Language Arts Curriculum Guide Template—Detailed Curriculum Guides files... · Web viewStudents will use the Word Storm sheet (working in pairs) to investigate new words. Word Storm

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7th Grade Reading State of Idaho 2003Vocabulary McRel Document Word AnalysisLiteral Reading Comprehension State StandardsInterpretive Reading ComprehensionEvaluative Reading Comprehension ISAT Cut ScoresLiterary Analysis

New VocabularyVocabulary Word Analysis Literal Reading

ComprehensionInterpretive Comprehension

Evaluative Comprehension

Literary Analysis

State Standard

and Benchmark

Local Curriculum

Learning Continuum and Other

Performance Objectives

Sample Assessment Question and Sample

Quizzes

Sample Sequence

Minimum Hours Allotted

Sample TeachingStrategy

Sample Resources

Vocabulary Back to Top

734.01.aContext Clues

Learning Continuum

ISAT, ECA

For Learning:Have students read some unfamiliar text with unfamiliar vocabulary. Students will be able to define the vocabulary that they did notunderstand Of Learning:RIT 201-210RIT 211-220

Students create index cards with prefixes, suffixes and roots and their definitions.Students will have a partner to help quiz on understandingStudents will create lists of words with common prefixes, suffixes, roots

Students will use the Word Storm sheet (working in pairs) to investigate new words.

Word Storm

http://www.wolinsky

web.com/word.htm

734.01.aAntonyms, Homonyms, Synonyms

Learning Continuum

ISAT, ECA

For Learning:Students will be given a new piece of reading in which certain words will be underlined. Students will be asked to replace certain words with antonyms, synonyms.

Students will create a web map as a tool to build a list of synonyms or antonyms.

Team Word Challenge

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7th Grade Reading State of Idaho 2003State

Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence



Sample Resources

Of Learning:RIT 201-210RIT 211-220

734.01.aMultiple Meanings

Learning Continuum

ISAT, ECA

For Learning:Students will read a non fiction article in which words with multiple meanings will appear.Students will identify these wordsand list the proper definition within the context.Of Learning:RIT 201-210

Students will be given a multiple meaning word list.Students will discuss these wordswithin their group and then be asked to create a chart with words and definitions.

Word Analysis Back to Top

734.01.aStructural Analysis

Learning Continuum

ISAT, ECA

For Learning:Students will be given a readingpassage in which directions are given with no punctuation.Students will rewrite the passage using correct punctuation.

Of Learning:RIT 201-210 (Word Components)

Students will be given a review of the use of correct punctuation with emphasis on commas, semi colon, periods and run on sentences.Students will write directions for making or doing something using correct punctuation.

http://litsite.alaska.edu/workbooks/

readingvocabulary.html

734.01.aRoot Words,

Suffixes, Prefixes

Learning Continuum

ISAT, ECA

For Learning:See context clues

Of Learning:RIT 201-210 (Word Components)

See context clues

Literal Reading Comprehension Back to Top

Teacher For Learning:Students will take the State of

Students will read and discuss the Idaho Drivers

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence



Sample Resources

734.02.eRead for

Enrichment

Observable Idaho written driving test.Students will be given certain items to find that are for sale in the classified ads in the newspaper.

License manual.Students will write their own classified ad giving predetermined information needed in order to sell item.

734.04.a734.05.eReading

Directions

Learning Continuum

ISAT, ECA

For Learning:Students will be given specific directions on how to create a reading quilt square(including dimensions, title, characteristics,Illustrations, figurative language example)The students will put together their “Reading Quilt” as a classproject, which will be part of their assessment.

Of Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240

Students will be given several different pieces of reading in which they will have to draw, write or create a product. Students will work with a partner.

Reading Directions Right!

734.01.b734.04.b734.05.d

Sequencing

Learning Continuum

ISAT, ECA

For Learning:Student will use a graphic organizer provided to put into sequential order the sequence of a “new to them” short story.Of Learning:Students will be given a piece of non fiction writing(social studies)In which the will be asked to create a Thinking Tree. Students will include conflict,causes, places and people. This is to show how facts and ideas relate to

The students will be put into groups of five.

Each student will be given a paper to write the beginning of a story. At a certain time, students will then give their paper to the next student in their group. They will

http://litsite.alaska.edu/workbooks/

readingstrategies.html

http://litsite.alaska.edu/workbooks/readingstrategies.html



4


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence



Sample Resources

one another.

RIT 201-210RIT 211-220RIT 221-230

continue this process for five times. Each new time the student will read what has been written and then add to the story, a segment that is in sequence. Emphasis will be made beforehand, for the students to strive to have a completed story at the end of five writings.Students will then read their completed stories to each other and decide if sequencing was followed.They will then choose one of their stories to “polish” and then share with the rest of the class.

Students will be given a storyboard in which to illustrate sequentially the story they were given to read.****************************Working with sequencing with history or social

Reader’s Handbook

Great SourcePage 307

5


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence



Sample Resources

studies.Hang a long piece of butcher paper on the board. List the major wars and conflicts on U.S. in order for them to see sequencing visually.

studies

Reader’s Handbook

Great Source Page 76

Reader’s Handbook.

Great Souce,pg.307

6


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence



Sample Resources

734.01.b734.04.a734.04.c734.05.cLocating

Information

Learning Continuum

ISAT, ECA

For Learning: *see reading enrichmentOf Learning:Using a travel brochure, students will be given specific items to find within the contents of the brochure.RIT 201-210RIT 211-220RIT 221-230

*See reading enrichment

Students will read several examples of brochures and select a variety of key items that the brochure is trying to emphasize. The key items will be given to the students on a handout.

Student-Produced Brochure

734.04.a734.05.c734.05.e

Reading for Detail

Learning Continuum

ISAT, ECA

For Learning:Students will be given an unfamiliar passage to read and then answer specific questions with emphasis on detail.Of Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240

Students will read a new story and then write their own questions asking for specific details that were within the story. They can do this alone or with a partner. They will make an answer sheet. Students will exchange stories and questions with other students. They will go over the answers with each other.

Interpretive Reading Comprehension Back to Top

734.01.h734.04.c

Determine Main Idea

ISAT, ECAFor Learning:Students will be given a new piece of non fiction writing and a Using a Main Idea Organizer list the subject, four main details and the main idea.Of Learning:RIT 201-210RIT 211-220

Students will bring their social studies or world geography texts to class. They will be given instruction on how to find the main idea. Students will be asked to notice the headings in the text. These are clues to the main ideas. Next

Reader’s HandbookGreat SourcePage 53,93

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence



Sample Resources

they will create a topic sentence or main idea from the major heading. They will then list key details. Then using a Main Idea Organizer they will fill out information asked for on the organizer.

734.01.f734.03.d

Draw Conclusions /

Inferences

Learning Continuum

ISAT, ECA

For Learning:Orally read several editorials from the newspaper.Using “Questioning the Author,”students will share their answers.If not in agreement, have students defend their position.Of Learning:RIT 201-210 –Drawing ConclusionsRIT 211-220 –Drawing Conclusions

RIT 201-210 –Inference (Interp)RIT 211-220 –Inference (Interp)

RIT 201-210 –Inference (Eval)RIT 211-220 –Inference (Eval)

Using their own reading book students will read and answer questions. Emphasize that the author won’t actually answer the questions but will give clues to help the reader draw conclusions. Let the students know they may have to go back and reread and not to worry if they can’t answer all of the questions.

Questioning the Author

Reader’s HandbookGreat Source pg.652

Cause and Effect

Learning Continuum

ISAT, ECA

For Learning: Students will perform a cause and effect skit with emphasis on real life experiences.

Students will write a script the then video tape and present this to the class. They could also take the

After instruction in cause and effect students draw a cartoon strip demonstrating several different cause and effect situations.

Students can write their own situations involving cause and

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence



Sample Resources

camera around the school and video “real life” cause and effect situations.(RIT 221-230)Of Learning:RIT 201-210RIT 211-220RIT 221-230

effect in their group and act out for the class.

734.01.c734.01.e

Prediction and Generali-zations

Learning Continuum

ISAT, ECA

For Learning:A compelling short story will be read by the teacher and the students will write their predictions along with their clues and share them before the story has been completed.(“The Silent Couple” from Book of Virtues compiled by William Bennett)Of Learning:RIT 201-210RIT 211-220

Reading a class novel is a good time to use prediction as the students read along.At the end of a chapter have students write or share orally their predictions. This worksnicely when trying to get students to give support /clues for their responses. Often a lively discussion. Students may want to keep their ownscore sheet on their predictions.

734.01.c734.04.c

Summarize and Synthesize

Learning Continuum

ISAT, ECA

For Learning:Students will be assessed on their “Make a Difference” person by making a puzzle showing how all the pieces of this person’s life fit together. They can be as creative as they like. On each piece they will

Students will read about a person who has” made a difference “in our country.(try to stay away from sports figures).They will take notes, write an essay and produce a visual graphic about


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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence



Sample Resources

title it and then write information about that puzzle piece.(*see sample teaching strategy for puzzle parts)Of Learning:Missing 201-210RIT 211-220

their person.They will have information (future puzzle parts) on family, major problems, childhood, character traits, major achievements, key events or experiences and school.

734.05 (a-e)Read for Technical

Information

ISAT, Teacher

Observable

For Learning

Students will present a Power Point Presentation using a minimum of six slides. They will teach the class how to build or make a certain product.

Students will be given a handout on making a Power Point Presentation which was written by the software company. Students will be required to rewrite the steps in their own words step by step.

Evaluative Reading Comprehension Back to Top

734.01.c734.01.d734.02.b734.03.c

Compare / Contrast

Learning Continuum

ISAT, ECA

For Learning:The teacher will have the students interview several different students and teachers on a particular subject and then write up their findings showing the differences and commonalities between different age and experience groups.Of Learning:RIT 201-210RIT 211-220

Students will read several different articles from the daily newspaper, magazines and “online” news sources. The subject could be in connection with their World Studies Class.Students will compare and contrast the different sources. This is done very well in a group of three.

734.02.c

Learning Continuum

For Learning:Students will write their own speech on a topic of importance to them.

Students will listen to the “I Have a Dream Speech” by Dr. Martin Luther King Jr. They

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence



Sample Resources

Persuasive elements /

Propaganda / Bias, Assump-

tions, Stereotypes

ISAT, ECAEach speech needs to include elements of persuasion, bias and propaganda.

Students may present this speech to the class.(RIT 221-230)

Of Learning:RIT 201-210 –Persuasive ElementsRIT 211-220 –Persuasive ElementsRIT 221-230 –Persuasive ElementsRIT 231-240 –Persuasive Elements

RIT 201-210 –Bias, Assum., Stereo.RIT 211-220 –Bias, Assum., Stereo.RIT 221-230 –Bias, Assum., Stereo.RIT 231-240 –Bias, Assum., Stereo.

will have a copy of the speech to look at during the speech. They will then discuss the following:Title, background information, opening paragraph, repeated words and phrases and closing paragraph.Encourage students to mark on their copy of the speech.At the end ask them what they learned from listening and reading this speech.

734.02.aCategorize /

Classify Information /

Thinking Skills

Learning Continuum

ISAT, ECA

For Learning:Give students a packet of poetry and category chart and have them write the poems that fit the category.

Of Learning:RIT 201-210RIT 211-220RIT 221-230

Students will have access to many poetry books. They will read and then put titles of poems into categories.

734.02.cEvaluate Validity / Author’s

Conclusions

Learning Continuum

ISAT, ECA

For Learning:Students will compare and contrast the setting, cultural influences of a piece of literature with those of the reader.Of Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240

Create a web of the character’s actions and how they are influenced by culture, and historical period in the setting.

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence



Sample Resources

734.03.d734.03.eFact and Opinion

Learning Continuum

ISAT, ECA

For Learning:Students will present their essay to the class. Students will take notes on things that were fact and opinion.(RIT 211-230)Of Learning:RIT 201-210RIT 211-220RIT 221-230

Students will write an essay on a subject of their choice. Within in this essay they will present several examples of fact and opinion.Some essay subjects ideas:Driving ageMandatory seatbeltsClosed or open campusSchool uniformsU.S. involvement in Iraq(orother countries)

Literary Analysis Back to Top

734.01.g734.02.d734.03.b

Story Elements

Story Grammar

Learning Continuum

Learning Continuum

ISAT, ECA

For Learning:Students will write a short story of their own and in the margin they will label the elements of a plot.

Of Learning:RIT 201-210 –Problem/ResolutionRIT 211-220 –Problem/ResolutionRIT 221-230 –Problem/Resolution

RIT 201-210 –Inference (Literary)RIT 211-220 –Inference (Literary)

Using a drawing of a jagged mountain have the students Label the following elements of a plot: exposition, rising action(complication) climax, falling acting(resolution) and denouement(final outcome)

Students will then read a short story together and stop and discuss which part of the plot is happening.


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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence



Sample Resources

Students will make a comic strip ,which will tell a short story which will include all the elements of a plot

734.01.b734.01.c734.01.g734.02.dLiterary Devices

Learning Continuum

ISAT, ECA

For Learning:Students, in their literary circles, will be given pieces of writings from several different authors in which they will decide how the author shows suspense, imagery,foreshadowing and other literary devices.

Of Learning:RIT 201-210RIT 211-220RIT 221-230

Read a true life story of an author. (Gary Paulsen is a good choice) Talk about the background of the author and how this background influences what he writes. Paying attention to literary devices such asSettings, suspense and imagery.

734.01.c734.02.d734.03.aAuthor’s Purpose / Technique

Learning Continuum

ISAT, ECA

For Learning:Rewrite a story in a different setting or from a different point of view.

Discuss how characters and setting support the author’s purpose in a piece of literature.

Discuss how the story would change if the setting was changed or if it were told from a different character’s point of view.

734.02.aGenre

Learning Continuum

ISAT, ECA

For Learning:Students will categorize the pieces of literature they have read throughout the year, by genre.

Chart together with the class the major genresand key characteristics of each.

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7th Grade Reading State of Idaho 2003

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Resources

Word Storm

Name____________________________________

To understand a word, it is sometimes better to know more than just the dictionary definition. A word map lets you write down different types of information to help you understand what a word means and the many ways in which the word can be used.

What is the word? _____________________

Write the sentence from the text in which the word is used (use the space below):

What are some words that you think of when you hear this word?

________________________________________________________________________________________________________________

What are some different forms of the word?

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7th Grade Reading State of Idaho 2003Name three people who would be most likely to use the word besides teachers:

1.___________________ 2. _______________3._______________

What are some other ways of saying the same thing?

Make up a sentence using this word. Let your sentence tell what the word means.

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7th Grade Reading State of Idaho 2003Team Word Challenge Back to Top

This is a class activity that is fun and fast-paced.Line up students in to opposite lines facing each other.A word will be given to the first person in line.This word can come from the list of vocabulary words that the students are familiar.Example: lethargicGoing back and forth across the line, students will come up with a synonym of that word (or antonym) until they can go no further.This can be an active, fun and quick “thinking on your feet” type of activity.Each class can decide the specific rules on how they are going to keep score.

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Reading Directions Right

Ideas that you can have on a handout for the lesson.(create more)Materials: Plain paper (8 1/2x11), colored pencils, scissors, glue, ruler.******************************************************You may choose two of the following for your assignment:

Idea #1.

1.Draw a six-inch square in the top left-hand corner of your paper.

2.In each corner write a prefix.3.In approximately the center of the square, draw

a two-inch oval.4.Inside the oval, print four words that contain the

four prefixes you wrote in each corner.5.Using the color of your choice, print your name

and period number in the top left-hand corner.

Idea # 2

1.Fold your paper in half.

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7th Grade Reading State of Idaho 20032.Draw a straight line in the fold line.3.On the left-hand side of the drawn line, starting

at the top of the page, write the numbers 1-10.4.Write ten vocabulary words you have had this

year next to the numbers.5.Next to the vocabulary word draw a picture that

relates in Some way to the vocabulary word

6.Write your name and period number at the top of the paper In the left-hand corner. Use the color of your choice.

Student-Produced Brochure

Students create their own brochure which will include specific information required by the assignment within the text.Some of this information may be:

1.What is the product being advertised?2.Why would someone want this product?3.Where can it be purchased?4.What is the cost?

These completed student brochures will then be passed around to the members of the class and the students will find answers to specific questions asked regarding the contents of the student-produced brochure.

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7th Grade Reading State of Idaho 2003This assignment can also add requirements of color, pictures and other creative ideas or it can be scaled down to just fit a “locating information” assignment.

*************************************************** Questioning the Author

This can be a handout for the student (can be used with fiction and non fiction writing)

1.What is the author trying to teach me?2.Why did the author begin the way he or she did?3.What is the reason for including that event, that

detail, or that character?4.How does this fit with my previous knowledge or

experience?

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7th Grade Reading State of Idaho 20035.How does what the author says at the end go with

what’s said earlier?6.Why did the author use that word or phrase?7.What am I supposed to think of this?8.What point is the author trying to make?9.Where did the author get his or her ideas?

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7th Grade Reading State of Idaho 2003APPROVED ISAT PROFICIENCY SCORES

Return to TopApproved by the State Board of Education March 6, 2003

READING 2 3 4 5 6 7 8 9 10Basic 174 185 192 198 203 207 210 213 216Proficient 182 193 200 206 211 215 218 221 224Advanced 193 204 211 217 222 226 229 232 235

LANGUAGE 2 3 4 5 6 7 8 9 10Basic 176 186 193 200 204 207 211 213 214Proficient 184 194 201 208 212 215 219 221 222Advanced 197 207 214 221 225 228 232 234 235

MATH 2 3 4 5 6 7 8 9 10Basic 174 185 194 202 208 214 222 229 231Proficient 185 196 205 213 219 225 233 240 242Advanced 201 212 221 229 235 241 249 256 258

PROFICIENCY LEVELS DEFINITIONS

Approved by the State Board of Education March 6, 2003

ADVANCED: Exceeds Standards Back to Top

The student demonstrates thorough knowledge and mastery of skills that allows him/her to function independently above their current educational level.

The student demonstrates a comprehensive understanding of all relevant information relevant to the topic at level.

The student demonstrates comprehension and understanding of knowledge and skills above his/her grade level.

The student can perform skills or processes independently without any significant errors.

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7th Grade Reading State of Idaho 2003PROFICIENT: Meets Standards Back to Top

The student demonstrates mastery of knowledge and skills that allow them to function independently on all major concepts and skills related to their educational level.

The student demonstrates a comprehensive understanding of all information relevant to the topic, at level.

The student can perform skills or processes independently without any significant errors.

BASIC: Below Standards Back to Top

The student demonstrates basic knowledge and skills usage but cannot operate independently on concepts and skills related to his/her educational level. Requires remediation and assistance to complete tasks without significant errors.

The student has an incomplete knowledge of the topic and/or misconceptions about some information.

The student requires assistance and coaching to complete tasks without errors.

BELOW BASIC: Critically Below Standards Back to Top

The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or knowledge sets without significant remediation.

The student has critical deficiencies of relevant knowledge of topic and/or misconceptions about some information.

The student cannot complete any skill set without significant assistance and coaching.

Idaho State Standards—7th Grade ReadingReturn to Top

669. LANGUAGE ARTS/COMMUNICATIONS STANDARDS. 01. Languages and Communications. Language, the gateway to learning, provides our most powerful and

readily available tool to represent the world to ourselves as well as ourselves to the world. Not only a means of communications, language serves as our primary instrument of thought, a defining feature of culture, and an unmistakable mark of personal identity. Encouraging and enabling students to effectively use language remains one of society’s most significant tasks. Educators, parents, and communities share responsibility in helping students prepare for productive performance. When students exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use, as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.

02. Local District Book Lists. Local districts may determine book lists to support the Language Arts/ Communications Standards. If needed, the State Department of Education’s English Language Arts Specialist can provide suggested grade-level lists.

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7th Grade Reading State of Idaho 2003733. LANGUAGE ARTS/COMMUNICATIONS STANDARDS - GRADE 7The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of applications. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.

734. READING.Rationale: Students read a variety of grade-level materials and apply strategies appropriate to various situations.

Standard - The student will: Content Knowledge and Skills: Samples of Applications:01. Read a variety of

traditional and electronic materials for information and understanding.

Return to Context Clues

Return to Antonyms, Synonyms, Homonyms

Return to Multiple Meanings

Return to Structural Analysis

Return to Root Words, Prefixes, Suffixes

a. Use decoding strategies and other visual information to fluently read grade-level text:- Graphophonic sources

(letter/sound); - Semantic sources

(meaning/associations);- Lexical sources (word

knowledge);- Syntactic sources (structure of

written language);- Text elements (graphic

elements, illustrations, and titles/subtitles).

i. Use phonic knowledge to decode unknown words.

ii. Use context clues to determine word identification and meaning.

iii. Apply knowledge of roots, affixes, contractions, compound words, and possessives to determine word meaning.

iv. Use such punctuation as periods, commas, quotation marks, and semicolons as markers of meaning.

v. Read illustrations and captions to assist comprehension.

Return to Locating Information

Return to Sequencing

Return to Literary Device

b. Search purposefully for particular information:- Identify literal and inferential

meanings;- Search own background

information to make meaning of text passages;

- Based on purpose for

i. Interpret figurative language.ii. Connect information throughout the same

text, from different texts, and from reader's prior knowledge to construct meaning.

iii. Prioritize importance of ideas; use the following graphic information: bold print, italics, underlining, and

reading, search for most important information;

- In order to understand plot development in narratives, search for information about characters and setting;

- In order to understand text, search for such expository text structures as cause/effect, chronological, problem/solution, and classification.

headings/subheadings.

Return to Predictions / Generalizations

Return to Summarize / Synthesize

Return to Compare / Contrast

Return to Author’s Purpose / Techniques

c. On basis of prior knowledge and information in text, predict alternatives or probabilities in text:- Synthesize information from the

text to anticipate outcomes;- Use connections between text-

to-text, text-to-self, and text-to-world to anticipate new text.

i. Use knowledge of graphophonic, syntactic, and semantic information to predict unfamiliar words when reading.

ii. Based on such items as titles, headings, subheadings, bold print, and illustrations; skim text to predict content.

iii. Within literature circles, discuss predictions and reasons for predictions.

iv. Pause while reading to purposefully recall information and experiences that are relevant to what is being read.

v. Use what is known about an author and his/her style to predict and better understand

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7th Grade Reading State of Idaho 2003Return to Literary Device text.

vi. Read passage that includes foreshadowing and make predictions about future developments.


d. Reconsider a response against more than one source of information from grade-level text.

i. Consider whether information from a text matches reader's personal experiences and knowledge of a topic.

ii. Pause when reading to compare running text with graphic information.

iii. Consider graphophonic information and meaning to accurately decode challenging vocabulary.

Return to Predictions / Generalizations

e. Confirm or self-correct predictions in response to grade-level text.

i. Question self to determine if reader is making meaning.

ii. Use fix-up strategies when meaning is unclear: rereading, reading ahead, asking questions of the text, and retelling what has happened so far.

Return to Draw Conclusions/ Make Inferences

f. Draw inferences and conclusions from grade-level text.

i. Infer meaning and draw conclusions from information explicitly stated in text.

ii. Infer meaning and draw conclusions from information implied in text.

iii. Infer meaning and draw conclusions by connecting information in text to reader's prior knowledge.


Return to Story Elements / Story Grammar

g. Identify literary devices:- Mood;- Tone;- Style;- Figurative language.

i. Articulate personal feeling about or emotional reaction to a reading selection.

ii. Compare and contrast tones of various selections.

iii. Examine and discuss different authors' styles.iv. Locate and discuss various uses of figurative

language within a text: similes, metaphors, and personification.

Return to Main Ideah. Determine main idea or essential

message within a text and identify relevant details and facts.

i. After reading a novel or passage, discuss main idea.

ii. After reading an expository selection, relate supporting facts to main ideas through a graphic organizer such as a web outline or diagram.

02. Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.

Return to Genre

a. Describe characteristics of the following genres: fiction, nonfiction, poetry, biography/autobiography, legend, fable, myth, and reference materials.

i. Explain differences among literary genres.ii. Use genre knowledge to compare and

contrast selections.iii. Identify universal themes and pieces of

themes.


b. Activate and draw upon own experiences to connect to reading selections.

i. Before reading, free write personal experiences that relate to the topic of a piece.

ii. Compare and contrast own experiences with those described in text.

Return to Persuaisve Elements / Bias

Return to Evaluate Validity / Author’s Conclusions

c. Relate social, cultural, and historical aspects of literature to reader's personal experience.

i. Describe how main character's motives and actions are influenced by the society, culture, and historical period reflected by a setting.

ii. Compare and contrast the society, culture, and historical period reflected within a

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7th Grade Reading State of Idaho 2003Return to Classify / Thinking Skills

selection to that of the reader.




d. Analyze narrative literature according to the following text elements:- Character;- Setting;- Conflict;- Plot structure;- Theme;- Point of view.

i. Demonstrate understanding that characters are developed through actions, reactions, thoughts, speech, and author comments.

ii. Assess importance of setting.iii. Analyze and evaluate how conflict drives a

plot and affects characters.iv. Use plot curve to show exposition, rising

action, climax, falling action, and resolution.v. Draw inferences from text to identify theme,

draw conclusions, and make predictions. Develop new ideas and unique interpretations related to text.

Return to Read for Enrichment

e. Demonstrate understanding of how reading can provide enrichment, information, and serve as a tool for lifelong learning.

i. Interview parents and other adults in order to identify types of texts and purposes for reading both on and outside the job.

ii. Identify appropriate sources for locating specific information such as yellow pages for contracting businesses, ads for price comparisons, and manuals for how-to instructions.

iii. Read a children's book to class to illustrate learning important life skills through reading, Rosie and Michael, to enhance friendship.

03. Read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.


a. Identify author's purpose and describe how language, setting, and information support purpose within literary text.

i. Relate new pieces of literature to previously-read pieces with similar purposes. Explain how a different setting affects author's purpose.

ii. Identify information within a literary piece that is critical for developing author's purpose.

iii. State various purposes for which authors write: to entertain, to persuade, to inform, and to connect knowledge of literary pieces to state purposes.


b. Analyze literary text for story elements:- Characters;- Setting;- Plot structure;- Theme;- Conflict;- Resolution.


c. Compare and contrast information from multiple sources.

i. Use multiple sources to verify or contradict information.

ii. Identify differences between reader's background knowledge and text information.

iii. Provide possible explanations for discrepancies between sources.

iv. Analyze character traits and use that information to compare and contrast tales from different cultures.

v. Identify bias in text.

Return to Draw Conclusions/ Make Inferences

d. Use personal or objective criteria to do the following:- Draw conclusions;- Make inferences;

i. Make connections from text-to-text, text-to-self, and text-to-world.

ii. Share opinions and judgments about fiction and nonfiction.

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7th Grade Reading State of Idaho 2003Return to Fact/Opinion - Determine meanings;

- Form opinions;- Make judgments.

iii. Use inferences to synthesize text information.iv. Demonstrate understanding of terms and

concepts defined in examples/non-examples and comparisons.

Return to Fact/Opinion e. Distinguish between fact and opinion and identify cause and effect relationships within expository text.

i. Identify facts and opinions within commercials and documentaries.

ii. Analyze grade-level content area text to identify causes and effects.

04. Read to locate information from a variety of traditional, technical, and electronic sources.

Return to Reading Directions

Return to Reading for Detail


a. Use questions to guide reading:- Identify type of information

required to answer a specific question;

- Use reasonable resources for answering questions;

- Read for purpose of answering specific questions.

i. Identify whether a question is asking "who," "what," "when," "where," or "why" information.

ii. Skim text to review its usefulness in providing desired information.

iii. Apply information from textbooks, encyclopedias, atlases, periodicals, electronic media, and primary sources.

Return to Sequencingb. Systematically organize new

information from an expository text.

i. Fill in a skeleton outline after reading a given text.

ii. Use note cards to record information from text.

iii. Highlight or underline key words and important information.

Return to Summarize / Synthesize

Return to Main Idea


c. Synthesize what has been read:- Identify main idea and

supporting details;- Identify important information,

patterns, and themes;- Connect new information with

prior knowledge to enhance understanding and memory;

- Ask new questions;- Use prior knowledge and text

information to draw conclusions, make critical judgments, and form unique interpretations from text.

i. Review notes. Record questions in note margin where clarification or additional information is needed.

ii. Use K-W-L study strategy (What you KNOW, What you WANT to learn, and What you have LEARNED).

iii. Write essay and summary in response to reading.

iv. Use visual graphics to demonstrate understanding of concepts and relationships.

05. Read for technical information.

Return to Read for Technical Information

a. Read, understand, and apply technical information.

i. Read and follow written directions for constructing a model or playing a game.

ii. Read and follow directions for reprogramming a VCR or digital phone.

b. Identify and use comprehension strategies to understand technical text.

i. Preview technical text by reading headings/subheadings, boldfaced words, schematics, pictures, charts, and other visual information.

ii. Slow reading rate to assist comprehension of challenging text.

iii. Reread text when meaning is unclear.


c. Apply knowledge of graphic elements to understand text:- Graphics;

i. Read and interpret charts, graphs, maps, diagrams, and tables.

ii. Use boldfaced print, italics, size, underlining,

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7th Grade Reading State of Idaho 2003Return to Reading for Detail - Highlighting techniques;

- Organizers.color, and bulleted information to locate specific information.

iii. Use headings/subheadings, captions, sidebar, and footnote information to clarify meaning.

Return to Sequencingd. Identify organization of technical

texts.i. Identify numbers, letters, and words that

indicate sequencing of information.ii. Match graphics with explanations or related

information within text.iii. Locate tables of contents, indices, and

appendices within textbooks and other manuals.

Return to Reading Directions

Return to Reading for Detail

e. Apply technical information to complete tasks.

i. Use information from expository sources to construct a terrarium or animal habitat that will sustain life.

ii. Follow simple word processing procedures on a personal computer.

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7th Grade Reading State of Idaho 2003Evaluative Comprehension

Goal ISAT “Sub-Goal” RIT Below 150 RIT 151-160 RIT 161-170

Evaluative Compre-hension

Return to Top

New Vocabulary thing sentence, page, missing word, belongs

RIT 171-180 RIT 181-190 RIT 191-200

story, paragraph, bias, passage, writer

classified as, describe, idea, list, ad, make-believe, advertisement, definition, label, facts

opinion, conclusion, valid, appeal, descriptions, detail, accuracy, attitude, phrase

RIT 201-210 RIT 211-220 RIT 221-240

comments, persuasion, technique, editorial

evaluate, assumption, logical argument, factual, unbiased, propaganda

221-230 observation, contradict231-240 analyze, stereotype

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7th Grade Reading State of Idaho 2003Interpretive Comprehension


Interpretive Compre-hension

Return to Top

New Vocabulary missing word, story, paragraph, sentence

questions, main idea, riddle, list, passage

RIT 171-180 RIT 181-190 RIT 191-200

title, cause, facts, effect, opinion, ad, describes, author

predict, outcome, statement, poem, article, conclude, summary, problem

summarize, conclusion, cause and effect, central idea, compare, selection, introduction

RIT 201-210 RIT 211-220 RIT 221-230

infer, solution, prediction, announcement, biography, explanation, chapter, legend, topics, characteristics, main characters, assume, library, speaker

implied, inferred, premise, impression, contrast

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7th Grade Reading State of Idaho 2003Literal Comprehension

Goal ISAT “Sub-Goal” RIT 151-160 RIT 161-170 RIT 171-180

Literal Compre-hension

Return to Top

New Vocabulary last, after, story after, book, first, directions, sentences, poem, index, table of contents, sign, passage

before, second, paragraph, following, letter, label, note, article, list

RIT 181-190 RIT 191-200 RIT 201-210

recipe, instructions, order of events, information, describe, ad, bibliography, editor, character

literature, advertising, schedule, statement, announcement, biography, entries, chapter, introduction, comparison, glossary

indicated, series of events, chronological order, definition, dictionary, sequence, description, catalog, journal, report

RIT 211-220 RIT 221-230 RIT 231-240

guide, handbook, selections publications, editorial

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7th Grade Reading State of Idaho 2003Literary Analysis


Literary Analysis

Return to Top

New Vocabulary story passage, sentence, problem, sign, list, poem, fairy tale

RIT 171-180 RIT 181-190 RIT 191-200

describe, missing word, paragraph, author’s purpose, ad, letter, fable, report

theme, action, setting, predict, author, solve, purpose, make-believe, mood, point of view, tone, moral, character, legend, fantasy, diary, note

fiction, subject, event, conflict, appeal, narrator, main point, main character, detail, solution, short story, folktale

RIT 201-210 RIT 211-220 RIT 221-230

application, opinion, plot, exaggeration, speaker, science fiction, personal narrative, autobiography, historical fiction, non-fiction, mythology

intent, irony, suspense, simile, figure of speech, dialogue, metaphor

personification, alliteration, method of characterization, flashback, literary device, narration, exposition, memoir

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7th Grade Reading State of Idaho 2003Vocabulary


Vocabu-lary

Return to Top

New Vocabulary picture, word missing word, choose, sentence

compound word, opposite, root or base word, story

RIT 171-180 RIT 181-190 RIT 191-200

homonym, synonym, underlined, incomplete, paragraph, passage

nonsense, antonym, directions, definition

similar to

RIT 201-210 RIT 211-220 RIT 221-230

advertisement, magazine, article, recipe

label, selections, introduction

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7th Grade Reading State of Idaho 2003Word Analysis


Word Analysis

Return to Top

New Vocabulary ending sound, match, find missing word, prefix, choose compound word, poem, rhyme, root or base word, vowel, letter, story

RIT 171-180 RIT 181-190 RIT 191-200

underlined, suffix contraction, directions, definition

alphabetical order, syllable

RIT 201-210 RIT 211-220 RIT 221-230

antonym, multi-syllable

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7th Grade Reading State of Idaho 2003ISAT Learning Continuum—Reading

ISAT “Sub-Goal”RIT 201-210

RIT 211-220 RIT 221-240

Evaluative ComprehensionCategorize-Classify Information, Thinking Skills

Return to Guide

Identify which word belongs in a group based on implications of words, definitions provided, or interpreting multiple meanings or words

Identify which sentence does not relate to a more specific topic when given sentences all relating to a general topic

Put ideas in appropriate groups when given two category names

Match information in a passage with informal outline of information

Identify items not like others based on secondary attributes provided in written definitions

Combine information written in a passage with information from experience to determine how one thing is like or unlike another thing

Identify topics that could be added to an existing outline

Identify which word is not like the others based on secondary attributes

Find common attributes of a defined list of items

Demonstrate using alphabetical order to the fourth letter

Find words that are like or different from the others based on secondary attributes when given definitions of similar or related words

Identify words that belong to the same group based on implications, connotations, multiple meanings, or secondary attributes when given more difficult vocabulary words

Identify analogous relationships Find commonalities in a set of

distinct descriptions Determine which would be logical

explanations for events

221-230 Identify words that belong to the

same group based on implications, connotations, multiple meanings, or secondary attributes given more difficult vocabulary words

Identify the sentence that does not related to the specific topic in a long, complex passage

Find commonalities in a set of distinct descriptions

Compare and Contrast

Return to Guide

Locate multiple pieces of information to compare or contrast Determine what information is

being compared

Evaluate Infer/evaluate content based on small sample of writing

Format: Read passages that are generally longer, with much detail, extensive

221-230 Format: Read longer passages with more

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7th Grade Reading State of Idaho 2003ISAT “Sub-Goal”

RIT 201-210RIT 211-220 RIT 221-240

Validity-Author’s Conclu-sions

Return to Guide

Infer/evaluate what is important to a character

Infer/evaluate character’s feelings or interests

Determine which facts do or do not support a conclusion

Given a simple passage, distinguish what is true or factual

Determine the most qualified source of information

Evaluate and prioritize reasons At upper range of RITs, determine

which fact supports more than one conclusion

Determine which statement best supports a specific conclusion

Determine statements that cannot be concluded from information in a passage

Use logical reasoning to determine the validity of a statement

vocabulary, and less familiar content Evaluate relative importance of

information Determine which statement or detail best

supports a specific conclusion Determine most qualified source of

information Determine most valid conclusion based

on information in a passage Distinguish facts that can be concluded

from that which is opinion or inferred when given a longer, more detailed passage

Determine additional information needed to evaluate information in a passage

Use logical reasoning to determine the validity of a conclusion

Note the clue word “probably” meaning not conclusively

Determine which statement or detail does not support a conclusion

Identify faulty reasoning leading to a conclusion

Evaluate the quality of information used to support a conclusion

detail, more extensive vocabulary, and less familiar content

Evaluate whether or not an argument is consistent

Determine which conclusion is supported by facts in a passage

Determine which fact or detail supports a conclusion

Identify faulty reasoning leading to a conclusion

Identify a conclusion not supported by facts or details in a passage

Evaluate reasoning leading to a conclusion

Evaluate the quality of information sources

231-240 Determine the most qualified source of

information Analyze the reasoning used to support a

conclusion or opinion Determine which conclusion is

supported by facts or details in a passage Use logical reasoning to arrive at a

conclusion

Fact and Opinion

Return to Guide

Identify which specific words are opinions

In a longer passage, distinguish which statements are facts from those that are opinions

Identify word clues that signal fact, not opinion

Determine that which is fact from that which is inferred

Analyze passage for opinion, inference, value judgment, or fact

Distinguish unsupported opinion from fact

Determine content of passage—proportion of fact to opinion

Distinguish that which is fact from that which is inferred

Identify a sentence as being an

221-230 Use word clues to distinguish

opinions from fact

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RIT 201-210RIT 211-220 RIT 221-240

Analyze a passage to determine proportion of fact or opinion

editorial comment or part of a factual news story

Persuasive Elements, Propa-ganda, Bias, Assump-tions, Stereotypes

Return to Guide

Format: Read longer passages, generally less than 150 words but some longer where the difficulty of vocabulary increases as RIT increases

Recognize persuasive techniques or methods Determine to whom an ad will appeal Determine how an ad gets your attention Determine the effectiveness of persuasive

arguments Determine the action the ad persuades the

reader to take Infer errors in reasoning that lead to

stereotypical thinking Infer beliefs, opinions, or way of

thinking of speaker, writer, or character Understand and apply meaning of

“bias” Recognize bias or assumptions as

opinionsAt upper range of RIT –

Generalize type of people who would agree or disagree with specific opinions

Understand the meaning of “assumption” or “underlying assumption”

Understand why people have different opinions or ways of thinking

As RIT levels increase, differences between distracters and correct answer choice become less obvious, require more thought

Read passages that vary in length, while difficulty of vocabulary tends to increase

Determine how assertions of persuasive writing are supported

Determine to whom and to what feelings ads appeal

Determine what the writer wants the reader to believe about their product or service

Determine information not given in an ad

Understand meaning of the word “discrimination”

Infer beliefs, opinions, ways of thinking, or assumptions of writer or characters

Generalize type of people who would agree or disagree with specific opinions

Compare and contrast opinions or assumptions of characters

Infer errors in reasoning that lead to stereotypical thinking

Infer assumptions reader can make from a passage

Generalize opinions or assumptions of writer Discriminate between fact and bias

221-230 Read passages where topics are less

familiar, with rich, varied vocabulary Determine purpose of persuasive ad or

argument Determine persuasive techniques or

methods Determine tone or effect of persuasive

writing Analyze persuasive statements Determine to whom or what feelings

persuasive writing will appeal Incorporate higher level thinking to

understand topics and to differentiate between answer choices

Infer assumptions of writer or character

Generalize opinions or assumptions of writer

Generalize people likely to agree or disagree with opinion or assumption

Recognize difference between discriminatory and non-discriminatory statements

Recognize statements or thinking not assumed by the writer

More

Persuasive Elements, Propaganda, Bias, Assumptions,

231-240 Format: Read passages with

complex topics, some quite difficult vocabulary, and more

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RIT 201-210RIT 211-220 RIT 221-240

Stereotypes, cont.

Return to Guide

complex distracters that require more thought to determine correct answer choice

Understand the meaning of the word “stereotype”

Infer and generalize assumptions of writer

Imply purpose of persuasive writing

Interpretive ComprehensionCause-Effect

Return to Guide

Read slightly longer passages, with more difficult content and vocabulary which use clue words “since” and “because of”

Demonstrate combining several pieces of information to understand the cause and effect relationship

Identify which is the “cause” and which is the “effect” when given a situation

Read longer passages, with more difficult content and vocabulary

Identify which is not the effect of a stated cause

Read passages with more difficult, less familiar content and vocabulary

Items include same skills and content as lower RIT bands with more difficult vocabulary and extended thinking.

Draw Conclusions-Inferences

Return to Guide

Make inferences from announcements

Make inferences about directions on labels

Make inferences about a character type within a variety of literature

Make inferences from information found on book flap

Make inferences from textbook

Make inferences from catalog selections

Make inferences from handbooks Make inferences from a science

fiction passage Draw a conclusion from the passage

by inferring the interpretation of the information read

Identify conclusion to story

Items include same skills and content as lower RIT scores with more difficult vocabulary and extended thinking.

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RIT 201-210RIT 211-220 RIT 221-240

technical reading Form a conclusion based on

interpretation of information from a variety of sources

Predictions and General-izations

Return to Guide

Predict future events based on prior conclusions drawn

Create prediction for recipe Predict outcome from

advertisement

Items include same skills and content as above with more difficult vocabulary and extended thinking.

Summarize and Synthesize

Return to Guide

Identify main idea in magazine articles or stories from other sources

Identify why author chose title Identify main idea in newspaper

and other articles Restate lengthy passage through

summarizing List specific information in

systematic order and give a general summary


Literal ComprehensionLocating Information

Return to Guide

Use a table of contents: Use chapter summaries to

determine contents Use clue words from chapter

title to determine contents Determine the LAST page of

a chapter (if chapter 2 begins on p. 20, chapter 1 ends on p. 19)

Use an announcement: (lengthy and detailed, containing common

Format: Read passages that are lengthy, detailed, and contain adult vocabulary. They are typical examples one would find everyday, not specific to children

Use an announcement: Find and understand specific information

Use a handbook: Find and understand specific information

Use a shipping and handling chart: Recognize, know it by name

221-230 Read passages where details being

located are more specific and less obvious, requiring careful reading or re-reading

Use an announcement: Find and combine specific

pieces of information Find and understand specific,

detailed information Compare specific pieces of

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RIT 201-210RIT 211-220 RIT 221-240

abbreviations, and adult level vocabulary)

Find and understand information

Use an advertisement: Find and understand specific

information Determine what is being

advertised Understand abbreviations and

shortened phrases in a classified ad

More on Next Page

Use a phone book: Yellow pages: how to read,

find, and understand specific information

White pages: how to use guide letters

Use a catalogue: Use summary information to

determine which product to purchase

Find and understand specific information

More on Next Page

information Use a weather report: Find and

understand small but significant details

Use sports scores: Understand commonly used abbreviations

Use a recipe: Find and understand small but significant details

Locating Information

Return to Guide

Use a food label: Determine the relative amounts of ingredients

Use reference materials: Determine the best source of

information (encyclopedia, catalog, advertisement, magazine article, picture book)

Understand information contained in a dictionary entry

Use a bibliography: How it is organized How to read information

(author, title, publisher, etc.)

Use an index: Organization of topics Using increased specificity of

terms to locate information Understand page list format,

difference between use of commas and hyphens (43, 57, 60-62)

Use a bibliography: Find and understand

information in an annotated bibliography

Use a glossary: How to use Use a field guide: Find and

understand specific information40

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RIT 201-210RIT 211-220 RIT 221-240

Recognizing simple listing of magazines

Use a list: Meaning of information

Use a dictionary: How to use to find word meaning

Reading Directions

Return to Guide

Find detail in a typical adult language recipe

Understand complex directions involving multiple variables (if you want this, do that, if you want something else, do something else…)

Understand typical medicine or product labels

Understand vocabulary specific to typical recipes and product labels

Find detail in complex, multi-step directions containing adult language

Paraphrase complex directions Understand complex directions—

must find one detail, then re-read to incorporate previous information

Use skills that progress in difficulty: Skim, scan to locate details Re-read specific parts Combine two or more sets of

information to complete understanding

Paraphrase

Synthesize/paraphrase directions Follow multi-step directions

containing adult vocabulary where the outcome is not obvious

Follow detail in typical medicine or product label

Synthesize intention of directions Understand small but significant

detail in directions

221-230 Understand intent of directions Synthesize complex directions

231-240 Synthesize/paraphrase directions

Reading for Detail

Return to Guide

Format: Read passages that contain rich and varied detail, often unfamiliar content, extensive vocabulary, complex sentence phrasing

Isolate small but significant detail necessary to answer a question in

Format: Read passages that contain rich and varied detail, often unfamiliar content, extensive vocabulary, complex sentence phrasing

Locate small but significant detail in a detail-filled passage

221-230 Read passages that contain rich and

varied detail, generally unfamiliar content, extensive vocabulary, complex sentence phrasing

Isolate information not stated in a detail-filled passage

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RIT 201-210RIT 211-220 RIT 221-240

long, detail-filled passages Understand and interpret significant detail

Understand and paraphrase significant detail

Discriminate between details which are and are not stated in a passage

Locate more than one detail in a detail-filled passage

Paraphrase and interpret significant detail

Locate specific detail in a long, detail-filled passage

Locate and interpret several details in a detail-filled passage

231-240 Read passages that contain rich

and varied detail, generally unfamiliar content, extensive vocabulary, complex sentence phrasing

Locate, paraphrase, and interpret multiple details in a detail-filled passage

Sequencing

Return to Guide

Format: Read longer and more complex sentences where the content becomes less familiar and the difficulty of the vocabulary increases (soon after this happened, that happened)

Read passages where word clues are less direct: from “first, later, and finally” to “after the frost”, “in the spring”, “when they had eaten lunch”

Use indirect word clues to determine sequence of sentences from scrambled order

Determine which event came second or next from sentences in scrambled order

Determine sequence of key events from complex paragraph

Determine events that occur after or simultaneously in longer, more complex paragraph

Determine first event from a sequence of events written in the middle of a paragraph

Use key words to paraphrase order of events

Format: Read passages that contain unfamiliar content, adult vocabulary, few word clues, longer sentences, and complex phrasing

Paraphrase sentence order from passage with phrases like “just before this happened, that happened” and “after this happens but before that happens”

Determine last, first, and next, paraphrasing events from passage

Use indirect word clues to determine the order of scrambled sentences

Determine what comes after another event

(221-230) Summarize events in correct

order Use reasoning to determine the

correct order of scrambled sentences

Determine what comes after in passages with complex phrasing (just before he did this, he did that)

Use word clues and reasoning to determine what comes first when sentences contain flashbacks or are not written in exact time order

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RIT 201-210RIT 211-220 RIT 221-240

Use re-reading and cross checking to identify order of events

In a paragraph of unfamiliar content and vocabulary, determine what comes next, after another event

Use direct word clues to determine what comes before

Determine what comes first in a paragraph containing a flashback

Determine the sequence of events in a subset of events in the middle of a passage

Paraphrase the sequence of events in a complex passage

Literary AnalysisAuthor’s Purpose-Techniques

Return to Guide

Infer how author develops characters through story sequence

Recognize the use of suspense to get the reader’s interest


Genre

Return to Guide

Recognize newspaper writing and personal note writing

Distinguish between fiction and nonfiction writing in lengthy passages

Identify historical fiction Identify realistic fiction Determine purpose of lengthy folk

tales Understand the content of poems

with figurative language

Identify vivid and descriptive writing Recognize autobiographical writing Use writing as a rule for giving

directions Understand form and general

characteristics of folk tales Understand the structure of poetry by

its rhyme and length of lines Recognize science fiction Recognize a book review


Literary Devices

Return to Guide

Use devices such as humor, exaggeration, word choice to create mood

Use devices by the author such as word choice and complex descriptors

Infer the story structure as a literary

Use the story structure as a literary device

Determine how author develops character traits through inference

Use descriptive dialogue to develop tone


43

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RIT 201-210RIT 211-220 RIT 221-240

device Understand meaning of idioms used

in the story Understand the imagery in the

writing Understand and explain the meaning

of metaphors used in the story Understand the meaning of

symbolism in stories Make inferences about a character

type within a variety of literature

Recognize foreshadowing as a literary device in writing

Find a figure of speech and explain Understand the author’s purpose in

use of similes Understand the meaning of

symbolism in stories Identify exaggeration and understand

its impact on story line

Story Elements

Return to Guide

Determine the complex point of view of the author or characters through character descriptions

Identify the problem and articulate the resolution

Identify main conflict Identify exaggeration Identify a complex problem and list

possible resolutions

Describe complex character descriptions

Understand complex problems and develop one or more solutions


Story Grammar

Return to Guide

Determine purpose of dialogue Use figurative language, sequence of events, word choice, suspense, imagery that creates complex interest

Recognize dialogue that provides a variety of purposes and information


VocabularyAntonyms, Homonyms, Synonyms

Return to Guide

Identify sentence which means the opposite in a paragraph of 50-75 words

Choose word missing in the sentence when all choices are homonyms

Find words with opposite meanings within the context of a story or passage


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RIT 201-210RIT 211-220 RIT 221-240

Context Clues

Return to Guide

After reading a paragraph of 50-75 words, use context to determine meaning of a specific word in paragraph

Given a complex sentence, determine which of four words is synonym (not defined) for underlined word

Knowledge of vocabulary with or without context within a complex paragraph

Recognize and understand a variety of word referents

Recognize and understand sentences containing explanatory phrases, sometimes set off by commas

After reading a sentence with a paragraph of 75-100 words, use the context of the sentence to find the meaning of specific word

After reading a story, find the word in the story which means about the same as underlined word

Increased vocabulary within the story or passage


Multiple Meanings

Return to Guide

Use context of an advertising passage to figure out a word that has multiple meanings


Word AnalysisRoot Words, Suffixes, Prefixes

Return to Guide

Identify base or root word in multi-syllable words


Structural Analysis

Form multi-syllable compound words

Items include same skills and content as above with more difficult

45

46


RIT 201-210RIT 211-220 RIT 221-240

Return to Guide

Identify word that, with correct prefix, becomes its own antonym

Identify suffix which will give new meaning to specified word

vocabulary and extended thinking.

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47

7th Grade Reading State of Idaho 2003Sample Test Items

Word Analysis & Vocabulary: RIT 201-210

Return Return Return Return

Word Analysis & Vocabulary: RIT 211-220

Return Return

Literal Comprehension: RIT 201-210

Return Return Return Return Return Return




Return Return Return Return Return

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7th Grade Reading State of Idaho 2003Literal Comprehension: RIT 231-240

Return Return

Interpretive Comprehension: RIT 201-210

Return Return Return Return

Interpretive Comprehension: RIT 211-220


Evaluative Comprehension: RIT 201-210





Return Return Return Return Return

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49

7th Grade Reading State of Idaho 2003Evaluative Comprehension: RIT 231-240

Return Return Return

Literary Analysis: RIT 201-210





Return Return

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Documents

Language Arts Curriculum Guide Template—Detailed Curriculum Guides files... · Web viewStudents will use the Word Storm sheet (working in pairs) to investigate new words. Word Storm