7th Grade ELA Academic Year at a Glance

Transcription

1 7th Grade ELA Academic Year at a Glance Unit 1: Fiction Texts and Personal Narratives 1 st Six Weeks The reading focus of this unit is literary fiction and literary nonfiction. Students will explore how elements of literature (such as author s purpose and stylistic choices) contribute to the overall meaning of the work. Students will write a personal narrative that reflects a meaningful experience, incorporating elements of writers craft found in their reading selections. Writing Focus: Personal Narratives, Writing Process Reading Focus: Literary Fiction, Literary Nonfiction Unit 2: Informational Texts and Expository Writing 2 nd Six Weeks This unit combines reading a wide variety of informational texts with expository writing. Students will focus on making connections between the text and real world issues. Students should be exposed to elements such as theme, text structure, and evaluating summaries of text for inclusion of the main idea and supporting details. This unit should include students writing expository responses. Writing Focus: Expository Reading Focus: Informational, Expository Unit 3: Poetry and the Power of Words 3 rd Six Weeks In this unit, students will both analyze and learn to appreciate published poetic works and construct poetry of their own. While analyzing poetry, students will move beyond identification of poetic techniques and figurative language by explaining the effect of such elements. Elements of poetry should be analyzed to provide core knowledge that students will use when constructing their own poems. When writing poetry, students should put into practice different styles they have studied. Students will further their expository writing skills through short answer responses to poetry. Writing Focus: Poetry, Literary Response Reading Focus: Poetry, Literary Fiction Unit 4: Making Connections across Genres 4 th Six Weeks This unit combines poetry, drama, and expository writing. The overarching goal is to interest students in drama and poetry while making thematic connections and inferences (that are supported by textual evidence) across texts. While reading these works, the focus will be on identifying and analyzing literary techniques, theme, author s tone and use of figurative language. Instruction of drama should focus not only on literary elements, such as plot development and characterization, but also have a greater focus on elements that are specific to drama such as staging, dialogue, and organization of the text. Opportunities to read dramas aloud or act them out will greatly enhance the reader s understanding of tone as well as lead to a greater understanding of the flow of a dramatic piece. Writing Focus: Expository, Literary Response Reading Focus: Drama, Poetry Unit 5: Persuasion and Media Literacy 5 th Six Weeks Students will understand that the way information is presented has an influence on the intended message. In this unit, students will look at techniques writers use to influence the opinions and choices of others in both print and media. Students will analyze commonplace assertions presented as facts and their power in persuasive writing. During this unit, students will write persuasive texts. Writing Focus: Persuasion Reading Focus: Persuasion, Procedural, Media Literacy Unit 6: Literary Fiction and Imaginative Writing 6 th Six Weeks In this unit, students will read traditional literature such as fables, legends, tall tales, and mythology. While reading and studying these traditional pieces, they will also review the elements of fiction and use the pieces as a model for writing imaginative stories. Students will form literature circles which allow readers the opportunity to have a choice in literature while engaging in conversations. Discussion, collaboration skills, and the ability to read and understand traditional literature will be an important development in transitioning into eighth grade English. Writing Focus: Imaginative Writing Reading Focus: Literary Fiction Understanding the Testing Genre As needed, before STAAR Assessment This unit will enable students to demonstrate their proficiency as readers and writers by becoming familiar with the format of the reading and writing STAAR exams. Since these skills have been addressed throughout the school year, the focus of the unit should be on understanding the testing genre. This unit may be taught any time during the second semester prior to the STAAR administration. Research Unit Overlay Teacher Discretion This unit will provide the necessary knowledge for students to accurately research and record information on any given topic. All TEKS in this unit must be taught and assessed by the end of the school year; however, teachers have discretion as to when and how to assess the following TEKS. The unit is designed to be implemented as needed by the PLC team. Created by Katy ISD Department of Curriculum and Instruction

2 Katy ISD Language Arts Understandings READING & COMPREHENSION UNDERSTANDINGS Prior knowledge, including reading and life experiences, shapes how readers make connections and interact with text and media. Effective readers use appropriate comprehension strategies, as needed, to construct meaning and expand vocabulary. Proficient readers make inferences and draw conclusions using relevant evidence from text to support their thinking. Proficient readers recognize how an author s use of devices, structures, languages, and images construct and convey meaning. WRITING UNDERSTANDINGS Writing is a reflective process used to solve problems, explore issues, construct questions, and address inquiry. Writers analyze various models of texts to determine the effective elements of writing. The genre, purpose, and audience dictate the structure of the written composition. Writers choose words, ideas, devices, and information/evidence to elicit an intended response from the audience. ORAL & WRITTEN CONVENTION UNDERSTANDINGS Proper oral and written conventions promote fluency of communication. The appropriateness of language is determined by the context in which it is used. Legibility improves the likelihood that a writer will be understood. Conventional spelling and mechanics promote common understanding. LISTENING & SPEAKING UNDERSTANDINGS Effective speakers deliberately use techniques and examples for a given audience to convey their message. Collaboration requires dialogue, active listening, and rigorous analysis so that a collective product/point of view is created. Attentive listening provides a unique opportunity for developing understanding and new knowledge. RESEARCH UNDERSTANDINGS Inquiry and research guide the formulation of questions, development of a plan of action, and discovery of new information. Relevance of information is dependent on the purpose of the task, perspective of the researcher, and validity of the source. Researchers evaluate and synthesize collected information and present their findings according to the purpose of the research and their audience. The way research is presented is reflective of the researcher s scholarship.

3 Language Arts Articulation of Instructional Practices Tier III Tier II Tier I Beliefs: Language Arts curriculum and instruction provides all students with the foundation necessary to succeed in all academic areas through a balanced, integrated approach to literacy. Reading, writing, speaking, listening, and inquiry skills, and the strategies that support them, directly contribute to student success in a rapidly changing world. Guiding Principles: Reading, writing, and the conventions of language are taught together not in isolation. Students learn phonics best when instruction is embedded in a wide range of engaging literacy experiences. Students have choice in independent reading. Students experience authentic reading, writing, listening, and speaking opportunities within multiple genres including visual texts. Various reading and writing assessments guide instruction so that rigor and expectations increase over time. Inquiry based learning contributes to the development of reading, writing and thinking skills. Students use a variety of technological and informational resources. Students benefit from direct vocabulary instruction. Instructional Practices: Digital Learner: Technology integration using multiple modes of delivery Information literacy and supportive collaborative environments Proficient, effective, and ethical use of technology tools Technology rich learning environments Data: Informs curricular revisions Targets student strengths and areas for growth Informs Instruction decisions Delivery: Differentiated Instruction Project CRISS SIOP/Project GLAD KISD Structures and Strategies Love and Logic Deliver the Katy ISD curriculum with fidelity. Incorporate the KISD Instructional Cornerstones into instruction. Use enduring understandings and essential questions to focus instruction. Develop the language of the discipline through direct vocabulary instruction. Identify each student s reading level utilizing district-approved reading assessments (Grades K-5). Utilize leveled texts to provide targeted instruction aligned to each student s instructional reading level. Provide multiple genres for student-selected independent reading. Deliver balanced grammar instruction through direct teach and application within the writing process. Model reading strategies. Differentiate instruction based on student needs through flexible small-group instruction. Conduct student conferences for reading and writing. Engage students in frequent, purposeful collaborative discussions. Integrate multiple instructional strategies to improve critical literacy skills in reading, writing, speaking and listening. Embed inquiry and research skills into ongoing instruction. Scaffold instruction by making connections between present and past learning. Engage students with technology to enhance learning.

4 KISD INSTRUCTIONAL CORNERSTONE CONTINUUM CORNERSTONE Novice Emerging Proficient Exemplary Collaboration: Work respectfully with others by sharing responsibilities, exchanging and evaluating knowledge and ideas, and building consensus in order to achieve a common goal. Communication: Convey information and ideas to effectively engage the audience using a medium appropriate to the topic and purpose. Creative Thinking: Generate a range of ideas through a meaningful process (structured or unstructured) that inspires the development of original or innovative products, performances, or solutions. Critical Thinking: Analyze, evaluate, and synthesize information, ideas, or objects to make inferences and predictions, and draw conclusions. Information Literacy: Utilize an inquiry process to locate and evaluate a variety of information sources based on accuracy, authority, and point of view in order to accomplish a task. Problem Solving: Identify, define, and/or explore a problem or situation, work through a process to determine and evaluate solutions. Social Contribution: Contribute to the betterment of one s community through service. Work respectfully with others within a given set of group norms to complete a task. Share information and ideas in a given medium so that the main points are relevant to the purpose and audience. Use a given process to explore and connect ideas, events, techniques or data to create or modify products, ideas, performances or solutions. Identify information, ideas or objects to make predictions or inferences based on background knowledge, observation, or personal experiences. Given a set of sources and a guiding question, select relevant information to answer the question. Given a problem or situation, apply a given procedure to arrive at a solution(s) and evaluate its reasonableness. Based on a given need, take actions for an individual, family, group, or organization. Work respectfully with others to accomplish a task by actively listening, responding appropriately to alternate viewpoints, sharing responsibilities, and exchanging information. Convey information and ideas clearly by selecting from a variety of media to effectively engage an audience. Use a given process to connect and extend ideas, events, techniques or data to create or modify products, ideas, performances or solutions that are relevant and engaging. Analyze information, ideas or objects to make inferences and predictions, and draw conclusions. Formulate questions (with appropriate scaffolding) and navigate within an expanded set of sources to identify, analyze, and organize relevant information to accomplish the task. Given a problem or situation and set of parameters, select and apply an appropriate procedure to arrive at a solution, evaluate its reasonableness, and identify next steps, if necessary. Identify a need, make decisions, and take actions for an individual, family, group, or organization; self-reflect on the contribution. Work respectfully with others to achieve a common goal through local and remote networking by sharing responsibilities and exchanging and evaluating knowledge and ideas. Convey information and ideas clearly by strategically selecting an appropriate medium that engages the target audience for a desired result and assess the effectiveness of the communication. Identify and use a process to generate questions and elaborate upon ideas to develop, modify or create innovative products, ideas, performances or solutions that address an existing need/problem or evoke an aesthetic response. Analyze, evaluate, and synthesize information, ideas or objects to make inferences and predictions in order to develop and defend a position/point of view using credible evidence. Formulate questions based on a selfgenerated hypothesis/thesis; access and evaluate self-selected sources for relevance, authority, and accuracy; identify conflicting information; and synthesize to accomplish the task. Identify and define a complex problem or situation, its underlying assumptions and relevant information; apply a procedure; arrive at a solution or conclusion; evaluate its effectiveness; and identify next steps, if necessary. Identify a need, make decisions, and take actions to benefit one s community; continuously monitor and evaluate the effectiveness of decisions/actions; adjust actions based on the evaluations. Work respectfully with others to establish and honor group norms, achieve a common goal (define roles, assign responsibilities and build consensus), and consult with peers, experts, and others through local and remote networking. Choose the appropriate medium and skillfully use it to impart information and ideas to engage the audience, elicit a desired response, assess the effectiveness, and (if possible) adjust in real time. Develop an innovative and inspirational product, performance, or solution that addresses an existing need/problem or anticipates a need/problem and evokes a powerful aesthetic response. Analyze, evaluate and synthesize information, ideas, and/or objects to examine alternate perspectives, refine points of view, and defend a position using credible evidence. Formulate questions based on a selfgenerated hypothesis/thesis; access and evaluate self-selected sources for relevance, authority, and accuracy; clarify reasons for conflicting information and conduct additional research to resolve the conflict. Identify and define a meaningful complex problem or situation, its underlying assumptions and relevant information; apply a procedure; arrive at a solution or conclusion; evaluate its effectiveness; identify next steps; consider possible ramifications; and based on that process, refine and repeat. Demonstrate ongoing commitment to social concerns by initiating and sustaining solutions; continuously monitor and evaluate the effectiveness of decisions/actions; adjust actions based on the evaluations.

5 7 th Grade ELA TEKS 1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to: 7.1A adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text. 2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 7.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (Readiness Standard) [RC 1] 7.2B use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words (Readiness Standard) [RC 1] 7.2C complete analogies that describe part to whole or whole to part 7.2D identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis) 7.2E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words (Readiness Standard) [RC 1] 3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 7.3A describe multiple themes in a work of fiction (Readiness Standard) [RC 2] 7.3B describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's tasks, circle stories) (Supporting Standard) [RC 2] 7.3C analyze how place and time influence the theme or message of a literary work (Supporting Standard) [RC 2] 4 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 7.4A analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem (Supporting Standard) [RC 2] 5 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to: 7.5A explain a playwright's use of dialogue and stage directions (Supporting Standard) [RC 2] 6 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: 7.6A explain the influence of the setting on plot development (Readiness Standard) [RC 2] 7.6B analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts (Readiness Standard) [RC 2] 7.6C analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited (Supporting Standard) [RC 2] 7 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to: 7.7A describe the structural and substantive differences between an autobiography or a diary and a fictional adaptation of it (Supporting Standard) [RC 1] 8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to: 7.8A determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood (Readiness Standard) [RC 2] Page 1 of 5

6 7 th Grade ELA TEKS 9 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 7.9A explain the difference between the theme of a literary work and the author's purpose in an expository text (Supporting Standard) [RC 1] 10 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: 7.10A evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning (Readiness Standard) [RC 3] 7.10B distinguish factual claims from commonplace assertions and opinions (Supporting Standard) [RC 3] 7.10C use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text (Readiness Standard) [RC 3] 7.10D synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence (Readiness Standard) [RC 3] 11 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: 7.11A analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument (Supporting Standard) [ RC 3] 7.11B identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts (Supporting Standard) [RC 3] 12 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: 7.12A follow multi-dimensional instructions from text to complete a task, solve a problem, or perform procedures 7.12B explain the function of the graphical components of a text (Supporting Standard) [RC 3] 13 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 7.13A interpret both explicit and implicit messages in various forms of media (Supporting Standard) [RC 2 & 3] 7.13B interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message 7.13C evaluate various ways media influences and informs audiences (Supporting Standard) [RC 2 & 3] 7.13D assess the correct level of formality and tone for successful participation in various digital media. 14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 7.14A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea 7.14B develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (Readiness Standard) [RC 1] 7.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (Readiness Standard) [RC 2] Page 2 of 5

7 7 th Grade ELA TEKS 7.14D edit drafts for grammar, mechanics, and spelling (Readiness Standard) [RC 3] 7.14E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. 15 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: 7.15A write an imaginative story that: i. sustains reader interest ii. includes well-paced action and an engaging story line iii. creates a specific, believable setting through the use of sensory details iv. develops interesting characters v. uses a range of literary strategies and devices to enhance the style and tone 7.15B write a poem using: i. poetic techniques (e.g., rhyme scheme, meter) ii. figurative language (e.g., personification, idioms, hyperbole) iii. graphic elements (e.g., word position) 16 Writing. Students write about their own experiences. Students are expected to: 7.16A write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences (Readiness Standard) [RC 1] 17 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: 7.17A write a multi-paragraph essay to convey information about a topic that: (Readiness Standard) [RC 1] i. presents effective introductions and concluding paragraphs ii. contains a clearly stated purpose or controlling idea iii. is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies iv. accurately synthesizes ideas from several sources v. uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs 7.17B write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context 7.17C write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained evidence from the text using quotations when appropriate (Readiness Standard) [RC 3] 7.17D produce a multimedia presentation involving text and graphics using available technology. 18 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: 7.18A establishes a clear thesis or position (Supporting Standard) [RC 2] 7.18B considers and responds to the views of others and anticipates and answers reader concerns and counterarguments 7.18C includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion. 19 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: 7.19A identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (Supporting Standard) [RC 3] i. verbs (perfect and progressive tenses) and participles ii. appositive phrases iii. adverbial and adjectival phrases and clauses iv. conjunctive adverbs (e.g., consequently, furthermore, indeed) Page 3 of 5

8 7 th Grade ELA TEKS v. prepositions and prepositional phrases and their influence on subject-verb agreement vi. relative pronouns (e.g., whose, that, which) vii. subordinating conjunctions (e.g., because, since) viii. transitions for sentence to sentence or paragraph to paragraph coherence 7.19B write complex sentences and differentiate between main versus subordinate clauses (Supporting Standard) [RC 3] 7.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (Readiness Standard) [RC 3] 7.20 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: 7.20A use conventions of capitalization (Readiness Standard) [RC 3] 7.20B recognize and use punctuation marks including: (Readiness Standard) [RC 3] i. commas after introductory words, phrases, and clauses (Supporting Standard) [RC 3] ii. semicolons, colons, and hyphens (Supporting Standard) [RC 3] 21 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 7.21A spell correctly, including using various resources to determine and check correct spellings (Readiness Standard) [RC 3] 22 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: 7.22A brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic 7.22B apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches. 23 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: 7.23A follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies 7.23B categorize information thematically in order to see the larger constructs inherent in the information 7.23C record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format 7.23D differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. 24 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: 7.24A narrow or broaden the major research question, if necessary, based on further research and investigation 7.24B utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful than another. 25 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: 7.25A draws conclusions and summarizes or paraphrases the findings in a systematic way 7.25B marshals evidence to explain the topic and gives relevant reasons for conclusions 7.25C presents the findings in a meaningful format 7.25D follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas. 26 Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: Page 4 of 5

9 7 th Grade ELA TEKS 7.26A listen to and interpret a speaker's purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker's claims 7.26B follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems 7.26C draw conclusions about the speaker's message by considering verbal communication (e.g., word choice, tone) and nonverbal cues (e.g., posture, gestures, facial expressions). 27 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to: 7.27A present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively. 28 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to: 7.28A participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. Figure 19: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: 7.Fig 19A establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension 7.Fig 19B ask literal, interpretive, evaluative, and universal questions of text 7.Fig 19C reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images) 7.Fig 19D make complex inferences about text and use textual evidence to support understanding (Readiness Standard for Fiction [RC 2] and Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC 3]) 7.Fig 19E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Readiness Standard for Fiction [RC 2] and Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC 3]) 7.Fig 19F make connections between and across texts, including other media (e.g., film, play), and provide textual evidence (Readiness Standard) [RC 1] Page 5 of 5

10 7 th Grade TEKS breakdown by Unit TEKS TEKS Assessed in Unit: TEKS Ongoing in Unit: 7.1A Understanding the Testing Genre Unit A-E Understanding the Testing Genre Unit A 1, 4, 5 7.3B 6 7.3C 1, 6 7.4A 3, 4 7.5A 4 7.6A-C 1, 6 7.7A 1 7.8A 3, 4 7.9A A B 2, C-D A-B A-B A-D A A B A A 2, B C 3, D Research 7.18A-C A-C 1, 2, A A 3 1, A-B Research 7.23A-D Research 7.24A-B Research 7.25A-D Research 7.26A B 2, C A A 6 Figure 19A-F Understanding the Testing Genre 1-6

11 ELPS (English Language Proficiency Standards) 1 Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: 1A use prior knowledge and experiences to understand meanings in English; 1B monitor oral and written language production and employ self-corrective techniques or other resources; 1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary; 1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known); 1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; 1F use accessible language and learn new and essential language in the process; 1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and 1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations. 2 Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: 2A distinguish sounds and intonation patterns of English with increasing ease; 2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; 2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; 2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; 2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; 2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment; 2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; 2H understand implicit ideas and information in increasingly complex spoken language commensurate with gradelevel learning expectations; and 2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Page 1 of 3

12 ELPS (English Language Proficiency Standards) 3 Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: 3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; 3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; 3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; 3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; 3E share information in cooperative learning interactions; 3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; 3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; 3H narrate, describe, and explain with increasing specificity and detail as more English is acquired; 3I adapt spoken language appropriately for formal and informal purposes; and 3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. 4 Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: 4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; 4B recognize directionality of English reading such as left to right and top to bottom; 4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; 4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text; 4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned; 4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language; Page 2 of 3

13 ELPS (English Language Proficiency Standards) 4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; 4H read silently with increasing ease and comprehension for longer periods; 4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs; 4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and 4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. 5 Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: 5A learn relationships between sounds and letters of the English language to represent sounds when writing in English 5B write using newly acquired basic vocabulary and content-based grade-level vocabulary; 5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; 5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired; 5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: i. using correct verbs, tenses, and pronouns/antecedents; ii. using possessive case (apostrophe s) correctly; and iii. using negatives and contractions correctly; 5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and 5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. Page 3 of 3

14 Technology TEKS: Grades Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: 1A identify, create, and use files in various formats such as text, raster and vector graphics, video, and audio files 1B create and present original works as a means of personal or group expression 1C explore complex systems or issues using models, simulations, and new technologies to make predictions, modify input, and review results 1D discuss trends and make predictions 2 Communication and collaboration. The student collaborates and communicates both locally and globally to einforce and promote learning. The student is expected to: 2A create personal learning networks to collaborate and publish with peers, experts, or others using digital tools such as blogs, wikis, audio/video communication, or other emerging technologies 2B communicate effectively with multiple audiences using a variety of media and formats 2C create products using technical writing strategies 3 Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to: 3A create a research plan to guide inquiry 3B use and evaluate various search strategies, including keyword(s) and Boolean operators 3C select and evaluate various types of digital resources for accuracy and validity 3D process data and communicate results 4 Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills. The student is expected to: 4A identify and define relevant problems and significant questions for investigation 4B plan and manage activities to develop a solution, design a computer program, or complete a project 4C collect and analyze data to identify solutions and make informed decisions 4D use multiple processes and diverse perspectives to explore alternative solutions 4E make informed decisions and support reasoning 4F transfer current knowledge to the learning of newly encountered technologies 5 Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: 5A understand and practice copyright principles, including current laws, fair use guidelines, creative commons, open source, and public domain 5B practice ethical acquisition of information and standard methods for citing sources 5C practice and explain safe and appropriate online behavior, personal security guidelines, digital identity, digital etiquette, and acceptable use of technology 5D understand the negative impact of inappropriate technology use, including online bullying and harassment, hacking, intentional virus setting, invasion of privacy, and piracy such as software, music, video, and other media 6 Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The student is expected to: 6A define and use current technology terminology appropriately 6B select and apply technology tools based on licensing, application, and support 6C identify, understand, and use operating systems 6D understand and use software applications, including selecting and using software for a defined task 6E identify, understand, and use hardware systems 6F understand troubleshooting techniques such as restarting systems, checking power issues, resolving software compatibility, verifying network connectivity, connecting to remote resources, and modifying display properties 6G implement effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags, labels, and emerging digital organizational strategies 6H explain how changes in technology throughout history have impacted various areas of study Page 1 of 2

15 Technology TEKS: Grades 6-8 6I explain the relevance of technology as it applies to college and career readiness, life-long learning, and daily living 6J use a variety of local and remote input sources 6K use keyboarding techniques and ergonomic strategies while building speed and accuracy 6L create and edit files with productivity tools, including: i. a word processing document using digital typography standards such as page layout, font formatting, paragraph formatting, and list attributes ii. a spreadsheet workbook using advanced computational and graphic components such as complex formulas, basic functions, data types, and chart generation iii. a database by manipulating components such as defining fields, entering data, and designing layouts appropriate for reporting iv. a digital publication using relevant publication standards 6M plan and create non-linear media projects using graphic design principles 6N integrate two or more technology tools to create a new digital product Page 2 of 2