English Language Arts (7th Grade)

Curriculum Package 2011-2012 English Language Arts (7th Grade) English Language Arts 7 is an integrated approach to reading, writing, and speaking curriculum based on the Reading/Language Arts Frameworks for the California Public Schools and the objectives contained within the STAR Achievement Test. This year long class was originally created by Twin Rivers Unified School District Teachers for use at the junior high school level. Included Course Outline................... 3 Unpacked Standards................ 9 7 th Grade Subject Area Standards Assessment Skills Tested......... 21 Subject Area Standards Assessment Guide............. 22 Testing Protocols..................... 54 On-Demand Auto-I Materials.... 56 Character Analysis Materials. 58 Oral Expository Speech Materials....... 64 ELA Roots and Affixes............... 66 7 th Grade CST Blueprints............ 69 CST and CAHSEE Comparison Chart. 73 1 P a g e

To inspire students to extraordinary achievement everyday! Dear TRUSD Educator, Welcome to a new academic year! This curriculum package has been created to help teachers and other instructional support personnel plan instruction and prepare students for the subject area standards assessments. Additionally, this curriculum package was written to promote high quality, standards-based instruction in all subject areas. Included you will find Expected Learning Outcomes, Course Outline, Unpacked Standards to help establish the breadth and depth to which each content standard must be addressed, Subject Area Standards Assessment Guides, and an appendix. The appendix contains a selection of helpful instructional resources. Curriculum development is a continuous process. As such, these packages are subject to periodic revisions to reflect possible changes in student population and future amendments as the State Educational Frameworks are being rewritten. Through the hard work and commitment of passionate educators over many years, this curriculum package was made a reality. This document reflects the common vision of these dedicated educators. For questions about any section of this package, or to offer comments and suggestions for improvements, please contact the Secondary Curriculum and Instruction Office. Thank you. Curriculum and Instruction Secondary Division 2 P a g e

DEPARTMENT: English Language Arts COURSE TITLE: ELA 7 GRADE LEVEL: 7 LENGTH: CREDITS: 1 Academic School Year N/A PREREQUISITES: Consult Site Counselor OTHER: This course prepares students to meet A-G requirements Course Description: English Language Arts 7 is a course designed for benchmark and strategic students which focuses on the California Content Standards for seventh grade instruction. This is a year long course. The areas covered are reading, writing, written and oral language conventions, and listening and speaking. TEXTBOOK: The Language of Literature, McDougal Littell (adopted 2002) SUPPLEMENTAL MATERIALS: McDougal Littell support materials District approved audio visual materials COURSE OBJECTIVES: Teachers are responsible for covering all the standards in the frameworks; however, in this curriculum packet, the essential standards based on the California STAR Blueprints are highlighted throughout the school year and will be assessed through Subject Area Standards Assessments (SASA) and writing tests. These culminating tests will focus on the essential standards as a means to measure mastery of those standards deemed critical for TRUSD students. Instruction should be designed to cover multiple standards that will be measured in the culminating assessment. This packet includes suggested prompts, culminating assessments, and complementary rubrics outlining proficiency levels with corresponding California Content Standards in reading, writing, written and oral conventions, and speaking and listening. Teachers are expected to plan instruction in writing, written and oral conventions, vocabulary development, reading comprehension. The following is a list of suggested instructional strategies and assessment techniques. 3 P a g e

Suggested Teaching Strategies and Evaluation Techniques SUGGESTED TEACHING STRATEGIES: Whole-group instructions and discussions Mini-lessons Cooperative learning groups: response groups for writing; and literature Modeling/imitative writing and speaking Role playing and dramatization Individualized instruction Independent practice Meta-cognitive evaluations of processes Teacher/student conferencing Group conferencing Audio-visual assisted instruction Thematic approach Individual and/or group projects Outside guest speakers EVALUATION TECHNIQUES: Teacher evaluation of student writing Self-assessment of writing Teacher/student/parent conferences Portfolios SAT 9 Publications Participation Assignments completed Teacher assessment of improvement Observation NOTE: A list of varied formative assessments with descriptions and examples can be found in the Appendix Section. 4 P a g e

ELA Standards for Grade 7 Mastery of a given standard will be achieved the year it is specified as key. Key Standards are in bold and highlighted in grey. If a standard is not in bold, it is not to imply that the standard is not to be taught. READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development 1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry. 1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary. 1.3 Clarify word meanings through the use of definition, example, restatement, or contrast. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. Structural Features of Informational Materials 2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.2 Locate information by using a variety of consumer, workplace, and public documents. 2.3 Analyze text that uses the cause-and-effect organizational pattern. Comprehension and Analysis of Grade-Level-Appropriate Text 2.4 Identify and trace the development of an author s argument, point of view, or perspective in text. 2.5 Understand and explain the use of a simple mechanical device by following technical directions. Expository Critique 2.6 Assess the adequacy, accuracy, and appropriateness of the author s evidence to support claims and assertions, noting instances of bias and stereotyping. 3.0 Literary Response and Analysis Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works 3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay). Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 5 P a g e

3.3 Analyze characterization as delineated through a character s thoughts, words, speech patterns, and actions; the narrator s description; and the thoughts, words, and actions of other characters. 3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work. Literary Criticism 3.6 Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses. WRITING 1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits students awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus 1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. 1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. 1.3 Use strategies of notetaking, outlining, and summarizing to impose structure on composition drafts. Research and Technology 1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research. 1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. 1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports. Evaluation and Revision 1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary. 2.0 Writing Applications (Genres and Their Characteristics) Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. 2.1 Write fictional or autobiographical narratives: a. Develop a standard plot line (having a beginning, conflict, rising action, climax, and denouement) and point of view. b. Develop complex major and minor characters and a definite setting. c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions). 2.2 Write responses to literature: 6 P a g e

a. Develop interpretations exhibiting careful reading, understanding, and insight. b. Organize interpretations around several clear ideas, premises, or images from the literary work. c. Justify interpretations through sustained use of examples and textual evidence. 2.3 Write research reports: a. Pose relevant and tightly drawn questions about the topic. b. Convey clear and accurate perspectives on the subject. c. Include evidence compiled through the formal research process (e.g., use of a card catalog, Reader s Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries). d. Document reference sources by means of footnotes and a bibliography. 2.4 Write persuasive compositions: a. State a clear position or perspective in support of a proposition or proposal. b. Describe the points in support of the proposition, employing well-articulated evidence. c. Anticipate and address reader concerns and counterarguments. 2.5 Write summaries of reading materials: a. Include the main ideas and most significant details. b. Use the student s own words, except for quotations. c. Reflect underlying meaning, not just the superficial details. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Sentence Structure 1.1 Place modifiers properly and use the active voice. Grammar 1.2 Identify and use infinitives and participles and make clear references between pronouns and antecedents. 1.3 Identify all parts of speech and types and structure of sentences. 1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference). Punctuation 1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly. Capitalization 1.6 Use correct capitalization. Spelling 1.7 Spell derivatives correctly by applying the spellings of bases and affixes. LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies Deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Comprehension 1.1 Ask probing questions to elicit information, including evidence to support the speaker s claims and conclusions. 1.2 Determine the speaker s attitude toward the subject. 1.3 Respond to persuasive messages with questions, challenges, or affirmations. 7 P a g e

Organization and Delivery of Oral Communication 1.4 Organize information to achieve particular purposes and to appeal to the background and interests of the audience. 1.5 Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience. 1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations. Analysis and Evaluation of Oral and Media Communications 1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speech s content and delivery and its overall impact upon the listener. 1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking. 2.1 Deliver narrative presentations: a. Establish a context, standard plot line (having a beginning, conflict, rising action, climax, and denouement), and point of view. b. Describe complex major and minor characters and a definite setting. c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, expressions). 2.2 Deliver oral summaries of articles and books: a. Include the main ideas of the event or article and the most significant details. b. Use the student s own words, except for material quoted from sources. c. Convey a comprehensive understanding of sources, not just superficial details. 2.3 Deliver research presentations: a. Pose relevant and concise questions about the topic. b. Convey clear and accurate perspectives on the subject. c. Include evidence generated through the formal research process (e.g., use of a card catalog, Reader s Guide to Periodical Literature, computer databases, magazines, news-papers, dictionaries). d. Cite reference sources appropriately. 2.4 Deliver persuasive presentations by: a. stating a clear position or perspective in support of an argument or proposal, and b. describing the points in support of the argument and employ well-articulated evidence. 8 P a g e

Deconstructing and Unpacking the Standards (Word Analysis) *Only identified key standards are unpacked. Course: ELA 7 Key Standard: 1.1 Main Strand/ Unit: 1.0. Word Analysis, Fluency, and Systematic Vocabulary Development Standard: (Deconstruct - Identify skill, topic, context) 1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry. Key Elements: (Unpack) 1. Identify idioms in prose. 2. Identify idioms in poetry. 3. Identify analogies in prose. 4. Identify analogies in poetry. 5. Identify metaphors in prose. 6. Identify metaphors in poetry. 7. Identify similes in prose. 8. Identify similes in poetry. Course: ELA 7 Key Standard: 1.2 Main Strand/ Unit: 1.0. Word Analysis, Fluency, and Systematic Vocabulary Development Standard: (Deconstruct - Identify skill, topic, context) 1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary. Key Elements: (Unpack) 1. Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand content-area vocabulary. 2. Use knowledge of Greek, Latin, and Anglo-Saxon affixes to understand content-area vocabulary. 9 P a g e

Deconstructing and Unpacking the Standards Course: ELA 7 Key Standard: 1.3 Main Strand/ Unit: 1.0. Word Analysis, Fluency, and Systematic Vocabulary Development Standard: (Deconstruct - Identify skill, topic, context) 1.3 Clarify word meanings through the use of definition, example, restatement, or contrast. Key Elements: (Unpack) 1. Clarify word meanings through the use of definition context clues. 2. Clarify word meanings through the use of example context clues. 3. Clarify word meanings through the use of restatement context clues. 4. Clarify word meanings through the use of contrast context clues. 10 P a g e

Deconstructing and Unpacking the Standards (Reading) Course: ELA 7 Key Standard: 2.1 Main Strand/ Unit: 2.0 Reading Comprehension (Focus on Informational Materials) Standard: (Deconstruct - Identify skill, topic, context) 2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). Key Elements: (Unpack) 1. Identify the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2. Identify the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 3. Analyze the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 4. Analyze the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). Course: ELA 7 Key Standard: 2.2 Main Strand/ Unit: 2.0 Reading Comprehension (Focus on Informational Materials) Standard: (Deconstruct - Identify skill, topic, context) 2.2 Locate information by using a variety of consumer, workplace, and public documents. Key Elements: (Unpack) 1. Locate information by using a variety of consumer, workplace, and public documents. 11 P a g e

Deconstructing and Unpacking the Standards Course: ELA 7 Key Standard: 2.4 Main Strand/ Unit: 2.0 Reading Comprehension (Focus on Informational Materials) Standard: (Deconstruct - Identify skill, topic, context) 2.4 Identify and trace the development of an author s argument, point of view, or perspective in text. Key Elements: (Unpack) 1. Identify the development of an author s argument, point of view, or perspective in text. 2. Trace the development of an author s argument, point of view, or perspective in text. Course: ELA 7 Key Standard: 2.5 Main Strand/ Unit: 2.0 Reading Comprehension (Focus on Informational Materials) Standard: (Deconstruct - Identify skill, topic, context) 2.5 Understand and explain the use of a simple mechanical device by following technical directions. Key Elements: (Unpack) 1. Describe the use of a simple mechanical device by following technical directions. 2. Explain the use of a simple mechanical device by following technical directions. 12 P a g e

Deconstructing and Unpacking the Standards Course: ELA 7 Key Standard: 2.6 Main Strand/ Unit: 2.0 Reading Comprehension (Focus on Informational Materials) Standard: (Deconstruct - Identify skill, topic, context) 2.6 Assess the adequacy, accuracy, and appropriateness of the author s evidence to support claims assertions, noting instances of bias and stereotyping. Key Elements: (Unpack) 1. Assess the adequacy of the author s evidence to support claims assertions, noting instances of bias and stereotyping. 2. Assess the accuracy of the author s evidence to support claims assertions, noting instances of bias and stereotyping. 3. Assess the appropriateness of the author s evidence to support claims assertions, noting instances of bias and stereotyping. Course: ELA 7 Key Standard: 3.2 Main Strand/ Unit: 3.0 Literary Response and Analysis Standard: (Deconstruct - Identify skill, topic, context) 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). Key Elements: (Unpack) 1. Identify events that advance the plot. 2. Determine how each event explains past or present action(s) or foreshadows future action(s). 13 P a g e

Deconstructing and Unpacking the Standards Course: ELA 7 Key Standard: 3.3 Main Strand/ Unit: 3.0 Literary Response and Analysis Standard: (Deconstruct - Identify skill, topic, context) 3.3 Analyze characterization as delineated through a character s thoughts, words, speech patterns, and actions; the narrator s description; and the thoughts, words, and actions of other characters. Key Elements: (Unpack) 1. Analyze characterization as delineated through a character s thoughts. 2. Analyze characterization as delineated through a character s words and speech patterns. 3. Analyze characterization as delineated through a character s actions. 4. Analyze characterization as delineated through the narrator s description. 5. Analyze characterization as delineated through the thoughts, words, and actions of other characters. Course: ELA 7 Key Standard: 3.4 Main Strand/ Unit: 3.0 Literary Response and Analysis Standard: (Deconstruct - Identify skill, topic, context) 3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). Key Elements: (Unpack) 1. Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 2. Analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 14 P a g e

Deconstructing and Unpacking the Standards Course: ELA 7 Key Standard: 3.5 Main Strand/ Unit: 3.0 Literary Response and Analysis Standard: (Deconstruct - Identify skill, topic, context) 3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work. Key Elements: (Unpack) 1. Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text. 2. Explain how point of view affects the overall theme of the work. 15 P a g e

Deconstructing and Unpacking the Standards (Writing Strategies) Course: ELA 7 Key Standard: 1.1 Main Strand/ Unit: 1.0. Writing Strategies Standard: (Deconstruct - Identify skill, topic, context) 1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. Key Elements: (Unpack) 1. Create an organizational structure that balances all aspects of the composition. 2. Create an organizational structure that uses effective transitions between sentences to unify important ideas. Course: ELA 7 Key Standard: 1.5 Main Strand/ Unit: 1.0. Writing Strategies Standard: (Deconstruct - Identify skill, topic, context) 1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. Key Elements: (Unpack) **1. Give credit for both quoted and paraphrased information in a bibliography. 2. Use a consistent and sanctioned format and methodology for citations. Course: ELA 7 Key Standard: 1.7 Main Strand/ Unit: 1.0. Writing Strategies Standard: (Deconstruct - Identify skill, topic, context) 1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary. Key Elements: (Unpack) 1. Revise writing to improve organization after checking the logic of the ideas. (consistent point of view, parallelism, sequencing of transitions) 2. Revise writing to improve word choice after checking the precision of the vocabulary. 16 P a g e

Deconstructing and Unpacking the Standards (Written and Oral Language Conventions) Course: ELA 7 Key Standard: 1.1 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.1 Place modifiers properly and use the active voice. Key Elements: (Unpack) 1. Place modifiers properly. 2. Use the active voice. Course: ELA 7 Key Standard: 1.2 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.2 Identify and use infinitives and participles and make clear references between pronouns and antecedents. Key Elements: (Unpack) 1. Identify infinitives and participles. 2. Use infinitives and participles. 3. Make clear references between pronouns and antecedents. 17 P a g e

Deconstructing and Unpacking the Standards (Written and Oral Language Conventions) Course: ELA 7 Key Standard: 1.3 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.3 Identify all parts of speech and types and structure of sentences. Key Elements: (Unpack) 1. Identify all parts of speech. 2. Identify all types of sentences. (declarative, imperative, interrogative, exclamatory) 3. Identify all structures of sentences. (simple, compound, complex, compound-complex) Course: ELA 7 Key Standard: 1.4 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference). Key Elements: (Unpack) 1. Demonstrate the mechanics of writing (e.g., quotation marks, commas at the end of dependent clauses). 2. Demonstrate appropriate English usage (e.g., pronoun reference). 18 P a g e

Deconstructing and Unpacking the Standards (Written and Oral Language Conventions) Course: ELA 7 Key Standard: 1.5 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly. Key Elements: (Unpack) 1. Identify hyphens. 2. Identify dashes. 3. Identify brackets. 4. Use semicolons correctly. 5. Use hyphens correctly. 6. Use dashes correctly. 7. Use semicolons correctly. Course: ELA 7 Key Standard: 1.6 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.6 Use correct capitalization. Key Elements: (Unpack) 1. Use correct capitalization. 19 P a g e

Deconstructing and Unpacking the Standards (Written and Oral Language Conventions) Course: ELA 7 Key Standard: 1.7 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.7 Spell derivatives correctly by applying the spellings of bases and affixes. Key Elements: (Unpack) 1. Spell derivatives correctly by applying the spellings of bases and affixes. 20 P a g e

ELA 7 Assessment Overview 2010-2011 Type Quarter 1 Quarter 2 Quarter 3 Quarter 4 Performance On-Demand Autobiographical Incident Character Analysis Oral Expository Speech Fiction/Fable Two Fictional Stories One Poem One Fictional Story Three Documents Test Objective Test #1 1. Vocabulary 2. Subjects / predicates 3. Parts of speech a. nouns b. verbs / verb phrases c. pronouns antecedent agreement 4. Revision 5. Capitalization 6. Voice of verbs 7. Agreement a. subject / verb b. transitional words / expressions c. dangling / misplaced Objective Test #2 1. Poetry 2. Reading comprehension 3. Outlining (topic) 4. Revisions 5. Modifiers 6. Transitions 7. Supporting details 8. Punctuation commas, apostrophes 9. Analogies 10. Vocabulary in context 11. Spelling 12. Mechanics 13. Adjectives 14. Adverbs 15. Sentence types a. purpose b. structure See CAHSEE Blueprint Objective Test #3 1. Spelling 2. Synonyms / antonyms 3. Homonyms, homophones, homographs 4. Modifiers: misplaced, dangling 5. Verbs voice a. active b. passive 6. Infinitive 7. Relative pronouns 8. Context clues 9. Dashes, quotation marks 10. Transitions 11. Pronouns / antecedent 12. Point of view 13. Conjunctions 14. Sentence types structure 15. Reading comprehension a. theme b. point of view Objective Test #4 1.Punctuation (commas, semi-colons, colons, quotation marks) 2.Sentence rewriting 3.Spelling 4.Writer s purpose 5.Organizational style 6.Parts of speech 7.Synonyms / antonyms 8.Capitalization 9.Greek / Latin roots 10.Bias / stereotyping 21 P a g e

modifiers 8. Figurative language a. simile b. metaphor 9. Roots / affixes Reading Comprehension 10. Characterization 11. Foreshadowing 12. Theme 13. Plot 14. Conflict 15. Author s perspective 16. conjunctions Reading Comprehension 17. Point of view 18. Theme 19. Author s perspective 20. Idioms 22 P a g e

Objective Assessments Note: ELA 7 SUBJECT AREA STANDARDS ASSESSMENT GUIDE Quarters 1 2 3 4 R R R R 1.1.5 1.1.1 1.1.1 1.2.2 1.1.6 1.1.2 1.1.3 2.1.1 1.1.7 1.1.3 1.1.5 2.1.2 1.1.8 1.1.4 1.1.7 2.1.3 1.2.1 1.2.2 1.2.1 2.1.4 1.3.1 1.3.1 1.3.1 2.2.1 1.3.2 1.3.2 1.3.2 2.5.1 1.3.3 1.3.3 1.3.3 2.5.2 1.3.4 1.3.4 1.3.4 2.6.1 2.4.1 2.4.1 2.6.1 2.6.2 2.4.2 2.4.2 2.6.2 2.6.3 3.2.1 3.2.1 2.6.3 3.2.2 3.2.2 3.4.2 W 3.3.1 3.3.3 3.5.1 1.5.2 3.3.2 3.3.4 3.5.2 1.7.1 3.3.3 3.4.1 3.4.1 3.5.1 3.5.2 W 1.1.2 1.7.2 LC 1.1.1 1.1.2 1.2.1 1.2.2 1.2.3 1.3.1 1.4.1 1.4.2 1.6.1 1.7.1 W 1.1.1 1.1.2 1.7.2 LC 1.1.1 1.1.2 1.3.1 1.3.2 1.3.3 1.4.1 1.4.2 1.6.1 1.7.1 W 1.1.1 1.1.2 1.5.2 1.7.1 LC 1.1.1 1.1.2 1.2.1 1.2.2 1.2.3 1.4.1 1.4.2 1.5.2 1.5.6 1.7.1 LC 1.4.1 1.4.2 1.5.1 1.5.3 1.5.4 1.5.5 1.5.7 1.5.8 1.7.1 The district pacing matrix and pacing guide reflects the district ELA 7 Key Standards. ELA 7 standards which are not considered Key Standards for the district shall still be addressed in ELA 7 classes; however, they will be informally assessed at the classroom level. 23 P a g e

ELA 7 Quarter 1 Key Standards At-a-Glance R 1.1 R 1.2 R 1.3 R 2.4 R 3.2 R 3.3 R 3.4 W 1.1 W 1.7 LC 1.1 LC 1.2 LC 1.3 LC1.4 LC 1.6 LC 1.7 1.1.5 Identify metaphors in prose. 1.1.6 Identify metaphors in poetry. 1.1.7 Identify similes in prose. 1.1.8 Identify similes in poetry. 1.2.1 Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand content-area vocabulary. 1.3.1 Clarify word meanings through the use of definition context clues. 1.3.2 Clarify word meanings through the use of example context clues. 1.3.3 Clarify word meanings through the use of restatement context clues. 1.3.4 Clarify word meanings through the use of contrast context clues. 2.4.1 Identify the development of an author s argument, point of view, or perspective in text. 2.4.2 Trace the development of an author s argument, point of view, or perspective in text. 3.2.1 Identify events that advance the plot. 3.2.2 Determine how each event explains past or present action(s) or foreshadows future action(s). 3.3.1 Analyze characterization as delineated through a character s thoughts. 3.3.2 Analyze characterization as delineated through a character s words and speech patterns. 3.3.3 Analyze characterization as delineated through a character s actions. 3.4.1 Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 1.1.2 Create an organizational structure that uses effective transitions between sentences to unify important ideas. 1.7.2 Revise writing to improve word choice after checking the precision of the vocabulary. 1.1.1 Place modifiers properly. 1.1.2 Use the active voice. 1.2.1 Identify infinitives and participles. 1.2.2 Use infinitives and participles. 1.2.3 Make clear references between pronouns and antecedents. 1.3.1 Identify all parts of speech. 1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses). 1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference). 1.6.1 Use correct capitalization. 1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes. 24 P a g e

ELA 7 Quarter 2 Key Standards At-a-Glance R 1.1 R 1.2 R 1.3 R 2.4 R 3.2 R 3.3 R 3.4 R 3.5 W 1.1 W 1.7 LC 1.1 LC 1.3 LC 1.4 LC 1.6 LC 1.7 1.1.1 Identify idioms in prose. 1.1.2 Identify idioms in poetry. 1.1.3 Identify analogies in prose. 1.1.4 Identify analogies in poetry. 1.2.2 Use knowledge of Greek, Latin, and Anglo-Saxon affixes to understand content-area vocabulary. 1.3.1 Clarify word meanings through the use of definition context clues. 1.3.2 Clarify word meanings through the use of example context clues. 1.3.3 Clarify word meanings through the use of restatement context clues. 1.3.4 Clarify word meanings through the use of contrast context clues. 2.4.1 Identify the development of an author s argument, point of view, or perspective in text. 2.4.2 Trace the development of an author s argument, point of view, or perspective in text. 3.2.1 Identify events that advance the plot. 3.2.2 Determine how each event explains past or present action(s) or foreshadows future action(s). 3.3.3 Analyze characterization as delineated through a character s actions. 3.3.4 Analyze characterization as delineated through the narrator s description. 3.4.1 Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 3.5.1 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text. 3.5.2 Explain how point of view affects the overall theme of the work. 1.1.1 Create an organizational structure that balances all aspects of the composition. 1.1.2 Create an organizational structure that uses effective transitions between sentences to unify important ideas. 1.7.2 Revise writing to improve word choice after checking the precision of the vocabulary. 1.1.1 Place modifiers properly. 1.1.2 Use the active voice. 1.3.1 Identify all parts of speech. 1.3.2 Identify all types of sentences. (declarative, imperative, interrogative, exclamatory). 1.3.3 Identify all structures of sentences. (simple, compound, complex, compound-complex). 1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses). 1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference). 1.6.1 Use correct capitalization. 1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes. 25 P a g e

ELA 7 Quarter 3 Key Standards At-a-Glance R 1.1 R 1.2 R 1.3 R 2.6 R 3.4 R 3.5 W 1.1 W 1.5 W 1.7 LC 1.1 LC 1.2 LC 1.4 LC 1.5 LC 1.7 1.1.1 Identify idioms in prose. 1.1.3 Identify analogies in prose. 1.1.5 Identify metaphors in prose. 1.1.7 Identify similes in prose. 1.2.1 Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand content-area vocabulary. 1.3.1 Clarify word meanings through the use of definition context clues. 1.3.2 Clarify word meanings through the use of example context clues. 1.3.3 Clarify word meanings through the use of restatement context clues. 1.3.4 Clarify word meanings through the use of contrast context clues. 2.6.1 Assess the adequacy of the author s evidence to support claims assertions, noting instances of bias and stereotyping. 2.6.2 Assess the accuracy of the author s evidence to support claims assertions, noting instances of bias and stereotyping. 2.6.3 Assess the appropriateness of the author s evidence to support claims assertions, noting instances of bias and stereotyping. 3.4.2 Analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 3.5.1 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text. 3.5.2 Explain how point of view affects the overall theme of the work. 1.1.1 Create an organizational structure that balances all aspects of the composition. 1.1.2 Create an organizational structure that uses effective transitions between sentences to unify important ideas. 1.5.2 Use a consistent and sanctioned format and methodology for citations. 1.7.1 Revise writing to improve organization after checking the logic of the ideas. (consistent point of view, parallelism, sequencing of transitions). 1.1.1 Place modifiers properly. 1.1.2 Use the active voice. 1.2.1 Identify infinitives and participles. 1.2.2 Use infinitives and participles. 1.2.3 Make clear references between pronouns and antecedents. 1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses). 1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference). 1.5.2 Identify dashes. 1.5.6 Use dashes correctly. 1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes. 26 P a g e

ELA 7 Quarter 4 Key Standards At-a-Glance R 1.2 R 2.1 R 2.2 R 2.5 R 2.6 W 1.5 W 1.7 LC 1.4 LC 1.5 LC 1.7 1.2.2 Use knowledge of Greek, Latin, and Anglo-Saxon affixes to understand content-area vocabulary. 2.1.1 Identify the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.1.2 Identify the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.1.3 Analyze the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.1.4 Analyze the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.2.1 Locate information by using a variety of consumer, workplace, and public documents. 2.5.1 Describe the use of a simple mechanical device by following technical directions. 2.5.2 Explain the use of a simple mechanical device by following technical directions. 2.6.1 Assess the adequacy of the author s evidence to support claims assertions, noting instances of bias and stereotyping. 2.6.2 Assess the accuracy of the author s evidence to support claims assertions, noting instances of bias and stereotyping. 2.6.3 Assess the appropriateness of the author s evidence to support claims assertions, noting instances of bias and stereotyping. 1.5.2 Use a consistent and sanctioned format and methodology for citations. 1.7.1 Revise writing to improve organization after checking the logic of the ideas (consistent point of view, parallelism, sequencing of transitions). 1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses). 1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference). 1.5.1 Identify hyphens. 1.5.3 Identify brackets. 1.5.4 Use semicolons correctly. 1.5.5 Use hyphens correctly. 1.5.7 Use brackets correctly. 1.5.8 Use semicolons correctly. 1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes. 27 P a g e

ELA 7 Quarter 1 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA) Domain Standard Sample Question Reading(R) R 1.1 1.1.5 Identify metaphors in prose. * 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy 1.1.6 Identify metaphors in poetry. * 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy 1.1.7 Identify similes in prose. * 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile. D. Analogy R 1.2 1.1.8 Identify similes in poetry. * 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy 1.2.1 Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand content-area vocabulary. *Which word from the passage comes from the Latin root meaning look or watch? A. ascend B. spectacle C. urgent D. figures 28 P a g e

R 1.3 1.3.1 Clarify word meanings through the use of definition context clues. 1.3.2 Clarify word meanings through the use of example context clues. 1.3.3 Clarify word meanings through the use of restatement context clues. 1.3.4 Clarify word meanings through the use of contrast context clues. In the passage above, what does the word elated mean? A. higher B. excited C. interested D. late Read these sentences from the passage. The sun bounced along behind the chariot like a basketball. It grazed the stars and skidded along mountaintops, leaving charred remains behind. Charred means A. burnt. B. dangerous. C. filthy. D. colorful. Read this sentence. Come on, Christopher! Laura cried as Christopher continued to scrutinize the menu. You ve been looking at the menu all day just pick something! To scrutinize means A. to study carefully. B. to read with difficulty. C. to skim quickly. D. to read carelessly. Read this sentence. Choose the meaning based on the context clues. Sarah wanted a prominent place in the class picture; however, I preferred to be in the background. A. hiding in the background B. place in the picture C. I preferred D. not in the background Quarter 1 29 P a g e

R 2.4 R 3.2 R 3.3 Quarter 1 2.4.1 Identify the development of an author s argument, point of view, or perspective in text. 2.4.2 Trace the development of an author s argument, point of view, or perspective in text. 3.2.1 Identify events that advance the plot. 3.2.2 Determine how each event explains past or present action(s) or foreshadows future action(s). 3.3.1 Analyze characterization as delineated through a character s thoughts. * The author s attitude toward Mary Breckinridge is best described as A. respectful. B. humorous. C. objective. D. indifferent. What is the author s perspective in the passage above? A. hostile B. frustrated C. encouraged D. discouraged * What happens at the end of the poem? A. The speaker is bitten by a rattlesnake. B. The speaker picks up a stray twig. C. The speaker kills a rattlesnake. D. The rattlesnake rattles its tail as a warning. Which event in the story foreshadows Mike s death? A. the light turning green B. the dove landing C. daybreak D. breakfast conversation * How does the speaker of the poem feel about the snake? A. cautious B. disinterested C. disgusted D. angry 30 P a g e

R 3.4 Writing Strategies (W) W 1.1 3.3.2 Analyze characterization as delineated through a character s words and speech patterns. 3.3.3 Analyze characterization as delineated through a character s actions. 3.4.1 Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 1.1.2 Create an organizational structure that uses effective transitions between sentences to unify important ideas. What caused Apollo to allow Phaëthon to drive the chariot? A. Apollo wanted to protect Phaëthon from teasing. B. Phaëthon dared to approach Apollo s throne. C. Apollo was bound by his promise to Phaëthon. D. Apollo asked Phaëthon to do it as a favor. Dillon s actions cannot hide his A. evil intent B. physical challenges C. dislike of summer D. challenges with conflict * What is the theme, or underlying message, of the poem? A. Rattlesnakes hunt at night. B. Always be alert for hidden dangers. C. Walking at dusk is a bad idea. D. Poisonous snakes are everywhere. Read this sentence. Puppet theaters can be traced back to ancient Egypt, Greece, Rome, and China;, some people believe that puppet theaters may have been the first theater of any kind. * Which word or phrase could best provide an effective transition between the two parts of the sentence? A. in fact B. even so C. besides D. additionally Quarter 1 31 P a g e

W 1.7 Written and Oral English Language Conventions (LC) LC 1.1 1.7.2 Revise writing to improve word choice after checking the precision of the vocabulary. 1.1.1 Place modifiers properly. 1.1.2 Use the active voice. Which word most improves the underlined word as a way to best illustrate disbelief? A. befuddled B. angry C. crazy D. incredulous * How should sentence 7 be revised to correct the misplaced modifier? A. Since as an adult he had endured many hardships during his youth, Hampleton knew the importance of taking his formal education seriously. B. Since he had endured many hardships as an adult during his youth, Hampleton knew the importance of taking his formal education seriously. C. Since he had endured many hardships during his youth, as an adult Hampleton knew the importance of taking his formal education seriously. D. Since he had endured, as an adult, many hardships during his youth, Hampleton knew the importance of taking his formal education seriously. Read the following sentence. He was driving all day long. What would be a way to revise the sentence using active voice? A. He had been driving all day long. B. He drove all day long. C. All day he was driving. D. All day he had been driving. Quarter 1 32 P a g e

LC 1.2 1.2.1 Identify infinitives and participles. 1.2.2 Use infinitives and participles. 1.2.3 Make clear references between pronouns and antecedents. Which verb uses the past participle form? A. bringing B. sing C. helped D. jumping Which form of the verb best completes the sentence? I will wait until you are ready. A. to leave B. leaving C. leave D. left * Read this sentence from the editorial. The cascading light will almost make people think you are sitting in the library by the table! is big enough to be seen from far. LC 1.3 Quarter 1 Which word or words should be used to match the underlined pronoun to its antecedent? A. he B. she C. it D. they 1.3.1 Identify all parts of speech. Identify the adjectives in the sentence below. Sharon, bright-eyed and smiling, arrived. A. Sharon, arrived B. bright-eyed, smiling C. arrived D. smiling 33 P a g e

LC 1.4 1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses). 1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference). * In sentence 2, a comma should be placed after the word- A. reasons B. class C. meetings D. longer * Which of the following best improves the writing in the underlined section in sentence? A. Norwood Junior High School is a school within the TRUSD District. B. Norwood Junior High School, a school within the TRUSD District, C. Norwood Junior High School, being a school within the TRUSD District, D. Correct as is. LC 1.6 1.6.1 Use correct capitalization. Read this sentence. The biggest earthquake on record is one that happened in 1964 in the city of Anchorage, Alaska. What is the correct way to write the underlined words? A. in the City Of Anchorage, Alaska B. in the City of Anchorage, Alaska C. in The City of Anchorage, Alaska D. Leave as is. LC 1.7 Quarter 1 1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes. Pick the phrase containing the misspelled word. A. believeable story B. nighttime snack C. necessary precaution D. no mistake 34 P a g e

ELA 7 Quarter 2 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA) Domain Standard Sample Question Reading (R) R 1.1 1.1.1 Identify idioms in prose. * 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy 1.1.2 Identify idioms in poetry. * 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy 1.1.3 Identify analogies in prose. * 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy R 1.2 1.1.4 Identify analogies in poetry. * 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy 1.2.2 Use knowledge of Greek, Latin, and Anglo-Saxon affixes to understand contentarea vocabulary. Which word from the passage comes from the Greek affix meaning life? A. biology B. anthropology C. chronology D. physiology 35 P a g e

R 1.3 Quarter 2 1.3.1 Clarify word meanings through the use of definition context clues.. 1.3.2 Clarify word meanings through the use of example context clues. 1.3.3 Clarify word meanings through the use of restatement context clues 1.3.4 Clarify word meanings through the use of contrast context clues. In the passage above, what does the word elated mean? A. higher B. excited C. interested D. late Read these sentences from the passage. The sun bounced along behind the chariot like a basketball. It grazed the stars and skidded along mountaintops, leaving charred remains behind. Charred means A. burnt. B. dangerous. C. filthy. D. colorful. Read this sentence. Come on, Christopher! Laura cried as Christopher continued to scrutinize the menu. You ve been looking at the menu all day just pick something! To scrutinize means A. to study carefully. B. to read with difficulty. C. to skim quickly. D. to read carelessly. Read this sentence. Choose the meaning based on the context clues. Sarah wanted a prominent place in the class picture; however, I preferred to be in the background. A. hiding in the background B. place in the picture C. I preferred D. not in the background 36 P a g e

R 2.4 2.4.1 Identify the development of an author s argument, point of view, or perspective in text. 2.4.2 Trace the development of an author s argument, point of view, or perspective in text. * The author s attitude toward Mary Breckinridge is best described as A. respectful. B. humorous. C. objective. D. indifferent. What is the author s perspective in the passage above? A. hostile B. frustrated C. encouraged D. discouraged R 3.2 3.2.1 Identify events that advance the plot. * What happens at the end of the poem? A. The speaker is bitten by a rattlesnake. B. The speaker picks up a stray twig. C. The speaker kills a rattlesnake. D. The rattlesnake rattles its tail as a warning R 3.3 Quarter 2 3.2.2 Determine how each event explains past or present action(s) or foreshadows future action(s). 3.3.3 Analyze characterization as delineated through a character s actions. 3.3.4 Analyze characterization as delineated through the narrator s description. Which event in the story foreshadows Mike s death? A. the light turning green B. the dove landing C. daybreak D. breakfast conversation Dillon s actions cannot hide his A. evil intent B. physical challenges C. dislike of summer D. challenges with conflict Why does the author of The Old Juniper Tree use a narrative form? A. to relate an experience B. to argue a point C. to share a feeling D. to present an issue 37 P a g e