxymoron, and paradox).

E1-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

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E2-1.3 Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E3-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E4-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

When teaching figurative language, what connections, links, or ties can bemade to other indicators?Students in grade 7 will use figurative language as they interact with other indicators such as these: 7-1.7 Create responses to literary texts through a variety of methods

(for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

7-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

7-2.7 Identify the use of propaganda techniques (including glittering generalities and name calling) in informational texts.

7-3.4 Interpret the connotations of words to understand the meaning of a given text.

7-4 All indicators as students respond in writing.7-5 All indicators as students respond in writing.

Classroom AssessmentStudents should be taught and assessed using similar methods. In this indicator, the verb is “interpret;” students should be challenged to construct meaning from figurative language and to demonstrate how the figurative language contributes to the overall meaning of the text. When it i’s time for assessment, students should be asked to show what they have learned in the same way they were taught. In either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to interpret.

Students learn the different types of figurative language when they use them, not when they are asked to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using figurative language, then assessment should also focus on these levels of thinking.

Students in grade seven7 respond well to showing what they know. For figurative language, this might mean giving them the opportunity to decorate the room with their illustrations or collages depicting all the different types of figurative language or sound devices. Students could complete this “show what you know” activity individually or in groups, on poster paper or butcher paper as a mural on a wall or around the classroom.

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Another interesting way to assess would be to pair students and give each student in the pair the same poem (but each group of pairs would have different poems). Each student in the pair would first write at least four questions about the figurative language in the poem and the overall meaning. Then the two students would compare their questions. Questions that are similar would be tackled first. Students would come up with a consensus response that reflected both students’ thinking. Questions that are not similar would be dealt with next in the same fashion.

In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can interpret the figurative language.

Suggested Instructional ResourcesProfessional TextsAllen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann, 1999.

---. Reading Reminders. Portsmouth, NH: Heinemann, 2000.

Monseau, Virginia (ed.) and G. Salvner. Reading Their World: The Young Adult Novel in the Classroom. Portsmouth, NH: Heinemann, 2000.

Ray, Katie Wood. What You Know by Heart. Portsmouth, NH: Heinemann, 2002.

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH: Heinemann, 1992.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.

Stockland, Patricia M. (ed.). Poet’s Toolbox. Mankato, MN: Compass Point Books, 2004.

Tsujimoto, Joseph I. Teaching Poetry Writing to Adolescents. Urbana, IL: National Council of Teachers of English, 1988.

Student TextsThere are many titles that teachers and students may select to better understand figurative language. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materialshttp://www.carolhurst.com/titles/7th.htmlhttp://faculty.une.edu/cas/gchstman/seven/#languagehttp://www.readwritethink.org

http://www.readwritethink.org/lessons/lesson_view.asp?id=417http://www.readwritethink.org/lessons/lesson_view.asp?id=79

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http://www.readwritethink.org/lessons/lesson_view.asp?id=33http://www.learnnc.org

http://www.learnnc.org/lessons/abellett1142004891http://www.learnnc.org/lessons/JanetFore982002595http://www.learnnc.org/lessons/JanetFore5232002762

http://www.webenglishteacher.comhttp://www.webenglishteacher.com/ya.html

http://www.englishcompanion.comhttp://www.ciconline.org/englishhttp://www.poets.orghttp://www.scetc.org/education/streamlinesc/index.cfmhttp://www.field-trips.org/tours/lit/poet/_tourlaunch1.htmhttp://www.scetc.org

http://www.scetv.org/programs_a_to_z/index.cfm#w

Best Practiceshttp://ed.sc.gov/agency/offices/cso/standards/ela/index.html

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South Carolina Department Of EducationSupport Document

Standard 7.1: The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in grade seven read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, folktales, tall tales, and myths. In the category of literary nonfiction, they read personal essays, classical essays, memoirs, autobiographical and biographical sketches, Character sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics. The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 7-1.5: Interpret the effect of an author’s craft (including tone, and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.

Definition of Revised Bloom’s VerbInterpret Changing from one form of representation) to another (for example, written to oral)

Explanation of IndicatorAuthor’s craft is the use of specific techniques that an author chooses to relay an intended message. Author’s craft includes tone and the use of flashback and foreshadowing. Tone is the writer’s attitude toward a subject, character, or audience conveyed through the choice of words and details. Flashback is the technique of disrupting the chronological flow of a narrative by interjecting events that have occurred at an earlier time, and foreshadowing is the use of hints or clues to suggest future action. Symbolism is the author’s use of an object, person, place, or event that has both a meaning in itself and stands for something larger than itself. Irony is the discrepancy between what one says and what one means, what a character believes and what a reader knows, or what occurs and what one expects to occur in a text. Some common types of irony include verbal irony, a contrast between what is said or written and what is actually meant; situational irony, when what happens is very different from what is expected to happen; and dramatic irony, when the audience or the reader knows something a character does not know.

Students might demonstrate their ability to interpret author’s craft by imitating an author’s style in their work.

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Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the author’s craft differ at each grade level.

What do students need to know before they can understand author’s craft?

Students must understand and know how to interpret tone, imagery, flashback, foreshadowing, and irony.

Students must be able to demonstrate the same element in different forms, for example, in a speech, in a drawing, in a film and/or in a musical work.

Students can talk and write about these techniques with scaffolding from the teacher.

Within author’s craft, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given literary text.

4-1.6 Interpret the effect of the author’s craft (for example, word choice, sentence structure, the use of figurative language, and the use of dialogue) on the meaning of literary texts.

5-1.5 Interpret the effect of the author’s craft (for example, tone, figurative language, dialogue, and imagery) on the meaning of literary texts.

6-1.5 Interpret the effect of the author’s craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts.

8-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E1-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E2-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E3-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

E4-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

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When teaching author’s craft, what connections, links, or ties can be madeto other indicators and/or content areas?Students in grade seven7 will use author’s craft as they interact with other indicators such as:; 7-1.2 Explain the effect of point of view on a given narrative.7-1.3 Interpret devices of figurative language (including extended

metaphor, and oxymoron). 7-1.7 Create responses to literary texts through a variety of methods

(for example, written works, oral auditory presentations, discussions, media productions, and the visual and performing arts).

7-1.9 Read independently for extended periods of time for pleasure. 7-2.2 Analyze information within and across texts to draw conclusions

and make inferences 7-2.4 Create responses to informational texts through a variety of

methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

7-2.7 Identify the use of propaganda techniques (including glittering generalities and name calling) in informational texts.

7-2.8 Read independently for extended periods of time to gain information.

7-3.4 Interpret the connotations of words to understand the meaning of a given text.

7-4 All indicators as students respond in writing.7-5 All indicators as students respond in writing.

Classroom AssessmentStudents should be taught and assessed using similar methods. For example, in this indicator, the verb is “interpret.” Students should be challenged to construct meaning from author’s craft and to demonstrate how author’s craft contributes to the overall meaning of the text. When it i’s time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced). Students should not be given a list of terms to match with definitions because this does not allow them the opportunity to interpret.

Students learn author’s craft when they read widely and use author’s craft in their own work. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using figurative language, then assessment should also focus on these levels of thinking.

For example, students could be asked to imitate a particular author’s craft in an original work of their own. Students could also be asked to identify the authors of several excerpts by analyzing their author’s craft. Students could also be asked to rewrite a passage of one author in the style of another author, or to rewrite an advertisement in the style of a particular author.

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Suggested Instructional ResourcesProfessional TextsDean, Nancy. Discovering Voice. Gainesville, FL: Maupin House, 2006.

---. Voice Lessons. Gainesville, FL: Maupin House, 2000.

King, Stephen. On Writing. New York: Pocket Books, 2000.

Olsen, Carol Booth. The Reading Writing Connection. New York: Pearson, 2007.

Schaffer, Jane. Teaching Style Analysis to Advanced Placement English Students. San Diego: Jane Schaffer Publications, 2002.

Student TextsThere are many titles that teachers and students may select to better understand author’s craft. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materialshttp://www.APCentral.comhttp://www.Web English Teacher.comhttp://www.Learnnc.orghttp://www.Englishcompanion.comhttp://www.Readwritethink.orghttp://www.litplans.comhttp://www.ciconline.org/englishhttp://www.itv.myetv.orghttp:// www.pbs.org

Best Practiceshttp://ed.sc.gov/agency/offices/cso/standards/ela/index.html

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GRADE 7

Big Idea: READINGUnderstanding and Using Informational Texts

Standard 7-2: The student will read and comprehend a variety of informational texts in print and nonprint formats.

Essential Question: How do people make meaning of informational print and nonprint text?

Students in grade seven read informational (expository/persuasive/argumentative) texts of the following types: essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (for example, book, movie, product), journals, and speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicators:7-2.1 Analyze central ideas within and across informational texts.7-2.2 Analyze information within and across texts to draw conclusions and

make inferences.7-2.3 Identify author bias (for example, word choice and the exclusion and

inclusion of particular information).7-2.4 Create responses to informational texts through a variety of methods (for

example, drawings, written works, oral and auditory presentations, discussions, and media productions).

7-2.5 Analyze the impact that text elements (for example, print styles and chapter headings) have on the meaning of a given informational text.

7-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.

7-2.7 Identify the use of propaganda techniques (including glittering generalities and name calling) in informational texts.

7-2.8 Read independently for extended periods of time to gain information.

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GRADE 7Big Idea: READING

Understanding and Using Informational Texts

Help Page for Standard 7-2: The student will read and comprehend a variety of informational

texts in print and nonprint formats.

See Support Documents attached for indicators: 7-2.2 and , 7-2.3

Notes: AssessmentsTeacher ObservationGraphic OrganizersRetellingQuestioningInformal/Formal Assessments using unfamiliar textsChecklistsRubrics

Textbook/Correlation7-2.1 “Antaeus” ATE and SE p. 1747-2.2 “Antaeus” ATE and SE p. 1747-2.3 “He’s No King” ATE and SE p. 8167-2.4 “A Mason-Dixon Memory” ATE and SE p. 5337-2.5 “Understanding Text Structures: A Textbook” ATE and

SE p. 327-2.6 “The World of Classical Mythology” ATE and SE p.

6487-2.7 See pages 880-881.

TechnologyWebsites:www.go.hrw.com www.studyisland.com www.mrdonn.org/languagearts.html www.educationalrap.com www.brainpop.comhttp://web001.greece.k12.ny.us/academics.cfm?subpage=311 www.thinkfinity.org/ http://www.pppst.com/languagearts.html

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http://jc-schools.net/PPTs-la.html http://www.hcbe.net/itc/powerpoints/la/index.html http://students.resa.net/stoutcomputerclass/2la.htm http://edtech.kennesaw.edu/jcheek1/larts.htm http://www.internet4classrooms.com/

Data Streaming Video:www. scetv .org/education/ streamlinesc / Discovering Language Arts: Grades 09-12: Listening and Speaking   (45:17) Key strategies for speaking in small discussion groups and larger presentations enable students to communicate their message clearly and confidently. Tactics for active listening and asking questions , and listening for bias rounds out this collection.Grade(s) : 9-12       © 2007       Discovering Language Arts: Grades 09-12: Viewing   (50:44) From identifying mass communication formats and techniques to interpreting messages and bias conveyed through style and genre, introduce middle students to media literacy and characteristics and components of visual media.Grade(s) : 9-12       © 2007       Discovery Channel School       Discovering Language Arts: Grades 06-08: Viewing   (30:00) From identifying mass communication formats and techniques to interpreting messages and bias conveyed through style and genre, this video introduces middle school students to media literacy and characteristics and components of visual media.Grade(s) : 6-8       © 2006       Discovery Channel School  Discovering Language Arts: Grades 09-12: Nonfiction (29:18) This comprehensive video collection uses high-quality documentary footage to examine high school level writing, reading, grammar, listening and& speaking skills, and media literacy skills. From biographies, journals, maps, speeches, encyclopedias, and Internet articles, high school students learn about a variety of informational texts. Explore ways to summarize and paraphrase information, how to critically evaluate a source's credibility, and how to break down a complicated subject into smaller parts.Grade(s) : 9-12       © 2007       American Red Cross Speeds Up War Relief Activities (00:47) The American Red Cross contributes to the war effort with fundraising activities and by making bandages; celebrities provide testimonials.Grade(s) : 6-8, 9-12       © 2004      

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"Be Cool Like Everybody Else!"   (01:13) Mr. Goodbody explains the bandwagon technique advertisers use to sell their products.Grade(s) : K-2, 3-5       © 2003       Slim Goodbody      

7 - 17

South Carolina Department of EducationSupport Document

Standard 7-2: The student will read and comprehend a variety of informational texts in print and nonprint formats.

Students in grade seven read informational (expository/persuasive/argumentative) texts of the following types: essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (for example, book, movie, product), journals, and speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 7-2.2: Analyze information within and across texts to draw conclusions and make inferences.

Definition of Revised Bloom’s VerbAnalyze Break material into its constituent parts and determine how the parts relate to

one another and to an overall structure or purpose

ExplanationMaking inferences is the act or process of drawing a conclusion or making a prediction based on what one already knows either from prior knowledge, observations, or evidence found in the text. When making an inference, ideas and facts are implied or suggested rather than stated outright.

Inferential thinking can be demonstrated by using cloze procedures with portions of informational texts. Begin by creating a simple cloze statement by deleting one word from an informational sentence. Invite students to combine what they know about the syntactic (the grammatical arrangement of words in sentences) and semantic (the study of meaning in language) knowledge of language with their schema (organized knowledge that is accessed during reading) and generate possible words that would make sense in the cloze blank. NOTE: It is important that the readers have background knowledge about a text they are to read if they are expected to read inferentially. If they do not have the experience portion of the equation (word clues + experience = inferences), no matter how many words the author utilizes, readers will not be able to think inferentially about the text. http://www.readinglady.com/mosaic/tools/Inferences%20handout%20by%20Deb%20Smith.doc

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Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for drawing conclusions and making inferences differ at each grade level.

What do students need to know before they can understand how to analyze an informational text to draw conclusions and make inferences? Students should understand the meaning of “reading between the lines” and that sometimes readers have to make educated guesses in order to make meaning from the text. Students should know that these educated guesses should be based on evidence that comes from their prior knowledge, observations, and the text itself. Reading informational text requires attention to characteristics that are

different from fiction: the ability to access data, to read critically for information, and to use supporting visual features (such as charts, captions, and scale diagrams). http://findarticles.com/p/articles/mi_mOSTR/is_6_110/ai_84344608

Students need to know how to generate and respond to questions that require them to dig for and think about the information and the evidence necessary to draw conclusions and make inferences. For example, questions such as “Hypothesize what will happen if….,” Predict what would be true if…,” Conclude what the result will be if…,” What if ____ had happened instead of ____?”

Students need to learn how to connect the text with their background knowledge and to see that when they read, they bring what they already know to comprehension of new text. They need to experience understanding beyond the literal by gathering all the clues in order to make an inference or draw a conclusion. For example, when reading, listening, or viewing specific informational texts, one might naturally jump to the conclusion that an umbrella is needed because of rain; however, closer attention to details might provide clues that the umbrella is needed as protection from the sun.

Making inferences and drawing conclusions require that students recognize and identify the clues in the text that will help lead them to conclusions. Students must also read between the lines; go beyond the literal and concrete meaning; and pay attention to details, clues, and evidence when interacting with print and nonprint informational texts.

Students should have experiences with a variety of print and nonprint text that allow them to compare/contrast inferences and conclusions. For example, a thematic approach would encourage students to read a poem, listen to a speech, and view a video of a short story, all of which were connected by a similar theme. Students could then n compare/contrast inferences and conclusions among these texts.

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Within analyzing an informational text to draw conclusions and make inferences, what have students previously studied and what they will study in the future?

The words in bold indicate a change from grade to grade.

3-2.2 Analyze informational texts to draw conclusions and make inferences.

4-2.2 Analyze informational texts to draw conclusions and make inferences.

5-2.2 Analyze informational texts to draw conclusions and make inferences.

6-2.2 Analyze informational texts to draw conclusions and make inferences.

7-2.2 Analyze information within and across texts to draw conclusions and make inferences.

8-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

E2-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

E3-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

E4-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

When teaching analyzing an informational text to draw conclusions andmake inferences, what connections, links, or ties can be made to otherindicators or content?7-1.1 Analyze literary texts to draw conclusions and make inferences.7-1.7 Create responses to literary texts through a variety of methods

(for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

7-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

7-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.

7-3.4 Interpret the connotations of words to understand the meaning of a given text.

7-5.2 Create narratives (for example, personal essays or narrative poems) that communicate the significance of an issue of importance and use language appropriate for the purpose and the audience.

7-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, or persuasive).

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7-5.4 Create persuasive pieces (for example, letters to the editor or essays) that include a stated position with supporting evidence for a specific audience.

Science: Draw conclusions and make inferences and predictions from data, research, and investigation.

Social Studies: Draw conclusions and make inferences and predictions from research, biographies, autobiographies, essays, and speeches.

Classroom Assessment Strategies Students should be assessed in the same ways they are taught; however, students should be assessed with cold text rather than text they have read and discussed. For example, in this indicator, the verb is “analyze.” Students should be challenged to construct meaning from the inferences and conclusions and how those contribute to the overall meaning of the text. Students should be able to cite instances in the text that caused them to infer and draw conclusions. They should also be able to explain what background information they brought to the text that helped them infer. When it i’s time for assessment, students should be asked to show what they have learned in the same way they were taught. For example, in either the learning or the assessing, students should not be given a worksheet to make inferences and draw conclusions from unconnected pieces of text because this does not allow them the opportunity to interpret meaning from a whole piece of text.

Students in grade seven7 respond well to having choice. Assessment of analyzing text to make inferences and draw conclusions can be accomplished by having students select a piece of “cold” text that has not been discussed in class. Students then respond through an “It says-I say” activity with this text. The students copy a quote from the book for “It says” and then add their background knowledge for “I say.” Next, the students defend the “I say” by writing their thinking behind their inference (I say). Students must cite instances in the text that help them make an inference or draw a conclusion.

Students may also sketch their conclusions or inferences and defend their thinking by citing the text and adding their background knowledge or the understanding that brought them to those inferences or conclusions.

There is no benefit from having students assessed by a piece of text that has already been discussed. That would be assessing their remembering, not their ability to analyze text. Students should be assessed on a piece of text that is on their reading level.

In order to be consistent with the indicator, the expectation on any assessment strategy is that students must demonstrate they can analyze informational text to make inferences and draw conclusions.

Suggested Instructional ResourcesProfessional TextsAllen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse. 2000.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann. 2003.

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Feathers, Karen M. Informational Texts, Reading and Learning. Toronto: Pippin, 2004.

Harvey, Stephanie. Nonfiction Matters: Reading Writing and Research in Grades 3-8. Portland, ME: Stenhouse, 1998.

Harvey, Stephanie and Anne Goudis. Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

Keene, Ellin and Susan Zimmerman. Mosaic of Thought, Second Edition. Portsmouth, NH: Heinemann, 2007.

Keene, Ellin. To Understand: New Horizons in Reading Comprehension. Portsmouth, NH: Heinemann, 2008.

Lesesne, Teri S. Making the Match, The Right Book for the Right Reader at the Right Time, Grades 4-12. Portland, ME: Stenhouse, 2003.

Probst, Robert E. Response and Analysis, Teaching Literature in the Secondary School. Portsmouth, MH: Heinemann, 2004.

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH: Heinemann, 1992.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.

Student TextsThere are many titles that teachers and students may select to better understand drawing conclusions and making inferences. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materialshttp://www.readwritethink.orghttp://www.learnnc.orghttp://www.lpb.org

http://www.lpb.org/education/classroom/itv/litlearn/http://www.readingquest.org

http://www.readingquest.org/strat/http://scholastic.com

http://scholastic.com/newszone/

http://timeforkids.comhttp://timeforkids.com/TFK/

http://www.scetc.orghttp://www.scetc.org/education/streamlinesc/index.cfm

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http://www.ciconline.orghttp://www.ciconline.org/english

http://www.carolhurst.comhttp://www.carolhurst.com/titles/6th.html

http://literacynet.orghttp://literacynet.org/cnnsf/archives.html

http://www.iclasses.orghttp://www.iclasses.org/assets/literature/index.cfm full text of fiction and nonfiction selections

http://www.unitedstreaming.com

Best Practiceshttp://ed.sc.gov/agency/offices/cso/standards/ela/index.html

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South Carolina Department of EducationSupport Document

Standard 7-2: The students will read and comprehend a variety of informational texts in print and nonprint formats.

Students in grade seven read informational (expository/persuasive/argumentative) texts of the following types: essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (for example, book, movie, product), journals, and speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 7-2.3: Identify author bias (for example, word choice and the exclusion and inclusion of particular information).

Definition of Revised Bloom’s VerbIdentify(recognize) Locating knowledge in long-term memory that is consistent with

presented material.

Students might point out words that indicate that an author is prejudiced against his/her topic. Students might point out that an author is biased because some information is excluded from a particular print or nonprint text. For example, an advertisement for chocolate might tout the benefits of chocolate, but the advertisement might leave out the information that chocolate is high in calories, which might negate the benefits.

Explanation of IndicatorAuthor bias is a personal and largely unreasoned judgment either for or against a particular person, position, or thing - ; a prejudice. Word choice is the effective use of the words to enhance style, tone, or clarity in writing or speaking. For example, an author who is biased against small towns might write a text showing all the problems of living in a small town and none of the benefits of living in a small town.

Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for author bias differ at each grade level.

What do students need to know before they can understand author bias? Students must be able to differentiate between fact and opinion. Students must be able to identify relevant facts and other types of

support for opinions. Relevant facts are those that are clearly

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applicable to the judgment. Support for opinions includes (but is not limited to) explanations, examples, anecdotes, statistics, and logical reasons.

Within author bias, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

3-2.3 Distinguish between facts and opinions in informational texts.4-2.3 Analyze informational texts to locate and identify facts and

opinions.5-2.3 Analyze a given text to detect author bias (for example,

unsupported opinions).6-2.3 Summarize author bias based on the omission of relevant facts

and statements of unsupported opinions.8-2.3 Analyze informational texts for author bias (for example, word

choice and the exclusion and inclusion of particular information).E1-2.3 Analyze informational texts for indicators of author bias

(including word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E2-2.3 Analyze informational texts for author bias (including, word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E3-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

E4-2.3 Analyze informational texts for (author bias including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

When teaching author bias, what connections, links, or ties can be madeto other indicators and/or content areas?7-1.1 Analyze literary texts to draw conclusions and make inferences.7-1.3 Interpret devices of figurative language (including extended

metaphor and oxymoron).7-1.5 Interpret the effect of an author’s craft (including tone and the

use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.

7-1.9 Read independently for extended periods of time for pleasure.7-2.1 Analyze central ideas within and across informational texts.7-2.2 Analyze information within and across texts to draw conclusions

and make inferences.7-2.7 Identify the use of propaganda techniques (including glittering

generalities and name calling) in informational texts.7-2.8 Read independently for extended periods of time to gain

information.

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7-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.

7-3.4 Interpret the connotations of words to understand the meaning of a given text.

7-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.

7-4.5 Revise writing to improve clarity, tone, voice, and the development of ideas (see Instructional Appendix: Composite Writing Matrix).

7-5.1 Create informational pieces (for example, book, movie, or product reviews and news reports) that use language appropriate for a specific audience.

7-5.2 Create narratives (for example, personal essays or narrative poems) that communicate the significance of an issue of importance and use language appropriate for the purpose and the audience.

7-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, or persuasive).

7-5.4 Create persuasive pieces (for example, letters to the editor or essays) that include a stated position with supporting evidence for a specific audience.7-6.8 Design and carry out research projects by selecting a topic,

constructing inquiry questions, accessing resources, and selecting and organizing information.

In social studies, students will read historical speeches, documents, and other non-fiction writings and will need to identify author bias in order to understand the works.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “identify.” Students should be challenged to identify author bias in a variety of informational texts and to demonstrate how author bias contributes to the overall meaning and effect of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced). Students should not be given a list of terms to match with definitions because this does not allow them the opportunity to understand.The teacher may provide examples of print or nonprint informational text that is biased for students to determine how bias impacts the intended message of the piece. The teacher may provide a letter to the editor for students to determine the bias of the piece. Students could examine positively or negatively biased print or nonprint texts and revise them in an unbiased form.

Suggested Instructional ResourcesProfessional Texts

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Considine, David M. and Gail E. Haley. Visual Messages: Integrating Imagery into Instruction. Englewood, CO: Teacher Ideas Press, 1999.

Christel, Mary T. and Scott Sullivan, eds. Lesson Plans for Creating Media-Rich Classrooms. Urbana, IL: National Council of Teachers of English, 2007.

Olsen, Carol Booth. The Reading/Writing Connection. New York: Pearson, 2007.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. Portland, ME: Stenhouse, 2001.

Student TextsThere are many titles that teachers and students may select to better understand author bias. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts.: http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materialshttp:// www.frankmbaker.com http:// www.sctv. org/education/streamlines/index.cfm Discovering Language Arts: Viewing (grades 6-8). ETV Streamline Videoshttp:// www.American rhetoric.com http://www.Readwritethink.orghttp://www.WebEnglishTeacher.com

Best Practiceshttp://ed.sc.gov/agency/offices/cso/standards/ela/index.html

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GRADE 7Big Idea: READINGBuilding Vocabulary

Standard 7-3: The student will use word analysis and vocabulary strategies to read fluently.

Essential Question: How does vocabulary help people make meaning of print and nonprint text?

The teacher should continue to address earlier indicators as they apply to more difficult texts.Instructional appendicxes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents.

Indicators:

7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

7-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.7-3.4 Interpret the connotations of words to understand the meaning of a given

text.7-3.5 Spell new words using Greek and Latin roots and affixes. (See

Instructional Appendix: Greek and Latin Roots and Affixes.)

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Big Idea: READINGBuilding Vocabulary

Help Page for Standard 7-3: The student will use word analysis and vocabulary strategies to read fluently.

See Support Documents attached for 7-3.1, 7-3.4.

Notes: AssessmentsTeacher ObservationGraphic OrganizersRetellingQuestioningInformal/Formal Assessments using unfamiliar textsChecklistsRubrics

Textbook / Correlation 7-3.1 “The Funeral Banquet of King Midas” ATE and SE p.

6897-3.2 See Greek and Latin Roots and Affixes in Appendix.7-3.3 “User Friendly” ATE and SE p. 2717-3.4 “Song of the Trees” ATE and SE p. 5087-3.5 See Greek and Latin Roots and Affixes in Appendix.TechnologyWebsites:www.go.hrw.com www.studyisland.com www.mrdonn.org/languagearts.html www.educationalrap.com www.brainpop.comhttp://web001.greece.k12.ny.us/academics.cfm?subpage=311 www.thinkfinity.org/ http://www.pppst.com/languagearts.html http://jc-schools.net/PPTs-la.html http://www.hcbe.net/itc/powerpoints/la/index.html http://students.resa.net/stoutcomputerclass/2la.htm http://edtech.kennesaw.edu/jcheek1/larts.htm http://www.internet4classrooms.com/

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Data Streaming Video:www.scetv.org/education/streamlinesc/The Harold Syntax Guide to Grammar Basics: Words (18:54) The world’s foremost authority on the English language, Lord Harold Syntax, discusses his family’s role in the development of English words. Syntax family notables help students understand word construction – roots, prefixes, and suffixes. Grade(s) : 6-8       © 2004       United Learning       Context Clues   (04:44)

Ccontext clues help readers figure out the meaning of unfamiliar words like those found in a segment about ocean currents. Grade(s) : 3-5       © 2005       Discovery Channel School       Segment 3: Prefixes and Suffixes   (06:53) Word meaning can be changed by adding prefixes or suffixes, both of which offer clues to a word’s meaning; context clues can also be used to decipher meaning.Grade(s) : 6-8       © 2004       United Learning      

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South Carolina Department of EducationSupport Document

Standard 7-3: The student will use word analysis and vocabulary strategies to read fluently.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Instructional appendicxes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents.

Indicator 7-3.1: Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

Definition of Revised Bloom’s VerbUse Applying a procedure to an unfamiliar task

Explanation of IndicatorContext clues provide students multiple strategies for understanding the meaning of new and unknown words they may encounter in a text. When a good reader finds unknown or multiple meaning words, they use the words or sentences around it – its context - to predict the word’s meaning. At this point, students are NOT identifying context clues; they are using them to determine the meaning of unknown or multiple-meaning words. The words or sentences around an unknown word may give an example, a definition, or a restatement to help the reader generate meaning.

Context clues that provide an example: While floating in the harbor, the buoy lit the water and

warned the ship to stay away from the rocks. (The unknown word buoy is something that floats, lights the water, and warns the ship to stay away.)

Context clues that provide a definition: The food was stored in a large larder, or pantry. (The unknown word larder is defined as a pantry.)

Context clues that provide a restatement: The food was bland. In fact, everyone

called it tasteless. (The unknown word bland is restated in simpler terms in the second sentence as tasteless.)

Context clues that provide a comparison/contrast: Although some men are loquacious, others hardly talk at all. (The unknown word loquacious can be understood from the contrasting example in the phrase – others hardly talk at all. The word loquacious would mean to talk a lot.)

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The teacher can provide a variety of experiences in reading, writing, listening, and speaking that demonstrates to students that they are already familiar with using context clues.

Begin reviewing context clue strategies that students have been taught in previous grades by having students identify and explain examples from literary text. One way to extend this review is to have students analyze a given text with unknown words and discuss how context clues can be used to determine the meaning of the unknown or multiple-meaning words.

Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for context clues differ at each grade level.

What do students need to know before they can understand context clues? Students need to understand that it is not unusual to encounter words

that thwey do not know when reading. Students need to understand that, when good readers get “stuck” on a

problem during reading, they stop and figure out how to fix the problem.

Students need to know that, when good readers find unfamiliar words or multiple meaning words, they use the surrounding words or sentences (the context) to predict the word’s meanings.

Students need to understand that some words have different meanings depending on the context in which they are used.

Within context clues, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues.4-3.1 Generate the meaning of unfamiliar and multiple-meaning words

by using context clues (for example, those that provide an example or a definition).

5-3.1 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.

6-3.1 Use context clues (for example, those that provide an example, a definition, or restatement) to generate the meanings of unfamiliar and multiple-meaning words.

7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

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8-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

E2-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

E3-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

E4-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

When teaching context clues, what connections, links, or ties can be madeto other indicators?Students in grade 7 will use context clues as they interact with other indicators such as:

7-3.2 Analyze the meaning of words by using Greek and Latin roots and

affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)7-3.3 Interpret the meaning of idioms and euphemisms

encountered in texts.7-3.4 Interpret the connotations of words to understand the meaning

of a given text.7-3.5 7-3.5 Spell new words using Greek and Latin roots and

affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

Classroom AssessmentStudents should be taught and assessed using similar methods. In this indicator, the verb is “use”; students should be challenged to generate meaning from using context clues and to demonstrate how that process contributes to the understanding of text and to determining meanings of unknown words. When students are assessed, they should be asked to show what they have learned in the same way they were taught. In either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to use context.

Students learn the different types of context clues when they use them, not when they are asked to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using context clues, then assessment should also focus on these levels of thinking.

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Students in grade seven7 respond well to showing what they know. For context clues, this might mean giving them the opportunity to decorate the room with illustrations or collages depicting the different kinds of context clues. Students could complete this “show what you know” activity individually or in groups, on poster paper or butcher paper, or as a mural on a wall or around the classroom.

Another interesting way to assess would be to pair students and give each student in the pair the same text (but each group of pairs would have different texts). Each student in the pair would first write at least four questions about the context clues in the text and the overall meaning of unknown or multiple meaning words. Then the two students would compare their questions. Questions that are similar would be tackled first. Students would come up with a consensus response that reflects both students’ thinking. Questions that are not similar would be dealt with next in the same fashion.

In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can use context clues to determine the meaning of unknown and multiple-meaning words.

Suggested Instructional ResourcesProfessional TextsAllen, Janet. Tools for Teaching Content Literacy. Portland, ME: Stenhouse, 2004.

Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage, and Style intoWriter’s Workshop. Portland, ME: Stenhouse, 2005.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH:Heinemann, 2003.

Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann, 1999.

---. Reading Reminders. Portsmouth, NH: Heinemann, 2000.

Ray, Katie Wood. What You Know by Heart. Portsmouth, NH: Heinemann, 2002.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.

Student TextsThere are many titles that teachers and students may select to better understand the use of context clues. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials

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http://www.brighthub.com/education/k-12/articles/6323.aspxhttp://faculty.une.edu/cas/gchstman/seven/#language http://www.readwritethink.orghttp://www.learnnc.org

http://www.learnnc.org/lp/pages/3971http://www.webenglishteacher.comhttp://www.webenglishteacher.com/ya.htmlhttp://www.englishcompanion.comhttp://www.ciconline.org/englishhttp://lesson-plans-materials.suite101.com/article.cfm/context_clues_lesson_plan

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South Carolina Department of EducationSupport Document

Standard 7-3: The student will use word analysis and vocabulary strategies to read fluently.

The teacher should continue to address earlier indicators as they apply to more difficult texts.Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents.

Indicator 7-3.2: Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

Definition of Revised Bloom’s VerbAnalyze Break material into its constituent parts and determine how the parts relate

to one another and to an overall structure or purpose.

In order to analyze, students break information into parts and explore understandings and relationships. In English language arts, students may analyze words by examining roots and affixes to determine the meaning. For example, students may analyze the word microscope. After identifying the word parts micro- and scope-, students can use word analysis strategies to determine the meaning of the word microscope within the context of the sentence or text.

Explanation of IndicatorNearly 75 percent of the English language is derived from Greek and Latin roots. A study of these roots and affixes offers an effective tool for teachers to nurture students’ vocabulary development. A study of Greek and Latin roots and affixes provides students with an understanding of word parts so that they can determine the meaning of unfamiliar words. Etymology fosters an interest in how words and their meanings are developed. Instruction should begin fostering an interest in word exploration. The study of words should not be done merely by having students memorize lists of words. Rather, teachers should immerse students in rich oral and written language that promotes effective word study. Students must apply their knowledge of words and see connections to the world. The purpose of vocabulary instruction is to make students stronger readers and writers.Academic texts have a large number of words that come from Greek and Latin roots. Learning new words in content areas often involves learning new concepts. Understanding key content vocabulary is a building block for understanding more advanced concepts.

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Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the study of Greek and Latin roots and affixes differ at each grade level.

What do students need to know before they can understand Greek and Latin roots and affixes? Students must have knowledge of word structure such as base words

and affixes. Students understand that prefixes, bases, and suffixes have meaning.

When joined together, they create new words. Students should understand that prefixes come at the beginning, bases

come in the middle, and suffixes come at the end of words. Students should begin to understand that meanings of words are often

grounded in history.

Within the study of Greek and Latin roots and affixes, what have students been taught and what will they be taught in the future?

Words in bold indicate a change from grade to grade.

3-3.2 Use base words and affixes to determine the meanings of words.

4-3.2 Use base words and affixes to determine the meanings of words.

5-3.2 Use base words and affixes to determine the meanings of words.

6-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts.

7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts.

8-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts.

E1-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes.

E2-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes.

E3-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes.

E4-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes.When teaching Greek and Latin roots and affixes, what connections, links,or ties can be made to other indicators and/or content areas? Deliberate attempts were made to list roots and affixes at grade levels where connections could be made to other content areas.

Social Studies

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7-1.1 Use a map or series of maps to identify the colonial expansion of European powers in Africa, Asia, Oceania, and the Americas through 1770. (G, H, P)

7-1.5 Summarize the characteristics of European colonial powers in Asia and their effects on the society and culture of Asia, including global trade patterns and the spread of various religions. (H, G, P, E)

7-2.1 Summarize the essential characteristics of the limited government in England following the Glorious Revolution and the unlimited governments in France and Russia, including some of the restraints places upon a limited government’s power and how authoritarian and totalitarian systems are considered unlimited governments. (P, H)

7-2.2 Summarize the ideas of the Enlightenment that influenced democratic thought and social institutions throughout the world, including the political philosophies of John Locke, Jean-Jacques Rousseau, and the Baron of Montesquieu.

7-3.1 Summarize the achievements and contributions of the scientific revolution, including its roots, the development of the scientific method, and the interaction between scientific thought and traditional religious beliefs. (H)

7-3.4 Explain the causes and course of the Industrial Revolution in Europe, Japan, and the United States, including the reasons that England was the first nation to industrialize, the impact of the growth of population and the rural-to-urban migration, the changes in the organization of work and labor, and the development of socialism. (E, H, G)

7-3.5 Explain the impact of the new technology that emerged during the Industrial Revolution, including changes that promoted the industrialization of textile production in England and the impact of interchangeable parts and mass production. (E, H)

7-4.1 Summarize the economic origins of European imperialism, including the conflicts among European nations as they competed for raw materials and markets and for the establishment of colonies in Africa, Asia, and Oceania. (H, E, G)

7-7.2 Explain the significance and impact of the information, technological, and communications revolutions, including the role of television, satellites, computers, and the Internet. (H)

Science 7-1.5 Explain the relationships between independent and dependent

variables in a controlled scientific investigation through the use of appropriate graphs, tables, and charts.

7-2.1 Summarize the structures and functions of the major components of plant and animal cells (including the cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria, and vacuoles).

7-2.2 Compare the major components of plant and animal cells.

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7-2.3 Compare the body shapes of bacteria (spiral, coccus, and bacillus) and the body structures that protists (euglena, paramecium, amoeba) use for food gathering and locomotion.

7-2.4 Explain how cellular processes (including respiration, photosynthesis in plants, mitosis, and waste elimination) are essential to the survival of the organism.

7-2.5 Summarize how genetic information is passed from parent to offspring by using the terms genes, chromosomes, inherited traits, genotype, phenotype, dominant traits, and recessive traits.

7-3.2 Recall the major organs of the human body and their function within their particular body system

7-3.3 Summarize the relationships of the major body systems (including the circulatory, respiratory, digestive, excretory, nervous, muscular, and skeletal systems).

7-3.4 Explain the effects of disease on the major organs and body systems (including infectious diseases such as colds and flu, AIDS, and athlete’s foot and noninfectious diseases such as diabetes, Parkinson’s, and skin cancer).

7-4.1 Summarize the characteristics of the levels of organization within ecosystems (including populations, communities, habitats, niches, and biomes).

7-4.4 Explain the effects of soil quality on the characteristics of an ecosystem.

7-4.5 Summarize how the location and movement of water on Earth’s surface through groundwater zones and surface-water drainage basins, called watersheds, are important to ecosystems and to human activities.

7-5.1 Recognize that matter is composed of extremely small particles called atoms.

7-5.3 Compare the physical properties of metals and nonmetals.7-5.5 Translate chemical symbols and the chemical formulas of common

substances to show the component parts of the substances (including NaCl [table salt], H2O [water], C6H12O6 [simple sugar], O2 [oxygen gas], CO2 [carbon dioxide], and N2 [nitrogen gas]).

7-5.6 Distinguish between acids and bases and use indicators (including litmus paper, pH paper, and phenolphthalein) to determine their relative pH.

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7-5.10 Compare physical changes (including changes in size, shape, and state) to chemical changes that are the result of chemical reactions (including changes in color or temperature and formation of a precipitate or gas).

Classroom AssessmentsStudents should be taught and assessed using similar methods. Students need multiple opportunities and ways to demonstrate their knowledge of words. If vocabulary instruction is to be rich and authentic, then the way in which we assess vocabulary must change. Ideally, teachers will observe students using vocabulary strategies in authentic contexts (i.e. reading conferences related to independent, shared, or guided reading) to unlock the meaning of unfamiliar words.Assigning vocabulary words for students to match or complete the definitions does not provide the level of instruction required by this indicator. Students could be assigned an unfamiliar passage containing words derived from the Greek and/or Latin roots and affixes they have studied. As part of an assessment of the understanding of the passage, students could explain how they derived the meaning of unfamiliar words. There is no benefit from having students assessed using a piece of text that has already been discussed. That would be assessing remembering, rather than their ability to analyze words.

Suggested Instructional ResourcesProfessional TextsAllen, Janet. Words, Words, Words. Portland, ME: Stenhouse, 1999.

Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Bear, Donald, et al. Words Their Way. Upper Saddle River, NJ: Merrill, 2000.

Beck, Isabelle, McKeown, Margaret, Kucan, Linda. Bringing Words to Life: Robust Vocabulary Instruction. New York: Gilford, 2002.

Beers, Kylene. When Kids Can’t Read What Teachers Can Do. Portsmouth, New Hampshire: Heinemann, 2003.

Newton, Rick, Newton Evangeline. A Little Latin and A Lot of English. Adolescent Literacy In Perspective: The Ohio Resource Center, 2005.

Rasinski, Tim, et al. Building Vocabulary from Word Roots. Huntington Beach, CA: Beach City Press, 2007.

Student TextsThere are many titles that teachers and students may select to better understand Greek and Latin roots and affixes. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom

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environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts.: http://scasl.pbwiki.com/ELA+Standards

Nonprint MaterialsBaize, Sarah R. “Greek & Latin Roots Skills.” Quia Corportation. 10 June 2008.

http://www.quia.com/jg/65969.html

“Common Latin and Greek Roots and Terms.” 10 June 2008 http://www.geocities.com/CapeCanaveral/Hangar/7594/roots.html

“Greek and Latin Roots.” Mattson Middle School. 10 June 2008.

http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html

“Latin and Greek Word Elements.” Pearson Education. 2007. 10 June. 2008 http://www.factmonster.com/ipka/A0907017.html

“Word Roots... your Quick Reference.” eSpindle Learning. 2005. 10 June 2008 http://www.espindle.org/roots.html#up

Words. 2004. United Learning. ETV StreamlineSC. 12 June 2008 http://www.scetv.org/education/streamlinesc/index.cfm

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South Carolina Department of EducationSupport Document

Standard 7-3: The student will use word analysis and vocabulary strategies to read fluently.

The teacher should continue to address earlier indicators as they apply to more difficult texts. Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all inclusive documents.

Indicator 7-3.4: Interpret the connotations of words to understand the meaning of a given text.

Definition of Revised Bloom’s VerbInterpret Change from one form of representation to another (e.g. clarify, paraphrase, represent, translate).

In order to demonstrate the ability to interpret connotations as a means ofapproaching a text, students might read two persuasive pieces on the same topic(for example, campaign speeches, advertisements, or essays that present opposingviewpoints), highlighting the words that reveal whether the stance is positive ornegative.

Explanation of IndicatorDenotation refers to the literal meaning of a word as it might be recorded in a dictionary or other reference source. Connotation refers to qualities, attributes, and characteristics implied or suggested by the word. The reader’s ability to determine bias and to interpret metaphors, euphemisms, and idioms depends a great deal on his recognition of connotation. Because connotations often create emotional responses in an audience, writers and speakers use connotation to affect the reader’s perception of a given idea. For example, a friend’s clothing might be described as “trendy and free spirited” while an enemy’s might be described as “sloppy and unkempt.” Both sets of terms carry the literal meaning that the person in question has less than formal attire but the connotations of the words have very different associations.

To meet the requirements of this indicator, students must know what information a word transmits (denotation), must recognize additional meanings the word suggests (connotation), and must be able to use knowledge of those implications to gain perspective about how the word affects the text.

For example, in these lines from “The Highwayman,” Alfred Noyes uses connotation as reflected by the italicized words to create the metaphor that introduces the setting and the mood it creates:

“The wind was a torrent of darkness among the gusty trees.The moon was a ghostly galleon tossed upon cloudy seas.”

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Other elements of sound, pattern, and figurative language are obvious in this passage, but the reader may see the impact of connotation by replacing the italicized words with neutral ones (river or flood for torrent, windy for gusty, and swayed by for tossed upon).

A prose example finds O. Henry in “After Twenty Years” describing a policeman’s actions and using the connotations of descriptive words and phrases to support the author’s previous statement that the man “moves impressively.”

“Trying doors as he went, twirling his club with many intricate and artful movements, turning now and then to cast his watchful eye down the pacific thoroughfare, the officer with his stalwart form and slight swagger, made a fine picture of a guardian of the peace.”

In both the poetry and prose texts, replacing the italicized words with ones that carry no charged attributes, changes the meanings of the passages and proves the importance of connotations.

Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for connotation differ at each grade level.

What do students need to know before they can interpret connotations? Students need to be able to compare (note similarities in) and contrast (note

differences between) words. Students need to know that relationships among word meanings (including

synonyms, antonyms, and homonyms) affect how readers think about an idea. Students need to know the difference between the literal meaning of a word

(denotation) and the implied meaning of a word (connotation). Students need to know that both euphemisms and idioms use word

connotations to create meanings beyond the literal and that such constructions affect the reader’s experience with a text.

The teacher can provide a variety of experiences in reading (advertisements), writing (slogans), listening (speeches), and speaking (oral presentations) that demonstrate to students that they are already familiar with the connotative meanings of words.

Students in later grades will gather information about cultural or historic sources of the implied attributes present in some connotations.

Within connotation, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.1-3.5 Understand the relationship between two or more words

(including synonyms, antonyms, and homonyms).2-3.4 Identify idioms in context.2-3.5 Recognize synonyms, antonyms, and homonyms in context.3-3.3 Interpret the meaning of idioms encountered in texts.

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3-3.5 Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms).

4-3.3 Interpret the meaning of idioms encountered in texts.5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.6-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.6-3.4 Distinguish between the denotation and the connotation of a given word.7-3.4 Interpret the connotations of words to understand the meaning of a given text.8-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.8-3.4 Interpret the connotations of words to understand the meaning of a given text.E1-3.3 Interpret euphemisms and connotations of words to understand the meaning of

a given text.E2-3.3 Interpret euphemisms and the connotations of words to understand the meaning

of a given text.E3-3.3 Explain how American history and culture have influenced the use and

development of the English language.E4-3.3 Explain how British history and culture have influenced the use and

development of the English language.

When teaching connotations, what connections, links, or ties can be made to other indicators?Students in grade seven7 will use connotations as they interact with other indicators such as these: 7-1.1 Analyze literary texts to draw conclusions and make inferences.7-1.2 Explain the effect of point of view on a given narrative text.7-1.3 Interpret devices of figurative language (including extended

metaphor and oxymoron).7-1.5 Interpret the effect of an author’s craft (including tone… and irony) on the

meaning of literary texts.7-1.7 Create responses to literary texts through a variety of methods (for example,

written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

7-1.8 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

7-2.1 Analyze central ideas within and across informational texts.7-2.2 Analyze information within and across texts to draw conclusions and make

inferences.7-2.3 Identify author bias (for example, word choice and the exclusion and inclusion of

particular information).7-2.7 Identify the use of propaganda techniques (including glittering generalities and

name calling) in informational texts.7-4 All indicators as students respond in writing.7-5 All indicators as students respond in writingg.

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Classroom AssessmentStudents should be taught and assessed using similar methods. In this indicator, the verb is “interpret;” students should be challenged to construct meaning from word connotations and to demonstrate how the implied meaning contributes to the overall meaning of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught. In either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to interpret.

Students learn the different types of implied meanings when they use connotative words, not when they are asked to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using connotations, then assessment should also focus on these levels of thinking.

Students in grade 7 respond well to showing what they know. This might mean demonstrating the foundational knowledge of connotation by giving students a bland, neutral term such as “nice” and placing it at the middle point of a timeline. Students should put words with negative connotations to the left of the neutral term and positive connotations to the right of the term. Then ask students to use a word from the left, center, and right in sentences, determining how each word affects the reader’s perception.

Teachers might give student pairs texts with different intents such as descriptions of a place from a resort brochure to compare to ones of similar length from a mystery story, a science fiction story, and/or a short story with a happy ending. Students would analyze each text to identify the words that have discernible connotations and to determine how those suggested meanings affect the reader’s perception of place. Having interpreted connotations and the implied meanings they give to texts, students might create their own advertisements or write campaign speeches with a focus on positive or negative connotations.

In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can interpret word connotations to gain meaning from a text.

Suggested Instructional ResourcesProfessional TextsAllen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann,

1999.

---. Reading Reminders. Portsmouth, NH: Heinemann, 2000.

---, Illuminating Texts. Portsmouth, NH: Heinemann, 2001.

Harmon, William and Hugh Holman. A Handbook to Literature, Ninth Edition.

Upper Saddle River, NH: Prentice Hall, 2003.

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Keene, Ellin Oliver and Susan Zimmerman. Mosaic of Thought. Portsmouth, NH: Heinemann, 2007.

Monseau, Virginia (ed.) and G. Salvner. Reading Their World: The Young Adult Novel in the Classroom. Portsmouth, NH: Heinemann, 2000.

Ray, Katie Wood. What You Know by Heart. Portsmouth, NH: Heinemann, 2002.

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH:

Heinemann, 1992.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.

---, Differentiating Reading Instruction. New York: Scholastic, 2008.

Stockland, Patricia M. (ed.). Poet’s Toolbox. Mankato, MN: Compass Point

Books, 2004.

Tsujimoto, Joseph I. Teaching Poetry Writing to Adolescents. Urbana, IL:

National Council of Teachers of English, 1988.

Student TextsThere are many titles that teachers and students may select to better understand connotations. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materialshttp://teachingtoday.glencoe.com/lessonplans/connotation-in-propagandahttp://www.brighthub.com/education/k-12/articles/13497.aspxhttp://www2.scholastic.com/browse/lessonplan.jsp?id=389http://www.readwritethink.org

http://www.readwritethink.org/lessons/lesson_view.asp?id=75http://www.write101.com/lethamcritique.htmhttp://www.instructorweb.com/lesson/connotationdenotation.asphttp://www.webenglishteacher.comhttp://www.englishcompanion.comhttp://www.ciconline.org/englishhttp://www.scetc.org/education/streamlinesc/index.cfmhttp://www.field-trips.org/tours/http://www.scetc.orghttp://www.scetv.org/programs_a_to_z/index.cfm#w

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GRADE 7Big Idea: WRITING

Developing Written Communications

Standard 7-4: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

Essential Question: How do people create meaning through written communication?

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Instructional appendicxes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents.

Indicators:7-4.1 Organize written works using prewriting techniques, discussions, graphic

organizers, models, and outlines. 7-4.2 Use complete sentences in a variety of types (including simple, compound,

complex, and compound-complex).7-4.3 Create multiple-paragraph compositions that include a central idea with

supporting details and use appropriate transitions between paragraphs. 7-4.4 Use grammatical conventions of written Standard American English,

including the reinforcement of conventions previously taught. (See Instructional Appendix: Composite Writing Matrix.)

7-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

7-4.6 Edit for the correct use of written Standard American English, includingellipses and parentheses. (See Instructional Appendix: Composite Writing Matrix.)

7-4.7 Spell correctly using Standard American English.

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GRADE LEVEL 7Big Idea: WRITING

Developing Written Communications

Help Page for Standard 7-4: The student will create written work work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written n Standard American English.

Notes: AssessmentsTeacher ObservationGraphic OrganizersRetellingQuestioningInformal/Formal Assessments using unfamiliar textsChecklistsRubrics

Textbook / Correlation See Grammar Matrix located in Appendi.xWriting Workshops

“Narrative Writing: Story” ATE and SE p. 112 “Persuasive Writing: Problem-Solution Essay” ATE

and SE p. 222 “Narrative Writing: Personal Narrative” ATE and

SE p. 330 “Descriptive Writing: Descriptive Essay” ATE and

SE p. 462 “Persuasive Writing: Supporting an Interpretation”

ATE and SE p. 630 “Expository Writing: Comparison-Contrast Essay”

ATE and SE p. 772 “Expository Writing: Informative Report” ATE and

SE p. 864

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Technology

Websites:www.go.hrw.com www.studyisland.com www.mrdonn.org/languagearts.html www.educationalrap.com www.brainpop.comhttp://web001.greece.k12.ny.us/academics.cfm?subpage=311 www.thinkfinity.org/ http://www.pppst.com/languagearts.html http://jc-schools.net/PPTs-la.html http://www.hcbe.net/itc/powerpoints/la/index.html http://students.resa.net/stoutcomputerclass/2la.htm http://edtech.kennesaw.edu/jcheek1/larts.htm http://www.internet4classrooms.com/

Data Streaming Video:www.scetv.org/education/streamlinesc/Discovering Language Arts: Grades 03-05: Writing (1:11:18) From common figures of speech and descriptive language to basic sentence and paragraph structure, introduce students to the stylistic and rhetorical aspects of writing.Copyright: 2005Grades: Gr. 3 - Gr. 4     Discovering Language Arts: Grades 09-12: Writing   (1:33:25) This comprehensive video collection uses high-quality documentary footage to examine high-school-level writing, reading, grammar, listening and speaking skills, and media literacy skills. Improve your writing by learning to organize, edit, revise, and publish. Through real-world scenarios, learn how to write for different purposes and different audiences.Grade(s) : 9-12       © 2007       Discovery Channel School       How To: Use Graphic Organizers to Promote Student Thinking (19:58)Help students organize their thoughts and understand concepts by providing them with useful graphic organizers. Discover various graphic organizers and the best reasons to use them.Plus, you'll discover better ways for you to graphically present information on displays, bulletin boards, and lesson materials. Educational Consultants: John Zola, Sandra Parks, Janice

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Szabos Produced by the Association for Supervision and Curriculum Development (ASCD)Copyright: 1998Grades: Adult - Adult    Discovering Language Arts: Grades 06-08: Writing (1:38:27) Discussing various useful prewriting strategies, this video presents a short segment about the novel, Twenty Thousand Leagues Under the Sea, and it reviews the prewriting phase of the writing process.Grade(s) : 6-8       © 2006       Discovery Channel School  Rules of Punctuation (14:30) Learn the appropriate placement of colons and semicolons.Copyright: 2003Grades: Gr. 3 - Gr. 8     The Harold Syntax Guide to Grammar Basics: Sentences: Part 02: Verbal Phrases, Compound, Complex, and Compound-Complex Sentences   (22:35) Professor Syntax, in Tibet with Nemesis, tells his trusty assistant about the skeleton in the Syntax family closet – the Marquis de Sade de Syntax, a man who takes fiendish delight in confusing grammar students by babbling incessantly about verbal phrases. Syntax takes him back to the hotel, where he unravels the mysteries of infinitives, gerunds, participles, and the phrases they introduce.Grade(s) : 6-8              © 2004       United Learning      

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GRADE 7Big Idea: WRITING

Producing Written Communications in a Variety of Forms

Standard 7-5: The student will write for a variety of purposes and audiences.

Essential Question: How do people create meaning for a variety of

purposes and audiences through written communication?

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicators:7-5.1 Create informational pieces (for example, book, movie, or product reviews

and news reports) that use language appropriate for a specific audience. 7-5.2 Create narratives (for example, personal essays or narrative poems) that

communicate the significance of an issue of importance and use language appropriate for the purpose and the audience.

7-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, or persuasive).

7-5.4 Create persuasive pieces (for example, letters to the editor or essays) that include a stated position with supporting evidence for a specific audience.

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GRADE 7Big Idea: WRITING

Developing Written Communications

Help Page for Standard 7-5: The student will write for a variety of purposes and audiences.

See Support Documents attached for indicators: 7-5.1 and , 7-5.4.

Notes: AssessmentsTeacher ObservationGraphic OrganizersRetellingQuestioningInformal/Formal Assessments using unfamiliar textsChecklistsRubrics

Textbook / Correlation 7-5.1 “Comparison-Contrast Essay” ATE and SE p. 772

“Informative Report” ATE and SE p. 8647-5.2 “Story” ATE and SE p. 112

“Personal Narrative” ATE and SE p. 3307-5.3 “Descriptive Essay” ATE and SE p. 4627-5.4 “Problem-Solution Essay” ATE and SE p. 222 “Supporting an Opinion” ATE and SE p. 630

Technology

Websites:www.go.hrw.com www.studyisland.com www.mrdonn.org/languagearts.html www.educationalrap.com www.brainpop.comhttp://web001.greece.k12.ny.us/academics.cfm?subpage=311 www.thinkfinity.org/ http://www.pppst.com/languagearts.html http://jc-schools.net/PPTs-la.html http://www.hcbe.net/itc/powerpoints/la/index.html http://students.resa.net/stoutcomputerclass/2la.htm http://edtech.kennesaw.edu/jcheek1/larts.htm http://www.internet4classrooms.com/

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Data Streaming Video:www.scetv.org/education/streamlinesc/The Harold Syntax Guide to Grammar Basics: Words (18:54) The world’s foremost authority on the English language, Lord Harold Syntax, discusses his family’s role in the development of English words. Syntax family notables help students understand word construction – roots, prefixes, and suffixes. Grade(s) : 6-8       © 2004       United Learning       Context Clues   (04:44) Ccontext clues help readers figure out the meaning of unfamiliar words like those found in a segment about ocean currents. Grade(s) : 3-5       © 2005       Discovery Channel School       Segment 3: Prefixes and Suffixes   (06:53) Word meaning can be changed by adding prefixes or suffixes, both of which offer clues to a word’s meaning; context clues can also be used to decipher meaning.Grade(s) : 6-8       © 2004       United Learning      

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South Carolina Department of EducationSupport Document

Standard 7-5: The student will write for a variety of purposes and audiences.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 7-5.1: Create informational pieces (for example, book, movie, or product reviews and news reports) that use language appropriate for a specific audience.

Definition of Revised Bloom’s VerbCreate Put elements together to form a coherent or functional whole.

Explanation of IndicatorCreating informational pieces of writing requires a different approach to composing. This type of writing is more authentic, is about knowledge that the writer has to share, gives information to explain realities or ideas, has a purpose that is related to a real-life situation, and is written for a specific audience. For example, students might create brochures on topics they are researching or on topics related to a unit of study or a piece of literature. Informational writing often relies on prompts of who, what, when, where, and how, provides facts and details, and develops those details rather than depending on general references. For example, in the seventh grade, an informational writing assignment might ask students to take minutes of a meeting, write an obituary of a character from a text, or create a poster advertising a product.

Instructional Progression of IndicatorThe level of difficulty of the writing increases at each grade level. Additionally, some areas of focus for informational writing differ at each grade level.

What do students need to know before they can understand informational writing? • Students need to understand the process of writing.• Students need to understand the difference between informational

and creative writing.• Students need to know the characteristics of informational

writing. Regardless of the type of information the writer is sharing, the writing should (a) engage the reader by establishing a context, creating a speaker’s voice, and developing reader interest; (b) provide a central question about an issue or situation which becomes the thesis; (c) create an organizing structure appropriate to the purpose, audience, and context; (d) include appropriate facts and details; (e) exclude unnecessary details and inappropriate information; (f) use a variety of strategies, such as

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describing or analyzing the subject, narrating a relevant anecdote, providing examples; (g) draw from more than one source of information, such as books, newspapers, speakers; and (h) provide a sense of closure to the writing.

• Informational writing has a variety of purposes, audiences, perspectives, and structures (for example, pamphlets, diagrams, biographies).

• Informational writing is explanatory, based on reality, and relies on knowledge, facts, and details.

Within informational writing, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

K-5.1 Use symbols (drawings, letters, and words) to create written communications (for example, notes, messages, and lists) to inform a specific audience.

1-5.1 Create written communications (for example, thank you notes) for a specific audience.

2-5.1 Create written communications (for example, directions and instructions) to inform a specific audience.

3-5.1 Create written communications (for example, friendly letters that include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event).

4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience.

5-5.1 Create informational pieces (for example, book reviews and newsletter articles) that use language appropriate for the specific audience.

6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience.

7-5.1 Create informational pieces (for example, book, movie, or product reviews and news reports) that use language appropriate for a specific audience.

8-5.1 Create informational pieces (for example, reports and letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E1-5.1 Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E2-5.1 Create informational pieces (for example, résumés, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E3-5.1 Create informational pieces (for example, résumés, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

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E4-5.1 Create clear and concise career-oriented and technical writings (for example, memos, business letters, résumés, technical reports, and information analyses).

When teaching informational writing, what connections, links, or ties can be made to other indicators and/or content areas?7-2.1 Analyze central ideas within and across informational texts.7-2.2 Analyze information within and across texts to draw conclusions and

make inferences.7-2.3 Identify author bias (for example, word choice and the exclusion and

inclusion of particular information).7-2.4 Create responses to informational texts through a variety of methods

(for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

7-2.5 Analyze the impact that text elements (for example, print styles and chapter headings) have on the meaning of a given informational text.

7-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.

7-2.7 Identify the use of propaganda techniques (including glittering generalities and name calling) in informational texts.

7-2.8 Read independently for extended periods of time to gain information.7-4.1 Organize written works using prewriting techniques, discussions,

graphic organizers, models, and outlines. 7-4.2 Use complete sentences in a variety of types (including simple,

compound, complex, and compound-complex).7-4.3 Create multiple-paragraph compositions that include a central idea

with supporting details and use appropriate transitions between paragraphs.

7-4.4 Use grammatical conventions of written Standard American English, including the reinforcement of conventions previously taught. (See Instructional Appendix: Composite Writing Matrix.)

7-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

7-4.6 Edit for the correct use of written Standard American English, includingellipses and parentheses. (See Instructional Appendix: Composite Writing Matrix.)

7-4.7 Spell correctly using Standard American English.7-6.1 Clarify and refine a research topic.7-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into

written, oral, auditory, or visual works the information gathered from a variety of research sources.

7-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

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7-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

7-6.5 Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations.

7-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

7-6.7 Use a variety of print and electronic reference materials.7-6.8 Design and carry out research projects by selecting a topic,

constructing inquiry questions, accessing resources, and selecting and organizing information.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “create.” Therefore, students should be required to create a variety of informational writing throughout the year. Classroom assessment should be based on the domains and descriptors in the South Carolina Extended Response Scoring Rubric found on the SCDE Web page under the Office of Assessment PASS Writing section.

Suggested Instructional ResourcesProfessional TextsCalkins, Lucy and Pessah, Laurie. (2003). Nonfiction Writing: Procedures and

Reports. Portsmouth, New Hampshire: Heinemann.

Fletcher, Ralph. (1993). What a Writer Needs. Portsmouth, New Hampshire:

Heinemann.

Gallagher, Kelly. (2006). Teaching Adolescent Writers. Portland, ME: Stenhouse.

Koehler, Susan. (2007). Crafting Expository Papers. Gainesville, FL: Maupin House

Publishing.

Portalupi, Joann and Fletcher, Ralph. (2001). Nonfiction Craft Lessons: Teaching

Informational Writing K-8. Portland, Maine: Stenhouse Publishers.

Student TextsThere are many titles that teachers and students may select to better understand informational writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts:. http://scasl.pbwiki.com/ELA+Standards

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Nonprint Materials

http://www.readwritethink.orghttp://www.readwritethink.org/lessons/lesson_viewasp?id=311

http://www.teachersfirst.comhttp://www.teachersfirst.com/getsource.cfm?id=9442

http://animals.nationalgeographic.com/animals/article/filmmaker.htmlhttp://www.newhorizons.org/strategies/literacy/stone.htmhttp://www.webenglishteacher.com/expwriting.htmlhttp://www.ncpublicschools.org/curriculum/languagearts/secondary/writingacrosshttp://www.learnnc.org/topics/writing/exemplars/09/informational/intro.html

This is an excellent site with actual student writing rated as low, medium, and high, with comments from the reader of the writing.

http://public.doe.k12.ga.us/DMGetDocument.aspx/Grade%204%20-%20Unit%202%20Informational%20Writing.pdf?p=6CC6799F8C1371F68773D2636631F3434099A192773C357B05E6F1F2C0A2A969&Type=D

http://wgu.educommons.net/liberal-arts/rhetorical-and-critical-writing-after-11-1-2008/a61.htmlhttp://archive.metrostate.edu/writingcenter/clues/inform.html

For additional Internet sources, use the following search terms:• Informational writing• Expository writing

Instructional Matriceshttp://ed.sc.gov/agency/offices/matrices

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South Carolina Department of EducationSupport Document

Standard 7-5:The student will write for a variety of purposes and audiences.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 7-5.4: Create persuasive pieces (for example, letters to the editor or essays) that include a stated position with supporting evidence for a specific audience.

Definition of Revised Bloom’s VerbCreate Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.

Explanation of IndicatorPersuasive writing is a form of writing whose purpose is to convince or to prove or refute a point of view or issue.

Reading and writing are intimately related. The material that students read will influence their writing, so they must be immersed in the kinds of texts they are asked to create. As students read persuasive texts and note the techniques used by authors, they can incorporate those same techniques in their own writing.

In writing letters to the editor and essays, students in gGrade seven 7 must pay careful attention to audience, organization, a clearly stated position, and appropriate support for that position. Before creating their own persuasive pieces, students should study numerous examples of essays and letters to the editor. They should analyze how various authors handle the important elements of persuasive writing and compare effective and ineffective examples.

Instructional Progression of IndicatorAs students progress through the grade levels, the writing topics and the sophistication of the compositions will become more challenging to the learner. Additionally, areas of focus for creating persuasive writing will differ at some grade levels.

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What do students need to know before they can create persuasive writing?One of the most complex and challenging projects that students will face is that of writing persuasive papers. To be successful, students must draw upon prior learning in the areas of reading, writing, and research. Skills that students will draw upon include:

• reading informational texts• discerning cause and effect• drawing conclusions• making inferences• writing for various purposes and audiences• awareness of author’s craft• central idea, thesis, supporting evidence, and how these

elements work together• importance of adequate supporting evidence• discriminating between fact and opinion• awareness of author’s bias• evaluating resource material for reliability and validity• creating a logical argument• comparing differences among several types of persuasive writings• all aspects of Standard 4: pre-writing, organizing ideas,

using sentence variety, structuring sentences effectively, correctness of grammar and mechanics, revising, and editing

Within persuasive writing, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience.

7-5.4 Create persuasive pieces (for example, letters to the editor or essays) that include a stated position with supporting evidence for a specific audience.

8-5.4 Create persuasive pieces (for example, editorials, essays, or speeches) that support a clearly stated position with concrete evidence.

E1-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

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E2-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E3-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E4-5.4 Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert opinions.

When teaching persuasive writing, what connections, links, or ties can be made to other indicators and/or content areas?

Students in gGrade seven7 demonstrate their knowledge of persuasive writing skills through the application of the following indicators:

7-2.3 Identify author bias (for example, word choice and the exclusion and inclusion of particular information).

7-2.7 Identify the use of propaganda techniques (including glittering generalities and name calling) in informational texts.

7-3.4 Distinguish between the denotation and the connotation of a given word.

7-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English. (all indicators).

7-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

7-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

Cross-Curricular ConnectionsSocial Studies

Students draw conclusions, interpret and analyze texts, and create persuasive writing.

Students analyze and create propaganda.Math

Students study statistics and probability. Students interpret data and statistics.

Science Students interpret data and statistics.

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Classroom AssessmentStudents should be taught and assessed using similar methods. Therefore, students should be assessed on their ability to apply the persuasive writing skills they have been taught. This can be accomplished in a variety of ways including reading and analyzing various types of persuasive writing, propaganda techniques, and advertisements. Students should have direct instruction on persuasive writing skills and be given numerous opportunities to create pieces of persuasive writing.

Strategies to assist students with creating persuasive writing and which can be used as formative and/or summative assessments include these:

Creating a variety of types of persuasive writing Writing letters and essays Determining qualities of excellence in letters and essays Developing charts specifying the traits of a variety of types of

persuasive writing Designing rubrics for evaluating various types of persuasive

writing Evaluating pieces of professionally-produced persuasive writing

(cold texts) Showing results of teacher-evaluated pieces of student- produced

persuasive writing using the Extended Response Rubric

Suggested Instructional ResourcesProfessional TextsAllen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Atwell, Nancie. In the Middle: New Understandings About Writing, Reading, and Learning. Portsmouth, NH: Boynton/Cook, 1998.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann, 2003.

Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom, Curriculum, and the Profession. Portsmouth, NH: Heinemann, 1999.

Culham, Ruth. 6+1 Traits of Writing: The Complete Guide Grades 3 and Up. NY, NY: Scholastic, 2003

Daniels, Harvey and Steven Zemelman. Subjects Matter: Every Teacher’s Guide to Content-Area Reading. Portsmouth, NH: Heinemann, 2004.

Feathers, Karen M. Informational Texts: Reading and Learning. Toronto: Pippin, 2004.

Fletcher, Ralph and Joann Portalupi. Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, ME: Stenhouse, 2001.

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Harvey, Stephanie. Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. Portland, ME: Stenhouse, 1998.

Harvey, Stephanie and Anne Goudvis. Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

Ray, Katie Wood. What You Know by Heart: How to Develop Curriculum for Your Writing Workshop. Portsmouth, NH: Heinemann, 2002.

Ray, Katie Wood. The Writing Workshop: Working Through the Hard Parts (And They’re All Hard Parts). Urbana, IL: NCTE Publication, 2001

Student TextsThere are many titles that teachers and students may select to better understand persuasive writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read-alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materialshttp://www.readwritethink.orghttp://www.learnnc.orghttp://www.lpb.org

http://www.lpb.org/education/classroom/itv/litlearn/http://www.readingquest.org

http://www.readingquest.org/strat/http://scholastic.com

http://scholastic.com/newszone/http://timeforkids.com

http://timeforkids.com/TFK/http://www.scetc.org

http://www.scetc.org/education/streamlinesc/index.cfmhttp://www.ciconline.org

http://www.ciconline.org/englishhttp://www.carolhurst.com

http://www.carolhurst.com/titles/6th.htmlhttp://literacynet.org

http://literacynet.org/cnnsf/archives.html

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http://www.iclasses.orghttp://www.iclasses.org/assets/literature/index.cfm

http://www.unitedstreaming.com

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GRADE 7RESEARCHING

Applying the Skills of Inquiry and Oral Communication

Standard 7-6: The student will access and use information from a variety of sources.

Essential Question: How do people discover meaning through inquiry andinquiry and communication?

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicators:7-6.1 Clarify and refine a research topic.7-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into

written, oral, auditory, or visual works the information gathered from a variety of research sources.

7-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

7-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

7-6.5 Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations.

7-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

7-6.7 Use a variety of print and electronic reference materials.7-6.8 Design and carry out research projects by selecting a topic, constructing

inquiry questions, accessing resources, and selecting and organizing information.

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GRADE 7Big Idea: RESEARCHING

Applying the Skills of Inquiry and Oral Communication

Help Page for Standard 7-6: The student will access and use information from a variety of sources.

See Ssupport Ddocuments attached for 7-6.1 and , 7-6.7.

Notes: AssessmentsTeacher ObservationGraphic OrganizersRetellingQuestioningInformal/Formal Assessments using unfamiliar textsChecklistsRubrics

Textbook / Correlation Writing Workshop Expository Writing: Informative Report ATE and SE p. 864Media Workshop Multimedia Presentation: Public-Service Announcement ATE and SE p. 909Technology

Websites:www.go.hrw.com www.studyisland.com www.mrdonn.org/languagearts.html www.educationalrap.com www.brainpop.comhttp://web001.greece.k12.ny.us/academics.cfm?subpage=311 www.thinkfinity.org/ http://www.pppst.com/languagearts.html http://jc-schools.net/PPTs-la.html http://www.hcbe.net/itc/powerpoints/la/index.html http://students.resa.net/stoutcomputerclass/2la.htm http://edtech.kennesaw.edu/jcheek1/larts.htm http://www.internet4classrooms.com/

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Data Streaming Video:www.scetv.org/education/streamlinesc/

The Harold Syntax Guide to Grammar Basics: Words (18:54) The world’s foremost authority on the English language, Lord Harold Syntax, discusses his family’s role in the development of English words. Syntax family notables help students understand word construction – roots, prefixes, and suffixes. Grade(s) : 6-8       © 2004       United Learning       Context Clues   (04:44) context clues help readers figure out the meaning of unfamiliar words like those found in a segment about ocean currents. Grade(s) : 3-5       © 2005       Discovery Channel School       Segment 3: Prefixes and Suffixes   (06:53) Word meaning can be changed by adding prefixes or suffixes, both of which offer clues to a word’s meaning; context clues can also be used to decipher meaning.Grade(s) : 6-8       © 2004       United Learning      

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South Carolina Department of EducationSupport Document

Standard 7-6: The student will access and use information from a variety of sources.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 7-6.1: Clarify and refine a research topic.

Definition of Revised Bloom’s Verb

Clarify Changing from one form of representation to another

For example, students will need to clarify (translate, interpret, paraphrase) a research topic to refine (narrow or widen) the scope of the research. Most problem-solving research models suggest that students restate the research topic as a question that the student requires information to answer.

Explanation of IndicatorA research topic is the subject matter that requires the student to access and use information. Students will need to clarify (translate, interpret, paraphrase) a research topic to refine (narrow or widen) the scope of the research. Most problem-solving research models suggest that students restate the research topic as a question the student requires information to answer.

Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for clarifying and refining a research topic (such as subject matter) differ at each grade level.

What do students need to know before they can understand how to clarify and refine a research topic?

Students must know how to generate how and why questions about topics of interest.

Students must know the type of information answers to questions provide.

Students need to experience selecting topics of interest. Students need to know how to paraphrase information (state in

their own words).Students need to know how to appropriately credit the words and work of others.

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Within clarifying and refining a research topic, what havestudents been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

3-6.1 Generate a topic for inquiry.4-6.1 Clarify and refine a research topic.5-6.1 Clarify and refine a research topic.6-6.1 Clarify and refine a research topic.7-6.1 Clarify and refine a research topic.8-6.1 Clarify and refine a research topic.E1-6.1 Clarify and refine a research topic.E2-6.1 Clarify and refine a research topic.E3-6.1 Clarify and refine a research topic.E4-6.1 Clarify and refine a research topic.

When teaching how to clarify and refine a research topic, whatconnections, links, or ties can be made to other indicators and/orcontent areas?

English Language Arts7-1.1 Analyze literary texts to draw conclusions and make

inferences.7-1.5 Interpret the effect of the author’s craft (including tone

and the use of flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

7-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

7-2.1 Analyze central ideas within and across informational texts.

7-2.2 Analyze information within and across texts to draw conclusions and make inferences.

7-2.3 Identify author bias (for example, word choice and the exclusion and inclusion of particular information).

7-2.5 Analyze the impact that text elements (for example, print styles and chapter headings) have on the meaning of a given informational text.

7-2.7 Identify the use of propaganda techniques (including glittering generalities and name calling) in informational texts.

7-2.8 Read independently for extended periods of time to gain information.

7-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

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7-4.4 Use grammatical conventions of written Standard American English including the reinforcement of conventions previously taught.

7-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources.

7-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

7-6.7 Use a variety of print and electronic reference materials.

7-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and selecting and organizing information.

Mathematics7-1.1 Generate and solve complex abstract problems that

involve modeling physical, social, or mathematical phenomena.

Science7-1.2 Generate questions that can be answered through

scientific investigation.

Classroom Assessments Students should be taught and assessed using similar methods. This indicator addresses one part, and a critical part, of a larger whole in which students will ultimately participate. At this grade level, students should be assessed based upon that what the indicator is asking of them, in this case clarifying and refining a topic for research. The topics students choose to inquire about should become more complex, therefore the need to clarify and refine becomes more important. Students must learn and expand upon the foundational components of the research process before demonstrating their knowledge of the total process in later grades.

Because the research topic is the foundation upon which the student builds the overall research project, the teacher should assess the student’s research topic for clarity and refinement and prompt the student as needed to revise the topic before proceeding with research. Conferencing with the student, as well as providing specific written feedback, is an excellent way to assess this indicator.

Students might also keep a research journal or log. The student should spend a few minutes each day to reflect on his list of topics and the types of questions and the search strategies needed to gather the most relevant information. The journal or log serves as both a self-assessment mechanism as well as a tool for use for assessing classroom performance.

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Suggested Instructional ResourcesResearch is not taught in isolation. Students need to know how they can find out about things they do n’ot know, and they need to know how to share what they ha’ve learned with others. Suggested texts are listed below; however, what you use depends on the topic of interest. Students ask the best how and why questions about topics that interest them;, then they clarify and refine their research within that topic. Teachers should collaborate with their library media specialist for additional suggestions and ideas on how to incorporate research into the seventh grade classroom.

Professional TextsBerkowitz, Robert E. and Eisenberg, Michael B. The Big6 Research Notebook. Columbus, OH: Linworth Books, 2006.

Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for 7-12. Worthington, OH: Linworth Publishing Co., 2002.

Harrington, LaDawna. Guided Research in Middle School: Mystery in the Media Center. Columbus, OH: Linworth Books, 2007.

Jansen, Barbara A. The Big 6 in Middle School: Teaching Information and Communications Technology Skills. Columbus, OH: Linworth Books, 2007.

Johnson, Doug. Learning Right From Wrong in the Digital Age: An Ethics Guide for Parents, Teachers, Librarians, and Others Who Care About Computer-Using Young People. Worthington, OH: Linworth Publishing Co., 2003.

Keane, Nancy J. Middle School Pathfinders: Guiding Student Research. Columbus, OH: Linworth Books, 2005.

Koechlin, Carol, and Sandi Zwaan. Build Your Own Information Literate School. Salt Lake City: Hi Willow Research and Publishing, 2003.

Koechlin, Carol, and Sandi Zwaan. Info Tasks for Successful Learning. Portland, ME: Pembroke Publishers, 2001.

Loertscher, David V., and Blanche Wools. Information Literacy. 2nd ed. San Jose, CA: Hi Willow Research and Publishing, 2002.

Loertscher, David V., Carol Koechlin, and Sandi Zwaan. Ban Those Bird Units: 15 Models for Teaching and Learning in Information-Rich and Technology-Rich Environments. Salt Lake City: Hi Willow Research & Publishing, 2005.

Ryan, Jenny, and Steph Capra. Information Literacy Toolkit. Chicago: American Library Association, 2001.

Thompson, Helen M, and Susan A. Henley. Fostering Information Literacy: Connecting National Standards, Goals 2000, and the SCANS Report. Englewood, CO: Libraries Unlimited, Inc., 2000.

Valenza, Joyce Kasman. Power Research Tools: Learning Activities and Posters. Chicago: American Library Association, 2003.

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Whitley, Peggy, Catherine Olson, and Susan Goodwin. 98 Jumpstarts to Research: Topic Guidelines for Finding Information on Current Issues. Englewood, CO: Libraries Unlimited, 2001.

Student TextsThere are many titles that teachers and students may select to better understand how to clarify and refine a research topic. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts:. http://scasl.pbwiki.com/ELA+Standards

Nonprint MaterialsAlewine, Martha. “The Simple Four: An Information Problem-Solving Model.” School

Library Media Services, South Carolina Department of Education. 9 Sept 2007.

http://martha.alewine.googlepages.com/thesimplefour

Baker, Frank. “Media Literacy Clearinghouse.” 28 Sept. 2007. http://www.frankwbaker.com/

“Changing the Questions.” Springfield Township High School. 6 Sept 2007 http://www.sdst.org/shs/library/questions.html

“Detailed Explanation of an "Essential Question".” Bellingham Public Schools. 6 Sept 2007. http://wwwgen.bham.wednet.edu/probsol2.htm

Discovering Language Arts: Research Skills (Grades 6-8). 2006. United Learning. ETV StreamlineSC. 12 June 2008 http://www.scetv.org/education/streamlinesc/index.cfm

Eisenberg, Mike, and Bob Berkowitz. "The Big6: Information Skills for Student Achievement." Big6: an Information Problem-Solving Model. 27 Aug. 2007. Big6 Associates. 27 Aug. 2007 http://www.big6.com /

"The Four Phases of Instruction in an I-Search Unit: Phase 1: Becoming Immersed in a Topic and Generating a Question." Literacy Matters. 23 Aug. 2007. Education Development Center, Inc.. http://www.literacymatters.org/content/isearch/phase1.htm

“Information Studies: K-12.” Ontario Library Association. 6 Sept 2007. http://www.accessola.com/action/positions/info_studies/html/

Jansen, Barbara A. “Questioning Strategies.” 2006. St. Andrews Episcopal School. 6 Sept 2007. http://library.sasaustin.org/questioning.php

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McKenzie, Jamie. “Framing Essential Questions.” Sept. 1996. From Now On.Org. 6 Sept 2007 http://www.fno.org/sept96/questions.html

Online Research Techniques. 1998. United Learning. ETV StreamlineSC. 12 June 2008

http://www.scetv.org/education/streamlinesc/index.cfm

Whelan, Debra Lau. "Making Research Count." School Library Journal (Nov. 2002). 9 Sept. 2007 http://www.schoollibraryjournal.com/index.asp?layout=article

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South Carolina Department of EducationSupport Document

Standard 7-6: The student will access and use information from a variety of sources.

The teacher should continue to address earlier indicators as they apply to more difficult text.

Indicator 7-6.7: Use a variety of print and electronic reference materials.

Definition of Revised Bloom’s VerbUse Apply a procedure to an unfamiliar task.

Explanation of IndicatorStudents will access, evaluate, and extract information from both print and electronic (nonprint) reference materials to use in research projects.

Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for using a variety of print and electronic reference materials differ at each grade level.

What do students need to know before they can understand how to use a variety of print and electronic reference materials?

Students need to be familiar with how to find information in the most commonly used types of print and nonprint reference materials such as books, magazines, charts, maps, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs, streaming videos, the World Wide Web, audio and video productions, CD-Rom and DVD sources.

Students need to know the best reference source for the type of information needed.

Students need to know how best to evaluate the validity and authority of reference sources and the information they contain.

Students need to know how to take notes, and paraphrase, and summarize to extract usable information. Within using a variety of print and electronic reference materials, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

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3-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for example, pictures, photographs, video, and television) to access information.

4-6.2 and 5-6.2:Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources.

6-6.7, 7-6.7, 8-6.7, E1-6.7, E2-6.7, E3-6.7, and E4-6.7Use a variety of print and electronic reference materials.

When teaching using a variety of print and electronic referencematerials, what connections, links, or ties can be made to otherindicators and/or content areas?

English Language Arts7-2.1 Analyze central ideas within and across informational texts.7-2.2 Analyze information within and across texts to draw conclusions

and make inferences.7-2.3 Identify author bias (for example, the omission of relevant facts and

statements of unsupported opinions).7-2.4 Create responses to informational texts through a variety of

methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

7-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.

7-2.8 Read independently for extended periods of time to gain information.

7-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

7-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

7-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

7-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and selecting and organizing information.

Science 7-5.4 Use the periodic table to identify the basic organization of elements

and groups of elements (including metals, nonmetals, and families).

Social Studies

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7-1.1 Use a map or series of maps to identify the colonial expansion of European powers in Africa, Asia, Oceania, and the Americas through 1770.

7-4.2 Use a map to illustrate the geographic extent of European imperialism in various regions, including Africa, Asia, the Middle East, South America, Australia, New Zealand, Siberia, and Canada.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “use.” As this indicator addresses one part of an overall approach to research, the student’s ability to use a variety of print and electronic reference materials should only be assessed only as part of the overall research process and not in isolation. For example, one criterion in a scoring rubric for a research assignment might evaluate the variety of print and electronic reference materials cited in the list of sources and the appropriateness of the reference materials cited to the topic or overall project. However, because the reference materials used by the student provide the information needed to address the topic or inquiry, the teacher should offer some ongoing evaluation of the student’s use of reference materials as a part of the research process. For example, the teacher might prompt the student to vary the types of print and electronic sources and to select those materials most likely to provide the information most appropriate for the research project. Conferencing with the student or written feedback from the teacher would be a good means of assessing this indicator during the research.

Suggested Instructional Resources

Professional TextsArnone, Marilyn P. MAC, the Information Detective in the Case of … [3-book series]

Educator’s Guide. Westport, CT: Libraries Unlimited, 2003.

Jansen, Barbara A. The Big 6 in Middle School: Teaching Information and

Communications Technology Skills. Columbus, OH: Linworth Books, 2007.

Harrington, LaDawna. Guided Research in Middle School: Mystery in the Media Center.

Columbus, OH: Linworth Books, 2007.

Keane, Nancy J. Middle School Pathfinders: Guiding Student Research. Columbus, OH:

Linworth Books, 2005.

Student TextsThere are many titles that teachers and students may select to better understand how to use a variety of print and electronic reference materials. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and

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independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts:. http://scasl.pbwiki.com/ELA+Standards.

Nonprint MaterialsAlewine, Martha. “The Simple Four: An Information Problem-Solving Model.” School

Library Media Services, South Carolina Department of Education. 9 Sept 2007. http://martha.alewine.googlepages.com/thesimplefour.

Eisenberg, Mike, and Bob Berkowitz. "The Big6: Information Skills for Student Achievement." Big6: an Information Problem-Solving Model. 27 Aug. 2007.

http://www.big6.com/.

"The Four Phases of Instruction in an I-Search Unit: 3: Gathering and Integrating Information." Literacy Matters. 23 Aug. 2007. Education Development Center, Inc. http://www.literacymatters.org/content/isearch/phase3.htm.

A guide to evaluating web sources http://www.quick.org.uk/menu.htm.

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