Reading Informational Text Key Ideas and Details Determine two or more main ideas in a text and analyze their development Summarize the text objectively Cite several pieces of textual evidence by quoting accurately from text to support inferences, conclusions, and generalizations Analyze the interactions between individuals, events, and ideas Craft and Structure Analyze how the author distinguishes his/her position from that of others Analyze the structure through evaluation of author’s use of graphics, charts, and sections of text Interpret figurative language (simile, personification, hyperbole, metaphor, analogy), connotative, and technical meanings Integration of Knowledge and Ideas Compare and contrast a text to an audio, video, or multimedia version of text, analyzing each medium’s portrayal of the subject Evaluate an author’s argument, reasoning, and specific claims for the soundness of the argument and relevance of the evidence Analyze how two authors present and interpret facts on the same topic Vocabulary Acquisition and Use Reading Literature Key Ideas and Details Determine a theme of a text and analyze its development Provide an objective summary Cite several pieces of textual evidence by quoting accurately from text to support inferences, conclusions, and generalizations Analyze how elements of literature interact and how setting shapes characters and plot Craft and Structure Analyze how an author develops and contrasts the points of view of different characters or narrators Analyze how the structure of a text contributes to its meaning Interpret figurative language (simile, personification, hyperbole, metaphor) and connotative meanings Integration of Knowledge and Ideas Compare and contrast written text to its audio, filmed, staged, or multimedia version Analyze the effects of techniques unique to each medium (lighting, sound, color, or camera focus and angles Compare and contrast a fictional portrayal of time, place or character to historical account of same period Vocabulary Acquisition and Use
details, quotations, including illustrations and multimedia when appropriate relevant evidence using accurate, credible sources experiences and events or show the response of characters to situations; use concrete words and phrases and sensory language to capture the action Organization Organize ideas, concepts and information, using strategies such as definition, classification, comparison/contrast, and cause/effect Use transition to create cohesion Provide a conclusion Include formatting when useful Organize the claim with clear reasons and evidence Clarify relationships among claims and reasons Provide a concluding statement or section that follows and supports the argument Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases; provide a conclusion that follows from and reflects on the narrated experiences and events Style Use precise language and vocabulary Use sentences of varying length and complexities Develop and maintain a consistent Establish and maintain a formal Use precise language and vocabulary Use sentences of varying length and complexities Develop and maintain a consistent Establish and maintain a formal style Choose language that expresses ideas precisely and concisely to avoid wordiness and redundancy Use sentences of varying lengths and complexities Use precise language Develop and maintain consistent voice Use figurative language and sound devices Conventions Use simple, compound, and complex sentences Use appropriate transitions between and within paragraphs Use varying sentence openers with verbal phrases and adverb clauses Use semi-colons with subordinating conjunctions Use commas with sentence openers and compound sentences Use correct grade-level spelling Use simple, compound, and complex sentences Use appropriate transitions between and within paragraphs Use varying sentence openers with verbal phrases and adverb clauses Use semi-colons with subordinating conjunctions Use commas with sentence openers and compound sentences Use correct grade-level spelling Use simple, compound, and complex sentences Use appropriate transitions between and within paragraphs Use varying sentence openers with verbal phrases and adverb clauses Use semi-colons with subordinating conjunctions Use commas with sentence openers and compound sentences Use correct grade-level spelling Grammar
to understand history. Consider how both may complement one another. Analyze how the text is organized. Consider how headings contribute to text structure. Identify an author’s claim and consider which information or evidence supports this claim. Differentiate between various methods of persuasion. Consider how or why an author chooses one method over another. Analyze the role of figurative language in expressing ideas. summarize while reading. Draw conclusions by connecting important ideas to come to a larger understanding. and adverbs (positive, comparative, and superlative) Identify personal and possessive pronouns and compose grammatically correct sentences. Recognize to correct the use of vague pronouns. Classify the four functions of a sentence: declarative, interrogative, imperative, and exclamatory. Analyze sentence structure to differentiate between simple, compound, complex, and compound-complex sentences. Identify and independent clauses. Use commas and semicolons evidenced in “Two Kinds.” a formal argument in which you agree or disagree with an author’s idea by stating a claim, providing reasons supported with examples, organizing ideas logically, and ending with a conclusion. *Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history. Create a literary sociogram graphic organizer representing the relationships among characters. Write a brief description of “Maslow’s Theory of Motivation and Human Needs,” infographic (p. 302) 2-3 Poetry: “I’m Nobody, Who Are You?” by Emily Dickenson (OLL) *”The Railway by Emily Dickinson (p. 315) “The Rider,” by Naomi Shihab Nye (p. 332) “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out,” by Shel Silverstein (p. 356) Suggesting reading: Leveled Complexity Who Am I Without Him? By Sharon Flake/650L On My Honor, by Marion Dane Bauer/750L Roll of Thunder, Hear my Cry by Mildred D. Middle School Library/Computers agreement, adjectives, coordinate adjectives, adverbs, adjectives, adverbs: positive, comparative, and superlative Modern Language Association (MLA) for crediting sources Primary sources Secondary sources
correctly. Recognize and correct fragments and sentences. Use clear and concise language to communicate and express ideas. Check for wordiness and redundancy, and short, choppy sentences. Revise where necessary. Draw evidence from literary or informational text to support analysis, reflection, and research. an autobiographical narrative about an event in your life that helped you grow or changed your outlook. Include sequence of events, clear contrast between past and present outlook, pacing to build suspense, details and quotations/ nature of those relationships. Conduct research to demonstrate the relationship between and motivation. Consult a dictionary and search print and online sources using key words. Take clear notes and identify sources. Make an oral presentation to the class. When writing, draw your own conclusions from multiple sources and paraphrase information. Give credit for any ideas that are not your own utilizing MLA Style for listing sources. Additional Assessments: Tests, quizzes, PDNs, written reader’s responses, class discussions, Taylor, exemplar text /870L Ask Me No Questions by Marina Budhos /870L The House on Mango Street by Sandra Cisneros/870L The Joy Luck Club by Amy Tan/930L Bud, Not Buddy by Christopher Paul Curtis/ 950L Nonfiction: How Two Lost Boys Rode the Internet out of Idaho by Jon Katz, exemplar text/1070L Freedom Walkers: The Story of the Montgomery Bus Boycott by Russell Freedman, exemplar text/1110L Eleanor Roosevelt: A Life of Discovery, by Russell Freedman /1100L
facts, and examples; counter arguments; and conclusions that reinforces point of view. Determine how details about setting communicate a mood. Consider what impact the mood has on the reader’s expectations for remainder of story. Differentiate purpose for and rate of reading. Analyzing an editorial or persuasive passage requires reading at a slower rate, or rereading to determine how an author supports his or her claim and if bias or propaganda is included. prompt utilizing the ABCDs of writing, i.e. PSSA prompt. Write a science fiction narrative revolving around future technology or scientific knowledge. Utilize imagery, and literary devices to enhance style and tone: flashback, foreshadowing, and/or suspense. Edit and revise checking for both internal and external coherence, vivid images, and consistent point of view. Differentiate between of poetry including: ballads, descriptive essays, free verse, haiku, lyric poems, prose poems, and sonnets. Analyze how the sounds of words within a poem convey the author’s meaning and create Tests, quizzes, PDNs, written reader’s responses, class discussions, small group work, class participation Quarterly Exam: Benchmark Test 3
mood. Consider the rhyme and rhythm the poet uses and whether they are effective or not. Evaluate the poet’s choice of sound devices. Identify examples of alliteration, repetition, and onomatopoeia. out examples of imagery within a poem and analyze its effectiveness. Consider how these images help readers draw a conclusion about the subject in the poem. either a free verse or lyric poem. Consider purpose and audience and include imagery, and figurative language. *Analyze at two poems. Consider rhythmic patterns, figurative language, emotion and mood. Which has the most musical quality?
appositive phrases, verbals Verbal phrases: Participles, gerunds, infinitives Independent clauses Subordinate: Adjective, adverb, elliptical adverb clause Subordinating conjunctions Review: Coordinate adjectives Capitalization Spelling Infinitives Complete Subjects and Predicates Complements Direct and Indirect Objects Differentiate between the correct use of punctuation marks. Consider the relationship of ideas within a sentence and whether any pauses are necessary. Select accurate punctuation marks throughout writing your findings in a visual presentation. Debate one of the following topics: Should accusations without proof be considered? Or should concerns be allowed in Senate hearings and other court proceedings? Use multiple print and digital sources to gather relevant information, identify sources, share findings in an outline. Respond to points made by team with opposing viewpoint. Cite evidence in your discussion. Additional Assessments: quizzes, PDNs, written reader’s responses, class discussions, small group work, class participation. Standing Against the Wind, by Traci L. Jones/780 The Evolution of Calpurnia Tate, by Jacqueline Kelly/830L The Red Badge of Courage by Stephen Crane/900L The Dark is Rising by Susan Cooper/920L The Time Machine, by H.G. Wells/1070L The Hero and the by Robin McKinley/1120L Nonfiction: Claudette Colvin: Twice Toward Justice by Phillip Hoose/1000L Charles and Emma: The Darwin’s Leap of by Deborah Helligman/1020L Narrative of the Life of Frederick
including: commas, semi-colons, colons, quotation marks, hyphens, apostrophes, parentheses, brackets, ellipses, and dashes. Identify prepositions and prepositional phrases in text and explain how they enhance the description. *Write an op-ed piece for the newspaper that persuades readers to agree with the writer’s views on an issue. Use persuasive techniques to convince readers of claim. Revise and edit. for introduction, organized arguments and supporting details, authoritative voice, persuasive word Douglass, autobiography/1040L
Reading Match pictures and symbols to words and phrases in everyday print. Classify topics identified through everyday print supported by visuals. Sort relevant information from irrelevant information on topics gathered from everyday print that is visually supported. Interpret information on topics gathered from everyday print that is visually supported. Draw conclusions on topics gathered from everyday print that is visually supported. Speaking greetings, compliments, introductions, or farewells in authentic context using one or two words. Ask WH-questions or exchange information supported visually. Initiate or engage in conversation with peers. Use idiomatic expressions or in conversation with peers. Use humor or sarcasm in conversation with peers. Writing “To do” lists through pictures and words using a picture dictionary. short phrases or sentences about personally relevant tasks working with a partner. Write simple paragraphs about personally relevant tasks working with a partner. Revise paragraphs about personally relevant tasks with a peer. Write responses that include language with multiple meanings (such as: idioms) about personally relevant tasks using notes and/or graphic organizers. Framework for FORMATIVE/CLASSROOM Instruction and Assessment PA English Language Proficiency Standards: Classroom/Formative Framework Standard 2: English language learners communicate in English for Language Arts purposes within the school setting. Grade Level: Seventh Grade Level 1 Entering 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Standard or Anchor
Listening Match characters to their character traits (such as: helpful, kind, etc.) after viewing a short skit or drama. Organize characters and settings according to scenes from a short skit or drama. Reenact a scene from a skit or drama attended within a small group. React to basic humor in a skit or drama. Draw conclusions from grade level drama. 1.6.8.A 1.6.8.B Reading Identify words or phrases supported by illustrations associated with various genres. Classify visually supported vocabulary in context associated with various genres read within a small group. Match visually supported details that highlight the main ideas found in excerpts from various genres. Identify genres based on language structures integrated into text (such as: “The moral of the story”) within a small group. Infer types of genres associated with written descriptions or summaries from grade-level text working within a triad. R8.A.1 R8.A.2 Speaking Answer WH-questions based on comic book versions of age appropriate stories, plays or novels. Restate facts from visually supported information in newspapers, magazines or brochures. Predict future outcomes of a drama, song or magazine article to a small group. Present summaries of student-selected trade books or short stories within a small group. Give book summaries or reviews, including critiques, appropriate to grade-level within a small group. 1.6.8.C 1.6.8.D 1.6.8.E Writing Write words and phrases using bilingual or picture dictionaries. Write phrases or short sentences using a graphic organizer. Create simple paragraphs using a graphic organizer. Create paragraphs or longer compositions using thesauri, dictionaries or checklists. Self-assess and revise process writing using rubrics working with a partner. 1.4.8.A-C 1.5.8 Framework for FORMATIVE/CLASSROOM Instruction and Assessment