Evidence of Student Attainment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students use writing or speaking to: compare and contrast a historical account and its fictional portrayal compare contrast fictional portray historical account means of understanding use or alter history Students know: techniques for comparing and contrasting elements of historical fiction how point of view impacts literature impact of point of view on historical accounts vocabulary: historical fiction, time, place, character, historical account Students understand that/are able to: compare and contrast a historical account and its fictional portrayal to explain how authors of fiction use or alter history Students understand that a reader gains understanding of other perspectives and cultures by reading a fictional portrayal of historical accounts. Level IV Students will: EERL.7.9. Compare and contrast a fictional character with a historical character. Ex. Compare the fictional Brighty of the Grand Canyon story to real accounts of donkeys used during the gold rush era. Level III Students will: EERL.7.9. Recognize the difference between fictional characters and nonfictional characters. Ex. In a series of pictures related to non-fiction and fiction stories, recognize the fictional characters by placing a star on them. Level II Students will: EERL.7.9. Identify a character as nonfictional. Ex. After shared reading of a familiar story about a nonfictional character (e.g., George Washington), answer “Was George Washington a real person?” Level I Students will: EERL.7.9. Identify a fictional character. Ex. After shared reading of a familiar story about fictional characters, point to pictures of fictional characters from the story.
Common Core ELA Pacing Guide 7th Grade College and Career Readiness (CCR) Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Strand: Reading Literature Cluster: Range of Reading and Level of Text Complexity Grade: 7 Standard 10 (RL.7.10) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades text complexity band proficiently, with scaffolding as needed at the high end of the range. Quarter 1: Identify/understand in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 with scaffolding as necessary Comprehend independently in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 with scaffolding as necessary Quarter 2: Identify/understand in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 with scaffolding as necessary Comprehend independently in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 with scaffolding as necessary Quarter 3: Identify/understand in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 with scaffolding as necessary Comprehend independently in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 with scaffolding as necessary Quarter 4: Identify/understand in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 with scaffolding as necessary Comprehend independently in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 with scaffolding as necessary 8
Evidence of Student Attainment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students, with scaffolding as needed: read and actively engage in comprehending appropriately complex stories and poetry read and comprehend literature stories dramas poetry grade 6 - text complexity band proficiently scaffolding as needed high end of the range Students know: techniques for making meaning from difficult stories and poetry techniques for engaging with and appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers Students understand that/are able to: make meaning from appropriately complex stories, dramas, and poems engage with and appreciate appropriately complex texts Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaboration with others about text
Common Core ELA Pacing Guide 7th Grade College and Career Readiness (CCR) Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Strand: Reading Informational Text Cluster: Key Ideas and Details Grade: 7 Standard 1 (RI.7.1) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Quarter 1: Quarter 2: Identify: inferences from a text explicit information from a text Recognize credible resources/sources Analyze several pieces of text to determine what it explicitly says Formulate inferences from textual material Cite resources that support analysis of a text Quarter 3: Identify: inferences from a text explicit information from a text Recognize credible resources/sources Analyze several pieces of text to determine what it explicitly says Formulate inferences from textual material Cite resources that support analysis of a text Quarter 4: Identify: inferences from a text explicit information from a text Recognize credible resources/sources Analyze several pieces of text to determine what it explicitly says Formulate inferences from textual material Cite resources that support analysis of a text
Evidence of Student Attainment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students analyze the meaning of a text by: explaining explicit ideas drawing inferences providing several pieces of textual evidence to support analysis several pieces textual evidence support analysis what the text says explicitly inferences drawn text Students know: techniques for analyzing the meaning of a text explicit details are used to support a textual analysis inferences are used to support a textual analysis textual evidence strengthens thinking vocabulary: textual evidence Students understand that/are able to: analyze the meaning of a text support analysis with several explicit ideas from a text support analysis with several inferences about a text Students understand that an analysis of a text includes explicit understanding of and inferences about a text supported by several pieces of textual evidence. Level IV Students will: EERI.7.1. Cite textual evidence to determine what is inferred versus what is explicit. Ex. Explicit = It rained for three days.; Inferred = There will be flooding. Level III Students will: EERI.7.1. Cite text to draw inferences from informational text. Ex. Point to the text used after drawing a simple inference about a short passage (e.g., a tornado was scary). Ex. Draw a simple inference from specific text in a passage (e.g., “The sky was dark” means it might rain.). Level II Students will: EERI.7.1. Cite text to find one detail to support an inference. Ex. Select a quoted detail from text from choices that include only one quote from the text. Ex. Point to, highlight, or otherwise indicate a detail in the text in the story that supports an inference. Level I Students will: EERI.7.1. Identify a detail from a sentence or phrase in the text. Ex. Identify a detail from a picture or graphic illustration by answering “yes” or “no”; turn of the head; eye gaze. Ex. Identify a picture that is related to the text (e.g., picture of pyramids to relate to text on Ancient Egypt.).
Evidence of Student Attainment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students use writing and/or speaking to analyze the organization of text including: how the major sections contribute to the whole how the major sections work together to develop ideas analyze structure organize a text major sections contribute to the whole development ideas Students know: major sections of a text fit together to create a cohesive whole major sections of a text work together to develop ideas Students understand that/are able to use writing or speaking to: analyze how major sections of a text contribute to the whole text analyze how major sections contribute to the development of key concepts Students understand that each element of a text's structure works together to create a cohesive whole and develop ideas. Level IV Students will: EERI.7.5. Determine how key components of the organization of text relate to the topic. Ex. Identify bolded key words, topics, and sub-topics. Level III Students will: EERI.7.5. Determine how headings, key words, and key phrases relate to the topic of a text. Ex. Given a how-to text, use headings to determine steps in the directions. Ex. Use sequence words to locate key information in a pre-vocational text (e.g., first, next, then, and last). Level II Students will: EERI.7.5. Determine how headings are related to the topic of a text. Ex. Asked what the passage is about, point to title. Ex. Asked what the part of the passage is about, point to heading. Level I Students will: EERI.7.5. Identify the title of a passage. Ex. After shared reading of an informational text before and after which the teacher states the title of the text, use a communication device or preferred mode of communication to repeat the title. Ex. Use a preprogrammed C device to request an informational text by its title.
Common Core ELA Pacing Guide 7th Grade College and Career Readiness (CCR) Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text. Strand: Reading Informational Text Cluster: Craft and Structure Grade: 7 Standard 6 (RI.7.6) Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Quarter 1: Determine the author’s point of view or purpose of a text Identify details or examples in a text where the author develops his/her point of view or the purpose of the text Explain how the author conveys his/her point of view throughout the text Make a distinction between the author’s point of view and those of others mentioned or implied in the Text Contrast how the author distinguishes his/her position from that of others Support your analysis with examples from the text Quarter 2: Determine the author’s point of view or purpose of a text Identify details or examples in a text where the author develops his/her point of view or the purpose of the text Explain how the author conveys his/her point of view throughout the text Make a distinction between the author’s point of view and those of others mentioned or implied in the Text Contrast how the author distinguishes his/her position from that of others Support your analysis with examples from the text Quarter 3: Determine the author’s point of view or purpose of a text Identify details or examples in a text where the author develops his/her point of view or the purpose of the text Explain how the author conveys his/her point of view throughout the text Make a distinction between the author’s point of view and those of others mentioned or implied in the Text Contrast how the author distinguishes his/her position from that of others Support your analysis with examples from the text Quarter 4: Determine the author’s point of view or purpose of a text Identify details or examples in a text where the author develops his/her point of view or the purpose of the text Explain how the author conveys his/her point of view throughout the text Make a distinction between the author’s point of view and those of others mentioned or implied in the Text Contrast how the author distinguishes his/her position from that of others Support your analysis with examples from the text
Evidence of Student Attainment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students use writing and/or speaking to: trace and evaluate an argument and specific claims assess the reasoning behind an argument assess the relevancy of evidence used to support claims trace evaluate argument specific claims assess reasoning is sound evidence is relevant and sufficient Students know: techniques for tracing an argument and claims through a text techniques for evaluating argument and claims in a text Students understand that/are able to: trace an argument and claims through a text evaluate an argument and claims assess whether reasoning is sound assess whether evidence is relevant and sufficient Students understand that the validity of an argument and its claims depend on the relevancy and sufficiency of supporting evidence. Level IV Students will: EERI.7.8. Analyze text to support claims and judge the conclusions. Ex. List evidence to support the claims in an informational text, “Would you agree with this author?” Ex. List evidence cited by the advertiser to support claims from a commercial or print ad, “Would you buy this product?” Level III Students will: EERI.7.8. Delineate the specific claims for text. Ex. Given a list of claims, highlight the claims found in an informational text. Ex. After reading a print ad or commercial, select from a list of claims the ones found in the commercial or advertisement. Level II Students will: EERI.7.8. Identify a claim from text. Ex. Point to a claim in a print ad (e.g., point to the picture of a smiling customer in a print advertisement.) Ex. Repeat a claim from a commercial, (e.g., “mmm, mmm, good . . . .”). Level I Students will: EERI.7.8. Respond to an advertisement. Ex. Smile in response to an ad for a product they like. Ex. Nod in response when asked, “Did they say the cereal tastes good?”
Common Core ELA Pacing Guide 7th Grade College and Career Readiness (CCR) Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Strand: Reading Informational Text Cluster: Range of Reading and Level of Text Complexity Grade: 7 Standard 10 (RI.7.10) By the end of the year, read and comprehend literary nonfiction in the grades text complexity band proficiently, with scaffolding as needed at the high end of the range. Quarter 1: Quarter 2: Quarter 3: Identify/understand: key ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as necessary Comprehend independently: key ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as necessary Quarter 4: Identify/understand: key ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as necessary Comprehend independently: key ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as necessary
Evidence of Student Attainment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students, with scaffolding as needed: read and actively engage in comprehending appropriately complex informational texts read and comprehend literary nonfiction text complexity band proficiently with scaffolding as needed high end of the range Students know: techniques for making meaning from appropriately difficult informational text techniques for engaging with and appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers Students understand that/are able to: make meaning from difficult literary nonfiction engage with and appreciate appropriately complex texts Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaboration with others about texts.
use a formal style end with a concluding statement or section that is related to and supports the argument concluding statement or section that follows from and supports argument the difference between formal and informal style arguments follow a predictable structure (e.g. introduction that states claim and organizes reasons and evidence, body paragraphs with logically organized supporting claims, and supporting concluding statement) evidence, and conclusion that supports argument), Students understand that well-developed arguments express a point-of-view and are supported by relevant evidence. (e.g., I will have a good day, I will have a quiet day, or I will work hard today). Ex. During shared reading, select a claim about the book (e.g., This story isn’t true, or I know something about this, or I heard this before). Ex. After the teacher leads a discussion about whether crackers or pretzels taste better and why, complete a template with teacher guidance using words generated in discussion after snack time (e.g., “Crackers/pretzels taste better because [salty, crunchy, buttery, softer, harder].”). EEW.7.1.c-e. N/A
b. Develop the topic with relevant 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. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. vocabulary Recognize formal style Identify an effective, supportive conclusion for the topic that follows from and supports the information or explanation presented Write an informative/explanatory text to: examine a topic convey ideas concepts and information through: text selection organization analysis of relevant content Introduce, preview, and develop a topic with: relevant fact definitions concrete details quotations other information examples Organize: ideas concepts information Use strategies such as: definitions
and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Use precise, descriptive, and sensory language to capture the action and to develop experiences and events Compare and contrast relevant vs. irrelevant details developing experiences, events, and characters Write a narrative to develop real or imagined experiences or events that: engages the reader establishes a context and point of view uses techniques such as dialogue, pacing and description to develop experiences, events, characters uses a variety of transitions to convey sequence and signal shifts uses appropriate precise, descriptive sensory language leads to a reflective conclusion Use precise, descriptive, and sensory language to capture the action and to develop experiences and events Compare and contrast relevant vs. irrelevant details developing experiences, events, and characters Write a narrative to develop real or imagined experiences or events that: engages the reader establishes a context and point of view uses techniques such as dialogue, pacing and description to develop experiences, events, characters uses a variety of transitions to convey sequence and signal shifts uses appropriate precise, descriptive sensory language leads to a reflective conclusion Use precise, descriptive, and sensory language to capture the action and to develop experiences and events Compare and contrast relevant vs. irrelevant details developing experiences, events, and characters Write a narrative to develop real or imagined experiences or events that: engages the reader establishes a context and point of view uses techniques such as dialogue, pacing and description to develop experiences, events, characters uses a variety of transitions to convey sequence and signal shifts uses appropriate precise, descriptive sensory language leads to a reflective conclusion
EEW.7.5. With guidance and support from peers and adults, write. Ex. With guidance and support from peers, select words from a word bank for writing. Ex. With guidance and support from an adult, use partner-assisted scanning with two switches to direct the adult to say each letter of the alphabet (“Tell me the next one.”) and write desired letters (“Write that one for me.”). Common Core ELA Pacing Guide 7th Grade
College and Career Readiness (CCR) Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Strand: Writing Cluster: Text Types and Purposes Grade: 7 Standard 9 (W.7.9) Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”)b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”). Quarter 1: Quarter 2: Quarter 3: Identify key ideas and details which provide evidence to support conclusions about the text accessed through research Cite textual evidence to support analysis of what the text says explicitly Draw evidence from key ideas and details as support for research Analyze key ideas and details in a text as evidence for support understanding of text Reflect on key ideas and details in a text as evidence for support understanding of text Draw upon key ideas and details as support for research Quarter 4: Evidence of Student Attainment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors
College and Career Readiness (CCR) Anchor Standard 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Strand: Writing Cluster: Range of Writing Grade: 7 Standard 10 (W.7.10) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Quarter 1: Identify: audience topic purpose Identify appropriate organizational structure for various types of writing Determine when to write for either extended and/or shorter time frames based upon: audience purpose task Determine appropriate organizational structure to use for various types of writing based upon task, purpose, and audience Write for various: audiences purposes tasks for a shortened time frame (a single setting or a day or two) Write for various: audiences purposes tasks within an extended time frame (time for research, reflection and revision) Quarter 2: Identify: audience topic purpose Identify appropriate organizational structure for various types of writing Determine when to write for either extended and/or shorter time frames based upon: audience purpose task Determine appropriate organizational structure to use for various types of writing based upon task, purpose, and audience Write for various: audiences purposes tasks for a shortened time frame (a single setting or a day or two) Write for various: audiences purposes tasks within an extended time frame (time for research, reflection and revision) Quarter 3: Identify: audience topic purpose Identify appropriate organizational structure for various types of writing Determine when to write for either extended and/or shorter time frames based upon: audience purpose task Determine appropriate organizational structure to use for various types of writing based upon task, purpose, and audience Write for various: audiences purposes tasks for a shortened time frame (a single setting or a day or two) Write for various: audiences purposes tasks within an extended time frame (time for research, reflection and revision) Quarter 4: Identify: audience topic purpose Identify appropriate organizational structure for various types of writing Determine when to write for either extended and/or shorter time frames based upon: audience purpose task Determine appropriate organizational structure to use for various types of writing based upon task, purpose, and audience Write for various: audiences purposes tasks for a shortened time frame (a single setting or a day or two) Write for various: audiences purposes tasks within an extended time frame (time for research, reflection and revision)
comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views. from the text or topic Engage in a variety of discussions by listening and sharing acquired and prior knowledge of grade 7 topics and texts Demonstrate collegial rules during discussion Articulate personal ideas clearly Pose relevant questions that elicit elaboration on the topic or text Respond to questions and comments with relevant details, bringing discussion back on topic as needed Acknowledge new information posed and respond to change viewpoints as needed from the text or topic Engage in a variety of discussions by listening and sharing acquired and prior knowledge of grade 7 topics and texts Demonstrate collegial rules during discussion Articulate personal ideas clearly Pose relevant questions that elicit elaboration on the topic or text Respond to questions and comments with relevant details, bringing discussion back on topic as needed Acknowledge new information posed and respond to change viewpoints as needed Engage in a variety of discussions by listening and sharing acquired and prior knowledge of grade 7 topics and texts Demonstrate collegial rules during discussion Articulate personal ideas clearly Pose relevant questions that elicit elaboration on the topic or text Respond to questions and comments with relevant details, bringing discussion back on topic as needed Acknowledge new information posed and respond to change viewpoints as needed Engage in a variety of discussions by listening and sharing acquired and prior knowledge of grade 7 topics and texts Demonstrate collegial rules during discussion Articulate personal ideas clearly Pose relevant questions that elicit elaboration on the topic or text Respond to questions and comments with relevant details, bringing discussion back on topic as needed Acknowledge new information posed and respond to change viewpoints as needed Evidence of Student Attainment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors
how to recognize new information expressed by others new information expressed during the discussion may warrant modification of their own views ask and answer questions to increase information and add details contribute relevant observations and ideas bring the discussion back to the topic elaborate on the remarks of others acknowledge new information expressed by others modify their views based on new information expressed during the discussion Students understand that engaging in effective collaborative discussions involve preparation, following rules for collegial discussions, posing and responding to questions, elaborating details, understanding multiple perspectives, and possibly modifying their own views. rules for discussions. Ex. Use a multiple message voice output device to add comments during a discussion offered spontaneously without attention to rules. Ex. Add to the discussion when directly prompted to (e.g., “Tell us what you think.”). EESL.7.1.c. Ask and answer questions specific to the topic, text, or issue under discussion. Ex. During a discussion with peers about a text, ask specific questions about the content (e.g., “Why did she do that?”) and answer questions when asked by peers (e.g., “What do you think?”). Ex. During a discussion with peers about current events, ask specific questions (e.g., “What happened to him?”) and answer questions (e.g., “Have you ever been there?”). EESL.7.1.d. Indicate agreement with others during group discussions. Ex. Using preprogrammed messages, communicate agreement with points others state. Ex. During a discussion about a science experiment in which the group participated or observed, use a multiple message voice output device to indicate agreement with a peer when he or she comments on the experiment. Level I Students will: EESL.7.1.a. Participate in discussions. Ex. Respond to others when addressed. Ex. Comment to others during a group discussion. EESL.7.1.b. Participate in discussions with adults and peers. Ex. Respond to others when addressed. Ex. Comment to others during a group discussion. EESL.7.1.c. Participate in discussions. Ex. Respond to others when addressed. Ex. Comment to others during a group discussion. EESL.7.1.d. Participate in discussions. Ex. Respond to others when addressed. Ex. Comment to others during a group discussion.
Common Core ELA Pacing Guide 7th Grade College and Career Readiness (CCR) Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Strand: Speaking and Listening Cluster: Comprehension and Collaboration Grade: 7 Standard 2 (SL.7.2) Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study Quarter 1: Quarter 2: Identify main details and supporting details that contribute to the: topic text or issue of study of various media formats Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) Explain how the ideas clarify the: topic text issue under study Quarter 3: Identify main details and supporting details that contribute to the: topic text or issue of study of various media formats Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) Explain how the ideas clarify the: topic text issue under study Quarter 4: Identify main details and supporting details that contribute to the: topic text or issue of study of various media formats Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) Explain how the ideas clarify the: topic text issue under study
Evidence of Student Attainment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors During or after listening or viewing, students: analyze main ideas and supporting details presented in diverse media formats explain how the ideas clarify a topic, text, or issue under study. analyze main ideas supporting details diverse media and formats (e.g., visually, quantitatively, orally) explain how the ideas clarify Students know: techniques to analyze information seen or heard in diverse media and formats techniques for considering how ideas clarify a topic, text or issue under study vocabulary words: analyze, main ideas, supporting details, clarify Students understand that/are able to: analyze information seen or heard in diverse media formats consider how ideas clarify the topic, text, or issue under study Students understand that listeners or viewers form a thorough understanding of a topic, text, or issue by evaluating the credibility and accuracy of information presented in diverse media and formats. Level IV Students will: EESL.7.2. Identify how the main idea is presented in graphical, oral, visual, or multimodal formats that relates to a topic, text, or issue under study. Ex. State the main idea, purpose, or message of an informational video and explain how that representation relates to the topic being studied. Level III Students will: EESL.7.2. Identify the main idea of information presented in graphical, oral, visual, or multimodal formats that relate to a topic, text, or issue under study. Ex. State the main idea, purpose, or message of an informational video. Ex. State the main idea of a graph showing students’ preferences during free time (e.g., “Tells you what most kids like to do.”). Level II Students will: EESL.7.2. Identify the topic of information presented in graphical, oral, visual, or multimodal formats that relates to a topic, text, or issue under study. Ex. Identify the topic of a video from an array of choices. Ex. Identify the topic of several different illustrations in a science textbook. Level I Students will: EESL.7.2. With support, identify graphic, visual, tactual, or other information that represents a particular topic. Ex. Given an array of visual and/or tactual representations of lunch items, identify the pictures of our choices for lunch today.
Common Core ELA Pacing Guide 7th Grade College and Career Readiness (CCR) Anchor Standard 3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. Strand: Speaking and Listening Cluster: Comprehension and Collaboration Grade: 7 Standard 3 (SL.7.3) Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence Quarter 1: Quarter 2: Quarter 3: Quarter 4: Define and identify: sound reasoning arguments reasons relevant evidence sufficient evidence claims Delineate a speaker’s argument and specific claims Evaluate the: soundness of the speaker’s reasoning relevance and sufficiency of the speaker’s evidence
Common Core ELA Pacing Guide 7th Grade College and Career Readiness (CCR) Anchor Standard 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Strand: Speaking and Listening Cluster: Presentation of Knowledge and Ideas Grade: 7 Standard 4 (SL.7.4) Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Quarter 1: Identify claims/findings Identify salient points Identify: appropriate eye contact adequate volume clear pronunciation Determine salient points And pertinent: descriptions facts details examples Sequence the following in a focused, coherent manner: claims findings salient points pertinent descriptions facts details and examples Quarter 2: Identify claims/findings Identify salient points Identify: appropriate eye contact adequate volume clear pronunciation Determine salient points And pertinent: descriptions facts details examples Sequence the following in a focused, coherent manner: claims findings salient points pertinent descriptions facts details and examples Quarter 3: Identify claims/findings Identify salient points Identify: appropriate eye contact adequate volume clear pronunciation Determine salient points And pertinent: descriptions facts details examples Sequence the following in a focused, coherent manner: claims findings salient points pertinent descriptions facts details and examples Quarter 4: Identify claims/findings Identify salient points Identify: appropriate eye contact adequate volume clear pronunciation Determine salient points And pertinent: descriptions facts details examples Sequence the following in a focused, coherent manner: claims findings salient points pertinent descriptions facts details and examples
Present claims and findings Emphasize salient points Present information in a focused, coherent manner, including: pertinent descriptions facts details examples Demonstrate: appropriate eye contact adequate volume clear pronunciation Present claims and findings Emphasize salient points Present information in a focused, coherent manner, including: pertinent descriptions facts details examples Demonstrate: appropriate eye contact adequate volume clear pronunciation Present claims and findings Emphasize salient points Present information in a focused, coherent manner, including: pertinent descriptions facts details examples Demonstrate: appropriate eye contact adequate volume clear pronunciation Present claims and findings Emphasize salient points Present information in a focused, coherent manner, including: pertinent descriptions facts details examples Demonstrate: appropriate eye contact adequate volume clear pronunciation
Common Core ELA Pacing Guide 7th Grade College and Career Readiness (CCR) Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Strand: Language Cluster: Conventions of Standard English Grade: 7 Standard 2 (L.7.2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). b. Spell correctly. Quarter 1: Apply correct: capitalization punctuation spelling when writing Use a comma to separate coordinate adjectives Know that coordinate adjectives describe the same word or term Recall and apply spelling rules Identify and correct misspelled words Quarter 2: Apply correct: capitalization punctuation spelling when writing Use a comma to separate coordinate adjectives Know that coordinate adjectives describe the same word or term Recall and apply spelling rules Identify and correct misspelled words Quarter 3: Apply correct: capitalization punctuation spelling when writing Use a comma to separate coordinate adjectives Know that coordinate adjectives describe the same word or term Recall and apply spelling rules Identify and correct misspelled words Quarter 4: Apply correct: capitalization punctuation spelling when writing Use a comma to separate coordinate adjectives Know that coordinate adjectives describe the same word or term Recall and apply spelling rules Identify and correct misspelled words *May identify focus skills per quarter
speaking Use knowledge of language conventions when speaking Use precise and concise language in order to eliminate wordiness and redundancy when speaking speaking Use knowledge of language conventions when speaking Use precise and concise language in order to eliminate wordiness and redundancy when speaking Use knowledge of language conventions when speaking Use precise and concise language in order to eliminate wordiness and redundancy when speaking Use knowledge of language conventions when speaking Use precise and concise language in order to eliminate wordiness and redundancy when speaking
meaning of a word or phrase by using context or by using a dictionary determination of the meaning of a word vocabulary: context, clue, sentence, affix, root word, glossaries, dictionaries, thesauruses, reference materials, digital, pronunciation, part of speech word parts, and consulting reference materials. Level I Students will: EEL.7.4.a. Demonstrate an understanding of the meaning of common words. Ex. Identify an object named by an adult. EEL.7.4.b. N/A EEL.7.4.c. Asks for help when needed. Ex. Indicate need for help by raising hand, hitting switch, etc. Ex. Use a switch to indicate understanding when asked, “Do you understand?,” or need for clarification when asked, “Do you have any questions?” Ex. Indicate a need for assistance through gestures, eye contact or gaze, vocalizations, etc. EEL.7.4.d. N/A
Common Core ELA Pacing Guide 7th Grade College and Career Readiness (CCR) Anchor Standard 5: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Strand: Language Cluster: Vocabulary Acquisition and Use Grade: 7 Standard 5 (L.7.5) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Quarter 1: Interpret figurative language (e.g. literary, biblical, and mythical allusions) Know the different types of relationships of words (e.g. synonym/antonym, analogy) Recognize the meaning of the terms connotation (associations) and denotation (definitions) Analyze text to locate figures of speech (e.g. personification) and interpret meanings in context Analyze the relationship between particular words (e.g. cause/effect, part/whole, item/category) for clarity Distinguish among the connotations of words with similar denotations Quarter 2: Interpret figurative language (e.g. literary, biblical, and mythical allusions) Know the different types of relationships of words (e.g. synonym/antonym, analogy) Recognize the meaning of the terms connotation (associations) and denotation (definitions) Analyze text to locate figures of speech (e.g. personification) and interpret meanings in context Analyze the relationship between particular words (e.g. cause/effect, part/whole, item/category) for clarity Distinguish among the connotations of words with similar denotations Quarter 3: Distinguish among the connotations of words with similar denotations Quarter 4: