Oregon City School District Grade 7 Science and Social Studies Core Step-Up to Writing Lessons (Adopted Curriculum) Updated 10.6.17 Section 1 Writing to Improve Reading Comprehension Responding to Text S1-3 Reading Notation Responses 9 S1-6 Agree/Disagree Responses 13 S1-10 Quick Sketch Responses 19 S1-12 Text Connections 22 Marking the Text S1-13 Highlighting and Underlining 24 S1-15 Circle Once, Underline Twice 27 Taking Notes S1-22 Mapping and Webbing 40 Summarizing Text S1-23 Three-Column Notes with Summaries 42 S1-24 Four Step Summary Paragraphs 44 Cornell Notes Way (AVID) Analyzing Text S1-29a Making Inferences from Text (Informational Text) 55 S1-33a-i Using Graphic Organizers to Analyze Text Structure 64 S1-34 Comparing and Contrasting Texts 67 Section 2 Foundational Writing Skills Masterful Sentences S2-17 Sentence Variety 129 Perfect Paragraphs S2-21 Planning Paragraphs with Informal Outlines 141 S2-22 Topic Sentences 143 S2-23 Accordion Paragraphs 145 S2-25 Using Transitions Effectively 150 S2-28 Learning About Elaboration 157 S2-29 Analyzing a Paragraph 160 Non-Bold = Lesson introduced and practiced at previous grade. Continue teaching for mastery. 1
Conventions of Standard English S2-40 Punctuating Quotations 191 Teach MLA Citation (Not a SUTW strategy) Section 3 Vocabulary Acquisition and Use Using Vocabulary Resources S3-1 Reading Dictionary and Glossary Entries 209 S3-2 Breaking Down Definitions 212 S3-3 Using Pronunciation Guides 214 S3-12 Using Context to Determine Meaning 234 S3-14 Using Word Roots to Determine Meaning 237 Lesson from Section 6: Narrative Writing S6-16 RAFTS: Writing from Different Points of View Narrative 556 Non-Bold = Lesson introduced and practiced at previous grade. Continue teaching for mastery. 2
Section 4 Informative/Explanatory Writing: Stating the Facts Informative/Explanatory Standards: W.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone.. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Planning, Organization, and Structure S4-6 Organization with Framed Paragraphs 279 S4-9 Informal Outlines for Essays and Reports 286 Introductions S4-11 Turning a Writing Prompt into a Topic Sentence 292 S4-15 Leading with the Blues (Facts and Background; Bold or Starling Statement) 303 Developing the Topic/Elaboration S4-17 Learning More About Elaboration 309 S4-21 Using Vocabulary Meaningfully 316 S4-22 Adding Quotations 318 S4-23 Gathering Information from Sources: Informative/Explanatory Writing 321 Transitions S4-26 Transitions for Different Purposes 327 Conclusions S4-33 Connecting a Conclusion to a Topic Sentence 339 S4-35 Writing Successful Conclusions 343 Incorporating Graphics and Text Features S4-38 Graphics and Informative/Explanatory Writing 349 S4-39 Multimedia in Informative/Explanatory Writing 351 Revising and Editing Copy Editor Symbols (Not a SUTW strategy) S4-46 Peer Review and Revision 367 Non-Bold = Lesson introduced and practiced at previous grade. Continue teaching for mastery. 3
S4-49 Formal and Informal Style 372 Lessons from Section 7: Research Reports S7-8 Using Key Words to find Online Sources 638 S7-9 Assessing the Usefulness of Sources 640 S7-10 Assessing Digital Sources 643 S7-17 Avoiding Plagiarism 659 S7-18 Using a Standard Format for Citation and Bibliography 662 Resources: Easybib.com Non-Bold = Lesson introduced and practiced at previous grade. Continue teaching for mastery. 4
Section 5 Argument Writing: Making a Claim Argument Standards: W.1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. Planning, Organization, and Structure S5-1 Establishing a Claim 415 S5-2 Color-Coding the Elements of Argument Writing 417 S5-5 Accordion Paragraphs for Argument Writing 425 S5-7 Writing Argument Essays and Reports Step by Step 431 S5-8 Informal Outlines for Argument Essays and Reports 434 Introductions S5-9 Stating a Claim in a Topic Sentence or Thesis Statement 438 S5-10 Focus on Audience 440 S5-12 Adding a Lead The Blues to an Argument Paragraph 444 Developing the Topic/Elaboration S5-14 Facts vs. Opinions 450 S5-15 Paragraph Elaboration in Argument Writing 452 S5-17 Adding Quotations 456 S5-19 The Opposing Claim 461 S5-20 Gathering Information from Sources 463 Transitions S5-21 Transitions in Argument Writing 466 S5-22 Using Transitions to Connect Claims, Reasons, and Evidence 468 Conclusions S5-24 Supporting the Claim in a Conclusion 473 S5-25 Writing Successful Conclusions for Arguments 475 S5-26 Practicing Argument Conclusions 477 Revising and Editing Copy Editor Symbols (Not a SUTW strategy) S5-31 Peer Review and Revision in Argument Writing 489 S5-33 Using a Formal Style in an Argument 493 Lessons from Section 7: Research Reports S7-7 Types of Sources 636 Non-Bold = Lesson introduced and practiced at previous grade. Continue teaching for mastery. 5