English 7 Reading Review Notes for Parents & Students

April 2016

“Children First for a Brighter Future”

Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 1

English 7 Reading

Review Notes for

Parents & Students

http://star.spsk12.net/english/7/ReadingContentReview.pdf

April 2016



English 7 Reading Content Review Notes

This resource is intended to be a guide for parents and students to improve content knowledge and understanding. The information provided is based on the Standards of Learning taught during the school year and comes from the English 7 Standards of Learning curriculum framework issued by the Virginia Department of Education. The curriculum framework in its entirety can be found at the following website:

http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml

In addition to the Virginia Department of Education (VDOE) English curriculum frameworks and released tests, information from various websites is included. Websites are listed with the information as it appears in the document.

A “Let’s Practice” section has also been developed to provide students with the opportunity to check their understanding of the content.




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How many questions are on the Grade 7 Reading

VA SOL TEST?

There are 55 multiple choice questions on the

Grade 7 Reading VA SOL

Test.

How much time is my

child given to complete

the test?

The Grade 7 Reading VA SOL Test is untimed.

Proficient: 400-499

What is considered a passing score on the

Grade 7 Reading VA SOL Test?

Advanced Proficient: 500-600

Perfect Score: 600


April 2016

Children First for a Brighter Future”


Which Grade 7 Reading Standards of Learning will be tested?

The Grade 7 Reading Blueprint Summary Table is listed below. This blueprint is a snapshot of SOLs, corresponding reporting categories,

and the number of questions per reporting category that will be on the Virginia Grade 7 Reading SOL Test.

Source: Virginia Department of Education http://www.doe.virginia.gov/testing/sol/blueprints/english_blueprints/2010/2010_blueprint_gr7_reading.pdf


http://www.doe.virginia.gov/testing/sol/blueprints/english_blueprints/2010/2010_blueprint_gr7_reading.pdf

April 2016



The multiple choice questions on the Grade 7 Reading VA SOL Test fall

into several categories. The categories listed below are the most common. Follow these tips when answering these types of questions.

1. MAIN IDEA After reading a passage, locate and underline the main idea.

Remember that the main idea is the most important point expressed in the entire passage.

2. SIGNIFICANT DETAILS:

Find out what details to look for by reading the questions before re- reading the passage.

Underline these details as you read.

Remember that correct answers do not always use the exact words that

appear in the passage.

3. VOCABULARY: Often asks you to define a word within the context of the passage.

Sometimes the word in question may have several different meanings. Therefore, answer choices may include meanings of the word that do

not fit the context in which the word appears. Read the answer choices and then plug them into the sentence to

determine which answer fits the context of the passage.

4. CONCLUSION AND INFERENCE:

A conclusion or inference is often some idea within a passage that the author is hinting at but does not state directly.

Consider various parts of the passage together to determine what the author is implying.


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Here are some additional tips that apply to all types of questions on the

Grade 7 Reading VA SOL Test.

5. NEVER GIVE UP! KEEP READING!

If you do not understand a passage at first, keep reading.

Once you understand the main idea of a passage, you can figure out

specific information.

6. READ ALL ANSWER CHOICES: Read all answer choices BEFORE choosing one.

Read each question and the answer choices carefully. Do not rush through the questions and make the mistake of marking the first answer choice that seems correct.

Watch out for “distracters.” Distracters are answer choices that are true, but are not relevant to the question that is being asked.

Source: Rockingham County Public Schools (Virginia)

http://www.rockingham.k12.va.us/English/shared/TIPS%20FOR%20STUDENTS.pdf


http://www.rockingham.k12.va.us/English/shared/TIPS%20FOR%20STUDENTS.pdf

April 2016



7.4 The students will read to determine the meanings and pronunciation of unfamiliar words and phrases within authentic texts.

a) Identify word origins and derivations.

b) Use roots, cognates, affixes, synonyms, and antonyms

to expand vocabulary. c) Identify and analyze figurative language. d) Identify connotations.

e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.


April 2016



Directions: Read the article and answer the questions that follow.

1 Do you remember how hard it was to learn to read? Imagine how difficult it would be if

you had to read feeling words with your fingertips. Long ago that was the only alternative for blind students.

2 Louis Braille was a child who struggled to learn because he was blind. Although he could

see when he was born in 1809 near Paris, France, he injured one of his eyes when he was three years old. An infection spread to both eyes leaving Braille completely blind. Still, he was luckier than most blind children of his time. Few blind children were ever

educated, and they seldom grew up to be more than street beggars. Braille’s family, however, believed that he could learn despite his blindness.

3 At first Braille went to public school with his older sisters and his brother. He faithfully listened to his teacher. Then his sister would read his homework assignments to him.

Braille proved that a blind child could learn. He was soon at the top of his class.

4 Despite his intelligence, the public school had no method to teach Braille to read or

write. His teachers soon felt that he could learn no more from them until he had these skills. So, at age nine, Braille’s family made arrangements for him to attend the Institution Royale des Jeunes Aveugles, a private school for the blind located in Paris.

His wish to learn to read on his own was finally granted.


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5 Even though he was eager, Braille found the reading system for the blind a real challenge. At the time, books for the blind were made by forming the letters of the alphabet from

copper wire. These letters were pressed into paper, leaving a raised impression of the letter on the paper’s other side. The blind student could then ready by feeling the raised letters.

But even though they were raised, discriminating between the letters was difficult and time-consuming. Also, very few raised-print books were available because they were difficult and slow to make.

6 Braille wanted to improve the reading system for the blind. His idea came from a totally unexpected source. When he was twelve years old, a French army officer visited his school. The officer had developed a code that allowed soldiers to read and write at night without

using a light. The code was made up of raised dots and dashes combined in different ways to represent different sounds. The soldiers could read the message in the dark by feeling the dots and dashes with their fingertips.

7 Immediately, Braille realized that blind people could use a similar system. Although the French officer’s method was too difficult to comprehend, Braille was sure he could work

out a simpler version that blind people could figure out.

8 Discovering a system that worked was an uphill climb. Braille spent the next few years

testing arrangements of raised dots. He worked only with dots since he had quickly decided that dashes took up too much space. Finally, he was satisfied with a system based on six dots in two columns of three dots each. Different patterns of dots within the

columns would stand for different letters.

9 Braille was fifteen years old when he first shared his new system with the other blind

students. They quickly realized its benefits. Not only did it make reading faster and easier, it also gave the blind students a way to write. The student used a blunt, pointed

instrument called a stylus to create the raised dot patterns on paper.

10 Louis Braille was eighteen years old when the first Braille book was published. Many more books originated from his system. In addition, he developed dot systems to represent numbers and music notes. Today blind people around the world can read and write thanks

to young Louis Braille’s dot language.

In paragraph 5, the word discriminating means –

A) believing statements

B) remembering events C) inventing processes D) judging differences

1


April 2016



Read the sentence from paragraph 2 to answer the question.

Adding the suffix –ment to the word arrange creates the meaning-

A) one who will arrange B) the process of being arranged

C) the ability to arrange D) a place for arranging items

Which words are synonyms for satisfied in paragraph 8?

Complete the following analogy.

Louis Braille is to the Braille system as —

F) teacher is to student G) scientist is to theory

H) doctor is to patient

J) book is to writer

Source: Virginia Department of Education http://www.doe.virginia.gov/testing/sol/released_tests/2007/test07_reading7.pdf

Pleased Associated Fulfilled

Composed Distinguished Content

So, at age nine, Braille’s family made arrangements for him to attend

the Institution Royale des Jeunes Aveugles, a private school for the blind located in Paris.

2

3

4


http://www.doe.virginia.gov/testing/sol/released_tests/2007/test07_reading7.pdf

April 2016




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5

6



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7.5 The students will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.

a) Describe the elements of narrative structure including setting,

character development, plot structure, theme, and conflict. b) Compare and contrast various forms and genres of fictional

text. c) Identify conventional elements and characteristics of variety

of genres.

d) Describe the impact of word choice, imagery, and literary devices including figurative language.

e) Make, confirm and revise predictions. g) Make inferences and draw conclusions based on explicit and

implied information. h) Identify the main idea.

i) Summarize text relating to supporting details. j) Identify the author’s organizational pattern.

k) Identify cause and effect relationships.


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Directions: Read the article and answer the questions that follow.




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7

8

9


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10

11

12


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13


15

14



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7.6 The student will read and demonstrate comprehension of a variety of informational selections. b) Use text structures to aid comprehension.

c) Identify author’s organizational pattern using textual clues, such as transitional words and

phrases. d) Draw conclusions and make inferences on explicit and

implied information. e) Differentiate between fact and opinion.

f) Identify the source, viewpoint, and purpose of text. g) Describe how word choice and language structure

convey an author’s viewpoint. h) Identify the main idea. i) Summarize text identifying supporting details. j) Identify cause and effect relationships.

k) Organize and synthesize information for use in

written formats.


April 2016



Directions: Read the story and answer the questions that follow.

Source: Texas Education Agency http://ritter.tea.state.tx.us/student.assessment/resources/release/taks_items/2010-G07-Read.pdf


http://ritter.tea.state.tx.us/student.assessment/resources/release/taks_items/2010-G07-Read.pdf

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17 20

18 21

19 16



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Use the diagram to answer the question below.


22



1. J 2. B 3. Pleased, Fulfilled, Content 4. G 5. A 6. C 7. C 8. G 9. D 10. H 11. D 12. F 13. B 14. G 15. D 16. D 17. B 18. A 19. C 20. D 21. A 22. B

The following pages contain vocabulary sorts that can be used to review relevant reading terms. Cut out the sorts and practice matching the vocabulary word with the corresponding definition.

This page was intentionally left blank.

7.4a

derivation

The formation of a word from another word or base.

7.4a

word origin

The language from which a word is derived.

7.4b

root word

Base of a word where prefixes and suffixes are added

7.4b

affix

A group of letters added to a word to change the meaning.

7.4b

prefix

Affix placed at the beginning of a word to change its meaning or to create a new word

(examples: rewrite, misplace)

7.4b

suffix

An affix added to the end of a word to change its meaning function or to form a new word.

(examples: quickly; meditation)


7.4b

cognate

Words from the same linguistic family

(examples: night, nuit, nacht, etc.)

7.4b

synonym

Words that have the same or nearly the same meaning.

7.4b

antonym

Words that have opposite meanings.

7.4d, 7.5d

analogy

a comparison between two or more things that are similar in some ways but otherwise unalike apple is to red as carrot is to orange

7.4c, 7.5d

simile

figure of speech that uses the words like or as to make comparisons She’s as pretty as a picture.

7.4c, 7.5d

hyperbole

figure of speech that is a deliberate exaggeration or overstatement I am so hungry that I could eat a horse.


7.4c, 7.5d

personification

figure of speech that applies human characteristics to non- human objects The clothes on the clothesline danced in the gentle breeze.

7.4d

positive connotation

word choice that creates a positive feeling My grandfather is frugal with his money.

7.4d

negative connotation

word choice that creates a negative feeling My grandfather is stingy with his money.

7.5a

setting

When and where a story takes place (time, place, and duration)

7.5a

characterization

The way an author presents a character and reveals character traits

7.5a

conflict

A struggle between two or more opposing forces


7.5a

internal conflict

Conflict within oneself Individual vs. self

7.5a

external conflict

Conflict with outside forces Individual vs. individual

individual vs. nature,

individual vs. society,

individual vs. supernatural

Individual vs. technology

7.5a

plot

Sequence of events in a narrative writing

7.5a

theme

A message or truth that a story communicates about life in general

7.5a

initiating event

The event that causes the beginning of the conflict in a story

7.5a

rising action

Events that increase the tension as a story reaches its climax


7.5a

climax

High point (suspense) of the story

7.5a

falling action

Events that follow the climax of the story

7.5a

resolution

Final outcome the story in which the conflict is resolved in some way

7.5b

short story

Brief creative narrative that is a retelling of events

7.5b

novel

An extended work of fiction that often has a complicated plot, many major and minor characters, a unifying theme, and several settings

7.5b

folk tale

An entertaining story composed orally and passed along by word of mouth

7.5b

myth

A story that explains natural occurrences and express beliefs about right and wrong


7.5b

legend

A “word of mouth” story about people or events that may or may not be based on fact

7.5b

fable

A brief story or poem, usually with animals or characters, that teaches a lesson

7.5b

play

A story that is performed on stage where people play various roles

7.5b

personal essay

Informal account of a person’s experiences

7.5b

biography

The life story of a person written by another person

7.5b

autobiography

Writer’s own life story


7.5c

onomatopoeia

a word whose sound suggests its meaning bang, splat, or buzz

7.5c

repetition

use of sounds, words, or ideas repeated for effect and emphasis

7.5d

foreshadowing

The use of clues to hint at coming events in a story.

7.5d

irony

Contrast between expectation and reality: Between what is said and what is

meant

Between what appears to be true & what really is true 7.5d

voice

literary feature that establishes an author’s personality, awareness of audience, and passion for his or her subject

7.5d

mood

the emotional atmosphere created by an author’s use of language


7.5d

tone

the writer’s attitude toward the subject

7.5d

imagery

Use of words to create sensory impressions-most often visual impressions but may be sound, smell, taste, or touch impressions

7.5d

figurative language

Text enriched by word images and figures of speech simile, onomatopoeia, personification and hyperbole

7.5g

inference

Judgment based on what an author has implied

7.5g

conclusion

Judgment based on what an author has implied

7.5h

main idea

The central point the author tries to make


7.5i

supporting detail

Sentences that support the main idea

7.5i

summarize

To briefly restate the main idea and supporting details

7.5j

narrative fiction organizational patterns

Sequential

Cause/effect

Compare/contrast

Description

Problem/solution

7.5k

cause and effect

What happened (effect) and why it happened (cause)

7.6f

purpose

refers to the author’s reason for writing

(example: to inform, entertain, or persuade)

7.6f

viewpoint

refers to the author’s bias or subjectivity toward the subject


7.6c

internal text structure

how information is organized in a passage

cause and effect

comparison and contrast

listing and enumeration

sequential or chronological

concepts/definition

generalization

7.6c

textual clues

o as a result of, consequentially for cause- and-effect

o similarly, on the other hand for comparison/contrast

o first, three for enumeration or listing o today, meanwhile for sequential or

chronological

o refers to, thus for concept/definition o always, in fact for generalization

o begins with, in order to for process

7.6c

external text structure

boldface or italics type underlining indentation sidebars illustrations, graphics, photos

headings and subheadings

7.6e

fact

a statement that can be proven true or false

7.6e

opinion

A statement that conveys a judgment

Documents

English 7 Reading Review Notes for Parents & Students