Grade 7 ELAR Unit 8 Genre Review/Begin Imaginative STAAR Reading Title Six Weeks 5th/6th 5 weeks Suggested Time Frame Big Ideas/Enduring Understandings READING GENRE REVIEW Reading/Writing Good readers annotate the texts that they read in order to help them connect with and better understand what they read. A short answer response to a text provides an answer to a question that demonstrates an analysis of a text and is supported by textual evidence. Writers use various strategies to generate topics and develop writing. Reading/Writing Guiding Questions How does leaving tracks of my thinking help me to better understand a text? How does my short answer response provide an answer to a question that demonstrates an analysis of a text that is supported by textual evidence? What types of strategies do writers employ to generate topics and develop writing? Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* ELAR TEKS Vertical Alignment Document STAAR Assessment Samples Sample Assessment Question http://tea.texas.gov/student_testing_and_accountability/testing/state_of_texas_assessments_of_academic_readiness_(staar)/staar_released_test_questions/ http://lead4ward.com/resources/
Reading TESTED GENRE REVIEW 7.6 Reading/Comprehension of Literary Text/Fiction 7.3 Reading/Comprehension of Literary Text/Theme and Genre 7.4 Reading/Comprehension of Literary Text/Poetry 7.5 Reading/Comprehension of Literary Text/Drama 7.10 Reading/Comprehension of Informational Text/Expository Text 7.11 Reading/Comprehension of Informational Text/Persuasive Text. Embedded Assessed 7.2 Reading/Vocabulary Development 7.7 Reading/Comprehension of Literary Text/Literary Nonfiction 7.9 Reading/Comprehension of Informational Text/Culture and History 7.8 Reading/Comprehension of Literary Text/Sensory Language 7.13 Reading/Media Literacy 7.12 Reading/Comprehension of Informational Text/Procedural Texts Writing TEKS 7.14 AB CD E 7.17C Writing Conventions TEKS Review Conventions Listening & Speaking TEKS 7.26A 7.27 7.28 The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS Ongoing skills practiced throughout the year: Reading across all genres, media literacy, reading comprehension skills (Figure 19), independent reading, fluency, handwriting, capitalization, punctuation, research skills, listening, speaking, revising, and editing, vocabulary. Writing and research skills are linked. Include historical and cultural research for background of literature selections. Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Students will review structure and elements across genres 7.6 Reading/Comprehension of Literary Text/Fiction 7.3 Reading/Comprehension of Literary Text/Theme and Genre 7.4 Reading/Comprehension of Literary Text/Poetry Literary Theme and genre Poetry Drama Fiction Literary nonfiction Sensory language Informational Culture and History Expository Vocabulary associated with the standard. http://lead4w ard.com/reso urces/ Instructional Strategies Teacher models Kilgo question stems Specific skills related to each genre previously taught Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Literature: Various Novels Leveled Readers Holt Literature Best Practices Toolkit (online) Activities: Learning stations using brief reading passages targeting specific skills Informal and formal cumulative assessment Websites:
7.5 Reading/Comprehension of Literary Text/Drama 7.10 Reading/Comprehension of Informational Text/Expository Text 7.11 Reading/Comprehension of Informational Text/Persuasive Text. Embedded Assessed 7.2 Reading/Vocabulary Development 7.7 Reading/Comprehension of Literary Text/Literary Nonfiction 7.9 Reading/Comprehension of Informational Text/Culture and History 7.8 Reading/Comprehension of Literary Text/Sensory Language 7.13 Reading/Media Literacy 7.12 Reading/Comprehension of Informational Text/Procedural Texts Persuasive Procedural WRITING REVIEW ORAL AND WRITTEN CONVENTIONS (7.14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and Use revising and editing for authentic practice Assess contextually through revising and editing Students will construct pieces of writing demonstrating mastery of grade level conventions Why is the writing process important? Writing checkpoints Teacher/student conferences Draft Organizational structure Coherent Revise Show exemplar models and have students replicate Group writing Teacher modeling of writing, Holt Literature for models Review previous writing and practice editing and revising http://www.writefortexas.org/ Continue to work through pieces of The Writing Academy.
publishing) to compose text. Students are expected to: (A) 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; (B) 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; (C) 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 ) (D) edit drafts for grammar, mechanics, and spelling; ( Readiness ) Mini lessons for each stage of writing The Process of Composition Prewrite Draft Revise Edit Structural Elements Introduction thesis Body incorporation of topic sentence use of commentary use of evidence Conclusion What change should be made in sentence 19? What is the BEST revision to make in sentence 13? needs to clarify the meaning of sentence 24. What is the most effective way to do this? would like to add a transition word or phrase to help readers move from sentence 15 to sentence 16. Which of these is the most effective transition to add to the beginning of sentence 16? Precise Vivid Imagery Point of View Internal coherence External coherence Transition Simple sentence Compound sentence Complex sentence Edit Draft Grammar Mechanics editing, and revision ELPS 1A, 3G, 5B, 1C, 5F, 5D, 4F
(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. (7.17) Writing/Procedural Texts. Students write expository texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (C) 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 (7.26) 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: (A) 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 How would you organize your thinking before you write? Will your writing include a thesis statement? How will you support your thesis with evidence, facts, opinions, and/or commentary? How will you conclude your writing? What can you add to make your writing clearer to the reader? What is the speaker s purpose? How does the audience affect the speaker s purpose? Why are posture, word choice, tone, and facial expressions important when delivering a spoken message? Group listening activities Expository text Evidence Formal setting Posture Gesture Informal setting Nonverbal cues Tone Group collaboration Holt Unit 6 pg. 765 Exemplars used as models Interactive notebook ELPS 5F, 5G, 1G Teacher modeling Holt Unit 6 pg. 756 Holt Unit 4 pgs.532 541
evidence that supports a speaker's claims; (7.27) 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 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 (7.28) 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 participate productively in discussions, plan agendas with clear goals, and deadlines, set time limits for speakers, take notes, and vote on key issues. Are students able to effectively present a critique of a literary work using appropriate language conventions? What is a literary critique? Can students work productively and effectively as part of a team? Critique Enunciation Gestures Pitch Speaking rate Volume Agenda Goal Key issue Students grade the teacher Group collaboration Class discussion Cooperative groups Learning stations