7th Grade English/Language Arts - Pike County Schools 7th grade standards mastery document 1.0.pdfPike County Schools Standards Mastery Document 7th Grade English/Language Arts 2 Back

Working Document July 22, 2016 PCBOE

7th Grade English/Language Arts

Pike County Schools Standards Mastery Document


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Table of Contents

Reading Literature 1

Reading Informational 11

Writing 22

Speaking and Listening 28

Language 35



1 Back to Table of Contents

Reading Literature

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.

Enduring Skills: Make logical inferences from complex text (Citing Textual Evidence).

Standard: R.L.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

Know: What content does the student

need to know to demonstrate this standard? How can I Identify

inferences from a text? Identify explicit

information from a text. Recognize credible

resource/sources.

Do: What skill must the student

demonstrate?

Analyze what a text says

explicitly. Formulate inferences from

textual material. Cite resources that support

analysis of a text.

Mastery: How does the student

demonstrate the learning of the standard?

Students correctly analyze

a text for explicit information while formulating inferences and citing resources that support analysis of a text.

(Products of mastery include: writing, oral presentation, collaborative discussion, summative assessment, etc.)




Reading Literature Anchor Standard 2: Determine a theme or central idea of a text and analyze its development over the course the text; provide an objective summary of the text. Enduring Skill: Summarize key details and ideas of complex text (Determine central ideas; write an objective summary). Standard: R.L.7.2 Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas.


need to know to demonstrate this standard? Can you recognize the

theme and central idea? Can you identify

supporting details? Can you develop an

objective summary?


demonstrate? Analyze supporting details

used to determine theme or central idea.

Distinguish between textual facts and opinions.

Formulate a summary based on facts from the text.



Identify a main idea or

theme; examine how the author introduces and develops this idea or theme through specific details and summarize the text without commenting on or evaluating it.

What key idea and theme does the author introduce and develop?

What specific details does the author use to convey this idea?

What details and facts must a summary of the text include (that offer no opinion or judgment)?




Reading Literature

Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact

over the course of the text.

Enduring Skills: Analyze individuals, events, and ideas throughout complex text (Analyze details

in a text).

Standard: R.L.7.3 Analyze how particular elements of a story or drama interact (e.g., how

setting shapes the characters or plot).


need to know to demonstrate this standard? Can you describe

elements of story or drama?

Can you identify changes and interactions in elements?


demonstrate? Analyze how a change in

one element shapes another and how elements interact.



Students will clearly

analyze a text to identify changes in elements of the story and the interactions of those elements.





Reading Literature

Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Enduring Skills: Interpret words and phrases to comprehend text independently (Interpret

words and phrases).

Standard: R.L.7.4 Determine the meaning of words and phrases as they are used in a text,

including figurative and connotative meaning; analyze the impact of rhymes and other

repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a

story or drama.


need to know to demonstrate this standard?

Can you identify words and phrases, figurative words and phrases, and connotative words and phrases in a text?

Can you identify examples of rhymes and other repetitions of sounds, including alliteration, on a specific verse or stanza of a poem, or a section of a story or drama?


demonstrate?

Interpret the meaning of words and phrases, including figurative and connotative meanings, as used in a text.

Analyze the impact of rhymes and other repetitions of sounds, including alliteration, on a specific verse or stanza of a poem, or a section of a story or drama.


demonstrate the learning of the standard? Students will correctly

interpret figurative and connotative word meanings as used in text.

Students will analyze the impact of rhyming repetition of sounds, and alliteration, as used in a poem, story, or drama.





Reading Literature

Anchor Standard 5: Analyze the structure of texts, including how specific sentences,

paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to

each other and the whole.

Enduring Skills: Analyze text structure.

Standard: R.L.7.5: Analyze how a drama's or poem's form of structure (e.g. soliloquy, sonnet)

contributes to its meaning.


need to know to demonstrate this standard? Can you identify the

poetic elements that contribute to form/structure?

Can you identify the form/structure of various types of poetry and drama?

Can you explain the meaning of a poem?


demonstrate? Analyze the structure of a

drama or poem. Analyze the relationship

between the poem/drama’s form and structure.



analyze the relationship between structure, meaning, and form of a drama or poem.





Reading Literature

Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text. Enduring Skills: Determine point of view or purpose of a text.

Standard: R.L.7.6 Analyze how an author develops and contrasts points of view of different

characters or narrators in a text.

Know: What content does the

student need to know to demonstrate this standard? Can you define analysis? Can you identify

strategies the author uses to contrast points of view of different characters or narrators?


demonstrate?

Define analysis. Identify strategies the

author uses to contrast points of view of different characters or narrators and cite textual evidence as proof.



identify details and examples in a text that supports how an author develops, and contrasts points of view of different characters or narrators in a single text.





Reading Literature

Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats,

including visually and quantitatively, as well as words.

Enduring Skills: Evaluate content presented in diverse media and formats to comprehend

complex text (Integrate information).

Standard: R.L.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed,

staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g.,

lighting, sound, color, or camera focus and angles in a film).



Can you identify various mediums?

Can you recognize: multimedia versions film stage?


demonstrate?

Analyze the effects of various medium techniques on written text: stories, dramas, and poems.

Analyze the effects of various medium techniques on: audio film stage multimedia.

Determine similarities of text (story, drama, poem) to media (audio, film, stage, multimedia).







Reading Literature

Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text,

including the validity of the reasoning as well as the reasoning as well as the relevance and

sufficiency of the evidence.

Enduring Skills: --

Standard: R.L.7.8 (Not applicable for Literary Texts)




Reading Literature

Anchor Standard 9: Analyze how two or more text address similar themes or topics in order to

build knowledge or to compare the approaches the authors take.

Enduring Skills: Analyze how two or more text address similar themes or topics.

Standard: R.L.7.9 Compare and contrast 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.


need to know to demonstrate this standard? Can you identify a time,

place, and character that is portrayed in a historical account and a fictional work?


demonstrate? Compare and contrast a

time, place and character that is portrayed in a historical account and a fictional work.



Students will compare and

contrast the historical portrayal of time, place, or character as to how each are altered in a literary work.




Reading Literature Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Enduring Skills: Read and comprehend complex texts. Standard: R.L.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


need to know to demonstrate this standard? Can you identify and

understand in literary text:

o key Ideas and details

o craft and structure o integration of

knowledge and ideas at appropriate complexity

(Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 with scaffolding as necessary


demonstrate?

Identify/understand in

literary text: o key Ideas and

details o craft and structure o integration of

knowledge and ideas at appropriate complexity

(Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 with scaffolding as necessary


demonstrate the learning of the standard? Read a range of literary

texts-fiction, poetry, and drama-within the grades 6-8 text complexity band, receiving help only when needed as they reach the high end of the 6-8 complexity band.

How complex is the text? How much more complex

is this text? What sort of support, if

any, would help?

Pike County School District Standards Mastery Document



Reading Informational

Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual when writing or speaking to support conclusions drawn

from the text.

Enduring Skills: Make logical inferences from complex text (Citing Textual Evidence).

Standard: (RI.7.1) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.


student need to know to demonstrate

this standard?

What is text evidence?

What is an inference?

What is a credible

resource/source?

What is explicit

information from the

text?


demonstrate?

Read closely to

determine several pieces

of textual evidence to

support analysis of what

the text says explicitly.

Close read a text in order

to draw an inference

using prior knowledge

(what they already know)

and details from the text.

Cite credible

resources/sources that

support analysis of a text.



Students can correctly

identify several pieces of

relevant textual evidence to

support an inference.

Students can correctly gather

more than one piece of

evidence from credible

resources/sources.

Students use prior

knowledge and multiple

details from the text to write

an informational paragraph

making a logical inference.

Students support their

inference in their paragraph

with more than one piece

textual evidence.





Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Enduring Skills: Summarize key details and ideas of complex text (Determine central ideas;

write an objective summary).

Standard: (RI.7.2) Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.



this standard?

What is central idea/main idea?

What are supporting

details?

What is an objective

summary?

How are objective

summaries recognized?


demonstrate?

Analyze a text to

determine two or more

central ideas/main ideas

(may be either stated in

the text or implied) and

how these are developed

over the course of a text.

Identify details that

support two or more

central ideas/main ideas

that develop over the

course of a text.

Provide an objective

(non-biased/free from

opinions) summary of a

text.



Students correctly

identify two or more

central/main ideas of a

text.

Students can identify

details that strongly

support two or more

central/main ideas of a

text.

Students can recognize

how the central/ main

ideas develop

throughout a text.

Students write an

objective (non-

biased/free from

opinions) summary that

accurately records the

key ideas of a text while

demonstrating their

understanding.





Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Enduring Skills: Analyze individuals, events, and ideas throughout complex text (Interactions in

a text).

Standard: (RI.7.3) Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).



this standard?

What is an anecdote? Who are the key

individuals in a text? What are the key events

in a text? What are the key ideas in

a text? How do ideas influence

individuals or events? How do individuals

influence ideas or events?


demonstrate?

Read a text to first identify the key individuals, ideas, and events.

Identify how pieces of information in a text (examples, anecdotes, etc.) develop and support the individuals and events.

Identify the relationships between the key individuals, events, or ideas.


demonstrate the learning of the

standard?

Students can answer the following questions either in class discussion or writing:

o Why did the author choose to write about the person, event, or idea this way?

o How does an individual in a text influence the ideas or events in a text?

o Is the author portraying the subject in a positive, negative, or neutral light?

o Is he or she trying to be as emotionless as possible, or is he or she trying to appeal to the




reader's emotions?

o Does the description use examples, anecdotes, and statistics?

Students correctly use graphic organizers to record the relationships between individuals, events, or ideas.





Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings and analyze how specific word choices shape meaning or tone.

Enduring Skills: Interpret words and phrases to comprehend text independently (Identifying the

meaning of words and phrases).

Standard: (RI.7.4) Determine the meanings of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.



this standard?

What is figurative language?

What is connotative

language?

What is denotative

language?

What is technical

language?

How does a specific word

choice impact the

meaning and tone?


demonstrate?

Identify words/language

as figurative,

connotative, denotative,

and technical.

Determine the meaning

of unfamiliar/unknown

words or phrases as they

are used in a text by

strategies such as using

contextual clues.

Analyze how a specific

word choice impacts the

meaning and tone in a

text.



standard?

Students correctly

identify words/language

as figurative,

connotative, denotative,

and technical.

Students correctly

determine the meaning

of words or phrases as

they are used in a text.

Students use the words

correctly in writing or

speaking.

Students correctly

identify how word choice

impacts the meaning and

tone within a text

through guided reading

practice.





Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Enduring Skills: Analyze text structure.

Standard: (RI.7.5) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of ideas.



this standard?

What is text structure?

What is chronology?

What is

compare/contrast?

What is cause/effect?

What is

problem/solution?

What are the major

sections in a text?


demonstrate?

In a text, identify the text

structure.

Analyze the sequence of

events and chronologic

order.

Analyze the causes and

their effects.

Analyze the problems

and their solutions.

Analyze the similarities

and differences.

Identify the transition

words that signal a

specific text structure.

Identify the major

sections in a text and

describe how these

sections contribute to

the overall development

of ideas.



Given a text, students can

correctly identify the text

structure (chronology,

compare/contrast,

cause/effect, and

problem/solution).

Students can support their

reasoning with evidence

(sentences, paragraphs,

chapters, or sections) from

the text.

Students can explain how that

particular sentence,

paragraph, chapter, or section

contributes to the overall

structure of the text and

contributes to the

development of ideas.

Students can support their

reasoning with evidence from

the text.





Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.

Enduring Skills: Determine the Point of View or Purpose of a text.

Standard: (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.



this standard?

What is author’s point of

view?

What is author’s

purpose?

o Persuade

o Inform

o Entertain

o Explain

o Describe

How does an author

distinguish his or her

point of view from that

of others?


demonstrate?

Determine the author’s

point of view or

perspective of a topic or

subject.

Determine the author’s

purpose for writing a

text.

Determining how an

author’s point of view or

perspective is different

from another author’s

point of view or

perspective in a text.



Students correctly determine

author’s point of

view/perspective of a

topic/subject and use

details/examples to explain

how the author conveys this

through the text.

Students correctly determine

author’s purpose and use

details or examples to explain

how the author conveys this

through the text.

Students correctly identify

how the author’s point of view

is different from the opinion of

others.

Students read several pieces of

informational text with similar

topics and note the differences

between each author’s

opinions.





Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Enduring Skills: Evaluate content presented in diverse media and formats to comprehend

complex text. (Integrate information)

Standard: (RI.7.7) Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).



this standard?

What is compare and contrast?

How do the various types of media portray the subject?


demonstrate?

Compare and contrast texts across genres.

Gather information from various media sources to compare and contrast a topic or issue.

Show how the delivery of a speech affects the impact of the words.



Students use diverse media to compare/ contrast texts across various genres on the same theme/topic.

Students gather information from various media sources to gain insight into a topic.

Students integrate several pieces of information in order to understand a topic/ issue.

Students analyze how a text is portrayed in a variety of different mediums (text, audio, multimedia, etc.)

Students use a Venn diagram to compare/ contrast how a particular text is conveyed in more than one medium.





Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Enduring Skills: Delineate and evaluate the argument and specific claims in complex text

(Evaluate claims and arguments).

Standard: (RI.7.8) 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.



this standard?

What is an argument?

What is a claim?


demonstrate?

Identify

claims/arguments that

are supported by reasons

and evidence from claims

that are not.

Identify relevant reasons

and evidence that

supports a

claim/argument.

Identify reasons and

evidence that do not

support a

claim/argument.

Identify evidence that is relevant and sufficient to support the claim/argument.

Evaluate if the reasons given to support a claim/argument are strong and clear.



standard?

Students can correctly

determine if there is

enough evidence to

make a particular claim

valid.

Students can answer the

following questions in

discussion or writing:

o Is the evidence

relevant to the

claim/argument?

o Is there enough

evidence to

support the

claim/argument?

o Does the author provide strong reasoning to support the claim/argument?





Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Enduring Skills: Analyze how two or more texts address similar themes or topics.

Standard: (RI.7.9) Analyze how two or more authors writing about the same topic share their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.



this standard?

What is compare and

contrast?

How do two or more

different authors present

the same topic

differently?

How do two or more

different authors use

different evidence to

describe the same topic?


demonstrate?

Compare and contrast

the common events in

texts written by different

authors.

Identify the different

evidence that each

author uses to present

common events.

Identify how different

authors provide different

interpretations of similar

facts.



standard?

Students can compare

and contrast the

common events in texts

written by different

authors to view the

similarities and

differences of how

information is presented.

Students can read two or

more texts addressing

the same topic and

compare and contrast

how each author

interprets the

information differently.

Students make text-to-

text connections with

texts comparing and

contrasting various

themes and topics.





Anchor Standard 10: Read and comprehend complex literary and informational text independently and proficiently.

Enduring Skills: Read and comprehend complex texts.

Standard: (RI.7.10) By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed, at the high end of the range.



this standard?

What is literary

nonfiction?

o Expository/Exposition

o Argument

o Functional Text

What is an informational

text?


demonstrate?

Read and comprehend

literary nonfiction in the

grades 6-8-text

complexity band

proficiently.



standard?

Students can read literary

nonfiction and answer

comprehension based

questions related to the

text.

Students can determine

when they are not

comprehending and/or

making meaning, and will

be able to apply

appropriate strategies to

increase comprehension

when faced with a

difficult text.




Writing

Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.

Enduring Skills: Write arguments to support claims.

Standard: W.7.1 Write arguments to support claims with clear reasons and relevant evidence.



this standard?

What is a claim?

What is an opposing claim?

What are supporting and logical reasons and evidence?

What are accurate credible sources?

What accurate credible sources and information can be used to support the claim?

What words, phrases, and clauses clarify the relationships and recreate cohesion among the claims and reasons?

What is the formal style for writing an argument?

What is a concluding statement that supports the argument?


demonstrate?

Read argumentative writing pieces in order to identify quality examples of this type of writing and be able to identify claims and supporting evidence along with counterclaims with supporting evidence and organize them in a logical order.

Discuss different sides of an issue. (Whole group discussion)

T-chart for each side of the argument, and use evidence to support that side of the argument, or other Graphic organizers.

Write a 3.8 paragraph stating and supporting the side they agree with.

Write a 3.8 paragraph stating and supporting the opposing side of the argument.



standard?

Write an argumentative paragraph.

Assessment requiring students to correctly identify the claim, the counterclaim, and the supporting evidence for each.

Write an argumentative essay, speech, or letter.

Debate (Notes)




Use the prewriting strategy for writing (W-W-W), and hashtag method to brainstorm reasons and support. Use the last column in the hashtag for the counterclaim.

Write an introductory paragraph and concluding paragraph.

Use words, phrases, and clauses to connect their writing.

Use facts rather than emotional appeal, and overgeneralizations to prove their points.

Find accurate credible resources to use to provide relevant evidence.




Writing

Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas

and information clearly and accurately through the effective selection, organization, and

analysis of content.

Enduring Skills: Write informative/explanatory texts to convey ideas and information.

Standard: W.7.2 Write informative/explanatory texts to examine and convey complex ideas

and information clearly and accurately through the effective selection, organization, and

analysis of the content.



Identify the following:

o A topic o Domain specific

vocabulary o Precise vocabulary o An effective,

supportive conclusion that follows and supports the information or explanation presented

Identify and recognize:

o Definition o Classification o Comparison/contrast o Cause/effect o Strategies o Text features

(graphics, charts, tables, multimedia)

Select appropriate:

o Facts o Definitions o Concrete details


demonstrate?

Determine which of the

following strategies is

most effective to further

develop a topic:

o Definitions o Classification o Comparison/contrast o Cause/effect

Determine when to

include:

o Formatting o Graphics o Multimedia to aid

comprehension Determine how to

organize:

o Ideas o Concepts o Information

Develop the topic, using:

o Facts o Definitions o Concrete details



Write

informative/explanatory

texts to:

o Examine a topic o Convey ideas o Convey concepts o Convey information

through: 1. Text selection

2. Organization

3. Analysis of

relevant content

Introduce, preview, and

develop a topic with:

o Relevant fact

o Definitions

o Concrete details

o Quotations

o Examples

o Other information

Organize:

o Ideas

o Concepts




o Quotations o Examples

Recognize formal style

and tone.

Recognize and select

appropriate transitions.

o Quotations o Examples o Other information

Select appropriate

transitions to create

cohesion.

Determine:

o Precise language o Domain specific

vocabulary Establish and maintain a

formal style.

Determine a supportive

concluding statement that

follows from the

information or

explanation presented.

o Information

Use strategies such as:

o Definitions

o Classification

o Comparison/contrast

o Cause/effect

Use:

o Formatting

o Graphics

o Multimedia when

useful in aiding

comprehension

o Appropriate

transitions to clarify

the relationship

among ideas and

create cohesion

o Precise language and

domain specific

vocabulary to inform

or explain the text

Provide a supportive,

concluding statement that

follows from the

information or

explanation presented.




Writing

Anchor Standard 3: Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details and well-structured event sequences.

Enduring Skills: Write narratives to develop real or imagined experiences.

Standard: W.7.3 Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event sequences.



this standard?

What is a character?

How is the point of view established?

What are narrative techniques?

What is dialogue and how is it used in a text?

How can transitional phrases, words, and clauses be used to shift from one time frame or setting to another?

What is sensory language and how is it used to capture the action of the passage?

What makes a good conclusion that reflects on the narrated experiences or events?


demonstrate?

Identify characteristics of narrative writing.

Write a dialogue between characters using correct punctuation and capitalization.

Use the Narrative Writing Plan organizer.

Use varying points of view to describe a common event.

Describe an event using sensory details.

Write an engaging story to grab a reader's attention.

Write a short descriptive paragraph about a person.

Use sequential order to describe and capture the action of an event.

Understand the different purposes of narratives.

Identify the elements of a story using narratives.



standard?

Write a well-developed narrative of a real or imagined experience.




Develop a controlling idea.

Select and incorporate relevant details.

Write a reflective conclusion.

Students will use writing techniques to incorporate suspense or conflict.




Speaking and Listening

Anchor Standard 1: Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others' ideas and expressing their own clearly

and persuasively.

Enduring Skills: Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others' ideas and expressing their own clearly

and persuasively.

Standard SL 7.1: Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on

others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study;

explicitly draw on that preparation by referring to evidence on the topic, text, or issue

to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines,

and define individual roles as needed.

c. Pose questions that elicit elaboration and respond to others’ questions and 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.



this standard?

Can you identify key ideas from reading material or research?

Can you describe components of a collegial discussion and planning?

Can you recognize key ideas and new information posed during discussions?


demonstrate?

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.

Reflect on discussion topics using evidence



standard?

Be prepared to participate in various discussions, collaborating and discussing other's ideas, cite evidence during discussion, and adhere to goals and guidelines.

(Products of mastery include: writing, oral presentation,




from the text and/or research.

Track progress toward specific goals and deadlines, defining individual roles as needed.

Justify ideas and responses shared with evidence from text or research and modify when warranted.

collaborative discussion, summative assessment, etc.)





Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Enduring Skills: Use digital media and visual displays to enhance presentations and

communicate effectively.

Standard 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.


student need to know to

demonstrate this standard?

Can you identify main details and supporting details that contribute to the: topic text or issue of study of various media formats?


demonstrate?

Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally).

Explain how the ideas clarify the: topic text issue under study.



standard?

Break down the main ideas and their supporting details to reveal their relationship as presented in different media and formats (e.g. visual, oral, quantitative), describing how these ideas improve others' understanding of a topic, text, or issue being studied.






Anchor Standard 3: Evaluate a speaker's point of view, reasoning, and use of evidence and

rhetoric.

Enduring Skills: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Standard 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



this standard?

Can you define and identify: sound reasoning arguments, reasons, relevant evidence, and sufficient evidence claims?


demonstrate?

Delineate a speaker’s argument and specific claims.

Evaluate: the soundness of the speaker’s reasoning, relevance, and sufficiency of the speaker’s evidence.


demonstrate?

After listening to a speaker, students report back in great detail the arguments of that speaker as well as the specific claims made. In recounting this speech, students then determine how strong and logical the reasoning of those claims was and whether the speaker offered sufficient evidence in support of claims that were also relevant to the purpose.






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 the task, purpose, and audience.

Enduring Skills: 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.

Standard 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.



this standard?

Can you identify claims/findings?

Can you identify salient points?

Can you identify: appropriate eye contact, adequate volume, and clear pronunciation?


demonstrate?

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, and examples.

Demonstrate: appropriate eye contact, adequate volume, and clear pronunciation.



standard?

Present claims and conclusions, focusing on the major ideas in a way that improves coherence, adding relevant descriptions, details, facts, and examples, while using appropriate eye contact, volume, and pronunciation.






Anchor Standard 5: Make strategic use of digital media and visual displays of data to express

information and enhance understanding of presentations.

Enduring Skills: Use digital media and visual displays to enhance presentations and

communicate effectively.

Standard SL. 7.5: Include multimedia components and visual displays in presentations to

clarify claims and findings and emphasize salient points.



this standard?

Can you recognize claims, findings, and salient points?


demonstrate?

Use multimedia components/visual displays in a presentation to clarify claims, findings, and emphasize salient points.



standard?

Design and deliver presentations that incorporate multimedia components (e.g. audio, graphics, images, music, or sound) and visual displays of information (e.g. charts, graphs, or infographics) to explain claims and findings, while also stressing essential ideas.






Anchor Standard 6: Adapt speech to a variety of contexts and communicative tasks,

demonstrating command of formal English when indicated or appropriate.

Enduring Skills: Adapt speech to a variety of contexts and communicative tasks, demonstrating

command of formal English when indicated or appropriate.

Standard SL 7. 6: Adapt speech to a variety of contexts and tasks, demonstrating command of

formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for

specific expectations.)



this standard?

Can you describe formal and informal settings, qualities of formal speech, and qualities of informal speech?

(The underpinning

knowledge targets are found

in Language Standards 1 and

3)


demonstrate?

Determine if formal or informal speech is appropriate in the context of a given situation.

Adapt speech to a given context or task when speaking.

Demonstrate correct use of formal, Standard English when speaking.



standard?

Decide what to say and how to say it, adjusting their voice and style to suit the occasion, purpose, and audience, while always modeling their command of formal English when it is appropriate.





Language

Anchor Standard 1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Enduring Skills: Demonstrate command of English grammar and usage.

Standard: (L.7.1) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.



this standard?

What is a phrase?

What is a clause?

What is the function of a

specific phrase in a

sentence?

What is the function of a

specific clause in a

sentence?

What are simple

sentences?

What are compound

sentences?

What are complex

sentences?

What are compound-

complex sentences?

What are dangling

modifiers?


demonstrate?

Explain the function of

phrases and clauses in

general and their function

in specific sentences.

Choose among simple,

compound, complex, and

compound-complex

sentences (to show

different types of text

structure signaling different

relationships among

ideas)?

Place a phrase within a

sentence to correct a

dangling modifier.

Place a clause within a

sentence to correct a

dangling modifier.



standard?

Students demonstrate

command of the

conventions of Standard

English grammar and

usage when writing or

speaking by:

a. Explain the function of phrases and clauses in a specific sentence.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

c. Place phrases and clause within a sentence to correct a dangling modifier.


ELA Language Grade 7

36

Language

ANCHOR STANDARD 2: Demonstrate command of the convention of Standard English capitalization, punctuation, and spelling when writing.

Enduring Skills: Demonstrate command of Standard English capitalization, punctuation, and

spelling.

Standard: (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.



this standard?

What is a coordinate

adjective?

What punctuation is used

with coordinate

adjectives?

What are the rules for

spelling correctly?


demonstrate?

Students will

demonstrate the use of

commas to separate

coordinate adjectives.

Recall and apply spelling

rules.

Identify and correct

misspelled words.



standard?


command of the

conventions of Standard

English capitalization,

punctuation, and spelling

when writing by:

a. Using a comma to separate coordinate adjectives.

b. Spelling correctly.



37

Language

Anchor Standard 3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Enduring Skills: Vary sentence patterns.

Standard: (L.7.3) Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.



this standard?

What is precise

language?

What is concise

language?

What is wordiness in

writing, speaking,

reading, or listening?

What is redundancy in

writing, speaking,

reading, or listening?


demonstrate?

Choose/use precise

language when writing,

speaking, reading, or

listening.

Choose/use concise

language when writing,

speaking, reading, or

listening.

Eliminate wordiness in

writing, speaking,

reading, or listening.

Eliminate redundancy in

writing, speaking,

reading, or listening.



standard?

Students use knowledge

of language and its

conventions when

writing, speaking, reading

or listening by:

a. Choosing language that expresses ideas precisely and concisely.

b. Recognizing and eliminating wordiness and redundancy.



38

Language

Anchor Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content.

Enduring Skills: Determine the meaning of unknown words.

Standard: (L.7.4) -based on grade 7 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).



this standard?

What are multiple-

meaning words and

phrases?

What are common

context clues in text

(e.g., overall meaning of

sentence or paragraph, a

word’s position in a

sentence, a word’s

function in a sentence)?

What are Greek affixes

and roots?

What are Latin affixes

and roots?


demonstrate?

Use context to

determine the meaning

of a word or phrase.

Use common, grade-

appropriate Greek and

Latin affixes as clues to

the meaning of a word.

Consult general and

specialized reference

material.

Verify preliminary

determination of the

meaning of a word or

phrase by checking



standard?

Students determine or

clarify the meaning of

unknown and multiple-

meaning words and phrases

based on grade 7 reading

and content, choosing

flexibly from a range of

strategies by:

a. Using context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence)



39

What are reference

materials; print and

digital (e.g., dictionaries,

glossaries, thesauruses)?

inferred meaning in

context or a dictionary.

as a clue to the meaning of a word or phrase.

b. Using common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c. Consulting general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verifying the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).



40

Language

Anchor Standard 5: Demonstrate understanding of figurative language, word relationship, and nuances in word meanings.

Enduring Skills: Understand Figurative Language.

Standard: (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 relationships 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).



this standard?

What are figures of speech?

How do I use word

relationships to better

understand (e.g.,

synonym/antonym,

analogy)?

What are connotations?

What are denotations?


demonstrate?

Identify figures of speech

in context.

Interpret figures of

speech in context.

Use relationships

between particular

words.

Identify connotations of

words with similar

denotations.

Distinguish among

connotations of words

with similar denotations.



standard?


understanding of

figurative language, word

relationships, and

nuances in word

meanings by:

a. Interpreting figures of

speech (e.g., literary,

biblical, and

mythological

allusions) in context.

b. Using the

relationships

between particular

words (e.g.,

synonym/antonym,

analogy) to better



41

understand each of

the words.

c. Distinguishing among

the connotations

(associations) of

words with similar

denotations

(definitions) (e.g.,

refined, respectful,

polite, diplomatic,

condescending).



42

Language

Anchor Standard 6: Acquire and use accurately general academic and domain -specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Enduring Skills: Use grade appropriate words and phrases.

Standard: (L.7.6) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.



this standard?

What are general

academic words and

phrases?

What are domain-specific

words and phrases?

What reference

resources can you use to

gather vocabulary

knowledge?


demonstrate?

Acquire grade-

appropriate general

academic and domain-

specific words and

phrases.

Accurately use grade-

appropriate and domain-

specific words and

phrases.

Gather vocabulary

knowledge by consulting

reference materials (e.g.,

dictionaries, glossaries,

thesauruses), both print

and digital to find the

pronunciation of a word

or to determine or clarify

its precise meaning.



standard?

Students acquire and use

accurately grade-

appropriate general

academic and domain-

specific words and

phrases.

Students gather

vocabulary knowledge

when considering a word

or phrase important to

comprehension or

expression.

Documents

7th Grade English/Language Arts - Pike County Schools 7th grade standards mastery document 1.0.pdfPike County Schools Standards Mastery Document 7th Grade English/Language Arts 2 Back