Notes Code standard mean? home? Reading for Informational Text Grade 7 Standard 1 (RI.7.1) Students must be able to cite textual evidence to support their inferences and analysis of a text. Ask your child… “Can you tell my why you think…?” “What examples, points, etc from the text support that idea?” “What do you think the author means by…?” “The text says, ‘…’ What do you think…?” Read the text with your child. Then watch the video together to guide him/her to develop a better understanding of how to cite strong textual evidence. Reading for Informational Text Grade 7 Standard 2 (RI.7.2) Students must be able to identify at least two central ideas and analyze their development throughout a text. They must also be able to summarize the text separate from personal opinions or judgments. Ask your child… “What is this article mainly about? Can you identify two or more main ideas?” “What are some details from the article that support the idea that…?” “In a few sentences, can you give me a summary of the key points of this text?” Read the article and watch the video lesson with your child to encourage him/her to practice identifying the central idea of a nonfiction text. Reading for Informational Text Grade 7 Standard 3 (RI.7.3) Students must be able to analyze the interactions between individuals, events, and ideas in a text (e.g. how they influence each other). Ask your child… “How did [this individual] respond to [this challenge, event, etc]?” “How do you think [this event] was affected by the [people]? What examples from the text support that idea?” Read the text with your child. Then watch the video lesson together to help your child learn how to analyze interactions between individuals, events, and ideas. Reading for Informational Text Grade 7 Students must be able to figure out the meanings of unfamiliar words and phrases in a text – Ask your child… “What does that word mean in Read the speech with your child. Then
Standard 4 (RI.7.4) including figurative, connotative, and technical meanings – and to analyze the impact of specific word choices on the meaning and tone of a passage. the sentence?” “Do you think that is exactly what that word/ phrase means, or do you think the author might be trying to say something else?” “What if the author had left out [this word or phrase]? How would that change the tone of this section?” watch the video to help him/her learn to examine specific word choices and their impact on a text. Reading for Informational Text Grade 7 Standard 5 (RI.7.5) Students must be able to analyze the structure an author uses to organize a text. They should be able to explain how major sections contribute to the development of the whole text. Ask your child… “How is this text organized?” “What do you think the author wants the readers to understand?” “Why is this paragraph important? How does it impact the rest of the text?” Print the note-taking sheet and read the article with your child. Then watch the video to prompt him/her to practice using details from specific sections of a text to describe a character. Reading for Informational Text Grade 7 Standard 6 (RI.7.6) Students must be able to determine an author’s point of view and/or purpose for writing a text. They should be able to analyze how the author distinguishes his/her position from that of other authors. Ask your child… “What is the author’s point of view of…? What are some examples from the text that show that?” “If the author’s purpose changed from [informing] to [trying to persuade], how would this passage be different?” “Does this author agree or disagree with other authors about…? How do you know?” Read the text and watch the video with your child to help him/her develop a better understanding of how an author distinguishes his/her position from that of others. Reading for Informational Text Grade 7 Students must be able to compare and contrast a written text to an audio, video, or multimedia When your child reads informational texts that he/she enjoys, visit your local library Print the graphic organizer for your
Reading for Informational Text Grade 7 Standard 9 (RI.7.9) Students must be able to analyze the differences between two or more authors’ presentations of the same topic. They should also be able to use their own experiences and knowledge of language, logic, and culture to think analytically, address problems creatively, and advocate persuasively. Ask your child… “What is similar about these texts and the points they raise? What is different?” “Do you think these two authors would agree on…? Why?” Assist your child in taking notes on a single topic from multiple texts to help him/her think analytically. Ask him/her… “What are the most important information, main ideas, key details, etc from each text?” “How can you categorize/group the different facts, details, and pieces of evidence you are gathering from these texts?” Print this activity. Then have your child complete it to practice analyzing two authors’ presentations of the same topic. Print this graphic organizer for your child to use to examine other articles.
Parent Notes Code What does this standard mean? What can I do at home? Resources Writing Grade 7 Standard 1 (W.7.1) Students must be able to express and back up their own claims with clear reasons and relevant evidence in writing. They must be able to: Introduce the claim(s), acknowledge alternate claims, and organize reasons and evidence logically. Provide logical reasons expanded by relevant evidence to support their claims, using credible sources and showing an understanding of the text or topic. Use words, phrases, and clauses to create cohesion and clearly connect claim(s), reasons, and evidence. Establish and maintain a formal style. End with a conclusion that follows from and supports the argument presented. Encourage your child to write argumentative pieces about books he/she reads or other ideas you discuss at home. Before your child writes his/her piece, help him/her organize his work by brainstorming and writing down some ideas first. Ask your child to identify and organize logically his/her claim(s), reasons, and evidence. If he/she did not include all of these elements, help him/her edit his/her writing to include all of the necessary components. Read the article. Then watch this video with your child to help him/her construct a strong introduction to an argument. Watch this video to help your child learn how to acknowledge alternative claims in his/her writing. Read the article. Watch these videos with your child to review with him/her how to use an outline to prepare to write a logical draft with relevant reasons and evidence. Read the text and use this video to help your child review how to link ideas in a text. Read the article and watch this video with your child to help him/her learn how to revise his/her writing to establish and maintain a formal style.
elements. If he/she did not include all of these components, help him/her edit his/her writing to include all of the necessary components. Writing Grade 7 Standard 5 (W.7.5) With some prompting and guidance from an adult and/or peers, students must be able to develop and strengthen their writing by planning, revising, editing, rewriting, and/or trying a new approach. They should focus on how well they have addressed the purpose and audience of the specific writing assignment. When your child writes, ask questions (who, what, when where, why, how) to encourage him/her to add more detail and/or clarity… “Can you tell me more about…?” “What do you mean by…?” “What do you want your readers to know, think, etc after reading this?” Encourage your child to reread his/her written pieces to check carefully for mistakes in grammar, spelling, and/or punctuation and places where he/she can change words or sentences to strengthen the writing. Read the article with your child. Then watch the videos to learn how to plan and revise a focused written piece by preparing and outlining the relevant reasons and evidence. Use these tips to help your child better understand how to edit and revise a piece of writing. Writing Grade 7 Standard 6 (W.7.6) Students must be able to use technology – including the internet – to write and create their own texts electronically, link to and cite sources, and interact/collaborate with others. Help your child use a computer, iPad, etc to write and publish stories and texts digitally. Encourage your child to cite his/her sources and link to them. Ask him/her… “Where did you find this information?” Help your child use these interactive tools to write stories and poems digitally. Use these tips and resources to help your child safely connect and interact with others on the internet. Writing Students must be able to Visit the local library or use a
audiences and/or individuals from different cultural backgrounds. “I also think…is a good idea, because…” Prompt your child to use knowledge gained from the discussion to modify his/her views if needed. Ask your child… “Do you agree with…? Why or why not?” “Do you still think…? Have you developed any new understanding of this topic?” Model respectful communication when you and your child encounter individuals from different cultural backgrounds. Encourage interest by helping your child find books to read about different cultures. world. Speaking and Listening Grade 7 Standard 2 (SL.7.2) Students must be able to analyze the main ideas and supporting details presented in multiple formats – including visually (e.g. poster or billboard), quantitatively (e.g. chart or table), and/or orally (e.g. read aloud or said over the radio) – and explain how the ideas clarify a particular topic, text, or issue. They must also be able to engage in problem solving – use personal experiences and knowledge of language, After watching a movie/TV show, listening to the radio, observing a billboard, etc, talk with your child about what information you learned. Ask questions to check for understanding… “What is the lesson/main idea that you learned from that [show, poster, etc]?” “How did the [writers, speaker, artist, etc] make that lesson clear?” “Can you summarize what you Engage in these activities with your child to help them practice reflecting on information presented in various formats and thinking critically. Use this list of strategies to encourage higher order thinking and prompt your child to think of creative solutions to problems.
more about that?” “What evidence supports that idea…? How?” “Why do you think…?” As necessary, prompt your child to slow down, speak up, etc. Use the “Wh-“ question words to encourage him/her to add details where necessary. Speaking and Listening Grade 7 Standard 5 (SL.7.5) Students must be able to clarify information and emphasize important points in a presentation with multimedia components and/or visual displays (e.g. graphics, images, music, sound). Use digital media tools (iPad, computer, etc) to record your child presenting a report. Listen to the recording together and talk about clarity, speed, expression, etc. Supply your child with art supplies so that he/she can add visual displays to the subject he/she is writing or talking about. Ask your child… “Will you please draw a diagram to show me how that works?” “What additional components could you include to make your presentation more interesting, clear, etc?” Use these tips and instructions to help your child prepare a clear and logical presentation and then record the information to make an informational video.
Speaking and Listening Grade 7 Standard 6 (SL.7.6) Students must be able to adapt their speaking to fit a variety of situations and tasks and use formal English proficiently when necessary and appropriate (See grade 7 Language standards 1 and 3 for specific expectations). Help your child find opportunities to engage in a variety of speaking situations – speaking formally to his/her principal, priest, etc and talking more informally with small groups of friends, siblings, etc – to allow him/her to practice distinguishing and alternating between contexts. Use this resource to help your child plan and organize his/her thoughts and then record a podcast. Listen to the recording with your child and talk about his/her speech and whether it is appropriate to the task and target audience. LANGUAGE STANDARDS
Parent Notes Code What does this standard mean? What can I do at home? Resources Language Skills Grade 7 Standard 1 (L.7.1) Students must be able to use standard English grammar when speaking and writing. Specifically, they should be able to… explain the function of phrases and clauses (both in general and in specific sentences). choose among various types of sentences – simple, compound, complex, and – to show different relationships among ideas. appropriately place phrases and clauses within a sentence. Speak with your child in more sentences of varied structures – simple, compound, complex, and compound-complex – to model this behavior. As necessary, offer your child immediate feedback on his/her grammar and language usage in writing and speaking. Explain mistakes and offer concrete praise for accuracy. Help guide your child to recognize errors on his/her own (e.g. “I am going to read this sentence aloud. Listen carefully and tell me if you hear a phrase or clause you think should be changed.”). (Appositives) (Absolute Phrases) (Prepositional Phrases) (Adjectival Phrases) (Adverbial Phrases) Print the practice sheets. Then watch the different video lessons with your child to review the function and placements of different phrases and clauses. Read the short story and watch this video with your child to help him/her learn how to revise his/her writing to vary sentence structures. Print the practice sheet. Then watch the video lesson with your child to practice identifying and correcting misplaced sentences and
use the context of a passage or sentence to figure out the meaning of an unfamiliar word or phrase. figure out the meaning of a word based on the use of common, affixes and roots (e.g. belligerent, bellicose, rebel). use available resources (e.g. dictionaries, glossaries, thesauruses – both print and online) to determine the pronunciation, part of speech, and/or precise meaning of unfamiliar words and/or phrases. make a preliminary guess about a word’s meaning and confirm it by checking a reference material. “What does that word mean in the sentence?” “Do you think that is exactly what that word/ phrase means, or do you think the author might be trying to say something else?” “What do you think that word might mean based on the rest of the paragraph?” “What other words do you know that have the same affix?” If necessary provide him/her with a children’s dictionary and/or other resources to clarify or confirm the precise definition and/or pronunciation. meaning of a word or phrase. Help your child engage in this interactive activity to explore common affixes and root words. / D. Help your child use this reference site to find the definitions, synonyms, parts of speech, and pronunciation of new words he/she encounters. Language Skills Grade 7 Standard 5 (L.7.5) Students must be able to recognize and understand figurative language, relationships between words and meanings, and nuances in meanings. Specifically, they should be able to… interpret figures of speech – including literary, biblical, and mythological allusions – in context. use the relationships Introduce new words and phrases in context when talking to your child. Incorporate nonliteral meanings of words and phrases and explain the alternate meanings to your child. When reading and/or speaking with your child, intentionally point out the use of language nuances. Ask your child… Watch the video lessons to review common figures of speech. Print this activity sheet for your child to complete to practice using word relationships to figure out meaning.
between words (e.g. synonym/antonym, analogy) to better understand each word. distinguish among the connotations of words with similar definitions (e.g. refined, respectful, polite, condescending). “What do you think the speaker is talking about when he/she says…? Why?” “If the author had described this character as [condescending] instead of [refined], how would that change this passage and your understanding of the character?” Guide your child in using this interactive tool to sort words with similar definitions based on the connotations. Language Skills Grade 7 Standard 6 (L.7.6) Students must be able to learn (from reading, speaking with others, etc) and accurately use new vocabulary words and phrases – both general terms that appear across academic subjects and vocabulary specific to particular topics studied. They should be able to gather word knowledge when needing a word is important for comprehension or expression. Prompt your child to use new vocabulary when he/she speaks or writes. Ask him/her… “Do you remember another word that means…?” “How do you feel when…?” Encourage your child to use precise language when he/she speaks (e.g. “The boy told his dad that he was bored” versus “The boy whined to his dad that he was bored”). Print copies of this graphic organizer for your child to fill in with new words he/she learns.