Language Arts GRADE 7 Semester - Ralston Public · PDF file8/7/13 Language Arts, 7th Grade, 2nd Semester 1 Curriculum Guide: Language Arts 2nd Semester GRADE 7 Units of Study: Poetry,

8/7/13 Language Arts, 7th Grade, 2nd Semester

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Curriculum Guide: Language Arts 2nd Semester

GRADE 7

Units of Study: Poetry, Non-fiction, Descriptive Writing, Fiction, Spelling, Vocabulary, Fluency, and Speaking Required Texts: Language of Literature Teacher/Student resources (Mc Dougal) Drums, Girls, and Dangerous Pie, by Jordan Sonnenblick Poetry: Descriptive Writing: -common vocabulary -6-Traits writing -variety of poems written and analyzed -descriptive prompts -project -various activities Non-fiction: Fiction: -common vocabulary -common vocabulary -Biography -review elements of fiction -Autobiography -DGDP by Jordan Sonnenblick -project -comprehension practice -various activities Spelling: -phonetic spelling Vocabulary: -prefixes Vocabulary- (throughout semester) -homophones -text specific (within short stories and novels) Fluency- Speaking- -fluency checks -presentation on chosen topic -opportunities to read aloud Vocabulary/Comprehension Fluency

Benchmarks 12.1.5 Students will build literary, general academic, and content specific grade level vocabulary. 12.1.6 Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.

Benchmarks 12.1.4 Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression.

Writing Process/Genres Speaking/Listening Skills/ Reciprocal Communication

Benchmarks 12.2.1 Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level. 12.2.2 Students will write for a variety of purposes and audiences in multiple genres.

Benchmarks 12.3.1 Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations. 12.3.2 Students will develop, apply, and refine active listening skills across a variety of situations. 12.3.3 Students will develop, apply and adapt reciprocal communication skills.


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ASSESSMENT RECOMMENDATIONS Language Arts Standard: READING COMPREHENSION Skills Skills Skills Possible Assessments FOR Learning

Benchmark 7.2.1 Make predictions before, during, and after reading.

Recognize and use author and context clues in making predictions.

Use pre-reading strategies (i.e. skimming and scanning).

Draw conclusions.

UBD Interpretation UBD Explanation/ Interpretation

UBD Interpretation

Type of Assessment: Personal Communication

Type of Assessment: Essay/Extended Written


Suggestion: Teacher think-aloud / group discussion

Suggestion: Respond to questions over reading

Suggestion: Class discussion on drawing conclusions

Selected Response Suggestion:

Essay/Extended Written Suggestion: Cause & Effect Chart

Performance Assessment Suggestion: Character Reenactment

Personal Communication Suggestion: Journal Entry (predict / support / adjust / confirm)

Required Assessments OF Learning

(Formative)

(Summative)

Make inferences.

UBD Interpretation

Type of Assessment: Essay/Extended Written Suggestion: Inference chart (McDougal Reading Toolkit – D26)


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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: READING COMPREHENSION AVERAGE PERFORMING STUDENT

Benchmark: 7.2.1 Make predictions before, during, and after reading.

Skills (UBD): • Recognize and use author and context clues in making predictions (Interpretation).

• Use pre-reading strategies (Explanation/ Interpretation).

• Draw conclusions and make inferences (Interpretation).

Strategies: • Similarities/ Differences • Advanced organizers

HIGH PERFORMING STUDENT Activities: - Write a prequel to the story prior to reading the book - “One Prediction, Two Prediction” (pg. 30 – Graphic Organizers)

Strategies: • Similarities/ Differences • Advanced organizers

AVERAGE PERFORMING STUDENT Activities: - Create Venn Diagram showing student predictions compared to actual story events - “On-Target Predictions” (pg. 29 – Graphic Organizers)

Strategies: • Advanced organizers

Strategies: • Advanced organizers • Practice

LOW PERFORMING STUDENT Activities: - “Predict-a-Plot” (pg. 28 – Graphic Organizers)

ELL Activities: - “Predict-a-Plot” (pg. 28 – Graphic Organizers)

WHOLE GROUP Activities: - McDougal Reading Toolkit – Predicting Overheads (D28-29)


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ASSESSMENT RECOMMENDATIONS Language Arts Standard: READING COMPREHENSION Skills Skills Skills Possible Assessments FOR Learning

Benchmark 7.2.2 Identify the main idea of text.

Differentiate between main idea and details.

Identify the author’s purpose (i.e. bias, bandwagon, etc.).

Identify problems and solutions.

UBD Interpretation

UBD Perspective/Explanation

UBD Application & Self-Knowledge




Suggestion: Main Idea web organizer (McDougal Reading Toolkit – D11)

Suggestion: Group discussion on author’s purpose

Suggestion: Predict possible solutions to problems occurring in story.

Selected Response Suggestion: Test over book Multiple-choice True/False Matching

Essay/Extended Written Suggestion: Book response essay

Performance Assessment Suggestion: Book talk

Personal Communication Suggestion: Student / teacher conference


(Formative)

(Summative)


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Benchmark: 7.2.2 Identify the main idea of text.

Skills (UBD): • Differentiate between the main idea and detail (Interpretation).

• Identify the author’s purpose (i.e., bias, bandwagon, etc.) (Perspective/ Explanation).

• Identify problems and solutions (Application/ Self-Knowledge).

Strategies: • Advanced organizers • Practice • Nonlinguistic representation • Similarities/ Differences

HIGH PERFORMING STUDENT Activities: - “What’s the Message?” (Pg. 102 – Graphic Organizers)


AVERAGE PERFORMING STUDENT Activities: - “What’s the Message?” (Pg. 102 – Graphic Organizers)



LOW PERFORMING STUDENT Activities: - “What’s It All About?” (Pg. 100 - Graphic organizers)

ELL Activities: - “What’s It All About?” (Pg. 100 - Graphic organizers)

WHOLE GROUP Activities: - McDougal Reading Toolkit – Main Idea overhead (D11)


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ASSESSMENT RECOMMENDATIONS Language Arts Standard: READING COMPREHENSION Skills Skills Possible Assessments FOR Learning

Benchmark 7.2.6 Recognize the conventions and organizational framework of text.

Use varied reading rates depending on type of text.

Distinguish between fiction and non-fiction.

UBD Application

UBD Application



Suggestion: Class Discussion on reading rates

Suggestion: Create a Venn Diagram

Selected Response Suggestion: Multiple choice or matching quiz on reading fiction and non-fiction

Essay/Extended Written Suggestion: Compare / contrast two pieces of writing in an essay format.

Performance Assessment Suggestion: Oral reading

Personal Communication Suggestion: Teacher / student conference


(Formative)

(Summative)


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Benchmark: 7.2.6 Recognize the conventions and organizational framework of text.

Skills (UBD): • Use varied reading rates, depending on type of text (Application).

• Distinguish between fiction and non-fiction (Application).


HIGH PERFORMING STUDENT Activities: - Create a Venn Diagram for fiction and non-fiction reading


AVERAGE PERFORMING STUDENT Activities: - Create a Venn Diagram for fiction and non-fiction reading



LOW PERFORMING STUDENT Activities: - Create a Venn Diagram for fiction and non-fiction reading (modify amount required)

ELL Activities: - Create a Venn Diagram for fiction and non-fiction reading (modify amount required)

WHOLE GROUP Activities: - K-W-L chart - McDougal Reading Toolkit – Fact vs. Opinion overheads (E8, E9) - Using Language of Literature Textbook (McDougal – pg. 19-27 & 86-100) discuss reading fiction vs. non-fiction text


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ASSESSMENT RECOMMENDATIONS Language Arts Standard: READING TRAITS & PROCESSES Skills Skills Skills Possible Assessments FOR Learning

Benchmark 7.1.2 Read with fluency and expression.

Participate in read aloud activities.

Read with expression. Adjust reading rate.

UBD Application & Empathy

UBD Interpretation, Application & Empathy


Type of Assessment: Performance



Suggestion: Reader’s Theater

Suggestion: Teacher/ student reading

Suggestion: One-minute oral/ silent reading

Performance Assessment Suggestion: Assess Reader’s Theater using RMS Oral Presentation rubric (see attachment) focusing on verbal and physical delivery.

Personal Communication Suggestion: Give student a passage to read. Hold an individual conference checking for pacing and smoothness.


(Formative)

(Summative)

Essay/Extended Written Suggestion:



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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: READING TRAITS & PROCESSES AVERAGE PERFORMING STUDENT

Benchmark: 7.1.2 Read with fluency and expression.

Skills (UBD): • Participate in read-a-loud activities (Application/ Empathy).

• Read with expression (Interpretation/ Application/ Empathy).

• Adjust reading rate (Application/ Self-Knowledge).

Strategies: • Reinforcing effort • Practice • Cooperative Learning

HIGH PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES


AVERAGE PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES



LOW PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES - Reading into tape recorder - Choral reading

ELL Activities:

- SEE WHOLE GROUP ACTIVITIES - Reading into tape recorder - Choral reading

WHOLE GROUP Activities:

- Poems for multiple readers - Reader’s theater. (Website to find plays: www.aaronshep.com/rt/RTE.html; www.teachingheart.net/readerstheater.htm) - Teacher read-aloud


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ASSESSMENT RECOMMENDATIONS Language Arts Standard: WRITING Skills Skills Possible Assessments FOR Learning

Benchmark 7.3.1 Understand the writing process and the six traits of writing.

Understand elements of the six traits of writing.

Understand the steps of the writing process.


UBD Interpretation & Application



Suggestion: Oral questioning over color scheme organizer (see attachment)

Suggestion: Revise teacher-created rough draft containing errors.

Selected Response Suggestion: Multiple choice or matching test over the six traits

Essay/Extended Written Suggestion: Short answer quiz over the steps of the writing process

Performance Assessment Suggestion: Composition written in a specified mode

Personal Communication Suggestion: Oral questioning over six traits and the writing process


(Formative)

(Summative)


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Benchmark 7.3.2 Apply the six traits while writing in a variety of modes.

Use elements of the six traits of writing.

Use the steps of the writing process.



Type of Assessment: Essay/Extended written


Suggestion: Students write to prompt, using the six traits.

Suggestion: Rough draft of research paper on multicultural topic

Selected Response Suggestion: Multiple choice test over the six traits

Essay/Extended Written Suggestion: Write an autobiographical or biographical piece

Performance Assessment Suggestion:

Personal Communication Suggestion: Teacher / student conference on student’s writing


(Formative)

(Summative)


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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: WRITING AVERAGE PERFORMING STUDENT

Benchmark: 7.3.1 Understand the writing process and the six traits of writing. 7.3.2 Apply the six traits while writing in a variety of modes.

Skills (UBD): • Understand and use elements of the six traits of writing (Application/ Self-Knowledge)

• Understand and use the steps of the writing process Interpretation/ Application)


HIGH PERFORMING STUDENT Activities: - Using Inspiration, create a web for multicultural research paper


AVERAGE PERFORMING STUDENT Activities: - Using Inspiration, create a web for multicultural research paper



LOW PERFORMING STUDENT Activities: - Using Inspiration, create a web for multicultural research paper (modify number of categories required)

ELL Activities: - Using Inspiration, create a web for multicultural research paper (modify number of categories required)

WHOLE GROUP Activities: - Review steps of the writing process and color scheme organizer (see attachment) - Six trait picture book activities (Resource listed at bottom of page / available in Media Center)

* Picture Books & Annotated Bibliography with Activities for Teaching Writing with the 6 Traits + 1 Writing Traits Model (Peter Bellamy)


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ASSESSMENT RECOMMENDATIONS Language Arts Standard: SPEAKING Skills Skills Possible Assessments FOR Learning

Benchmark 7.4.2 Organize ideas and content to communicate effectively.

7.4.3 Use appropriate verbal and non-verbal behaviors to communicate effectively.

Effectively communicate information orally.

Use appropriate outlining techniques.

UBD Application & Interpretation

UBD Explanation & Interpretation

Type of Assessment: Personal communication


Suggestion: Teacher / student conference on outline of autobiography or biography

Suggestion: Write rough draft of outline.


Essay/Extended Written Suggestion: Outline of presentation on autobiography or biography

Performance Assessment Suggestion: Oral presentation on autobiography or biography

Personal Communication Suggestion: Teacher / student conference on autobiography or biography


(Formative)

(Summative)

Maintain good eye contact and use appropriate gestures

UBD Application


Suggestion: Practice presentation with peer / provide feedback.


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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: SPEAKING AVERAGE PERFORMING STUDENT

Benchmark: 7.4.2 Organize ideas and content to communicate effectively. 7.4.3 Use appropriate verbal and non-verbal behaviors to communicate effectively.

Skills (UBD): • Effectively communicate information orally (Application/ Interpretation).

• Use appropriate outlining techniques (Explanation/ Interpretation).

• Maintain good eye contact and use appropriate gestures (Application).


HIGH PERFORMING STUDENT Activities: - Create an outline for the oral presentation, using information from the student’s autobiography or biography.


AVERAGE PERFORMING STUDENT Activities: - Create an outline for the oral presentation, using information from the student’s autobiography or biography.



LOW PERFORMING STUDENT Activities: - Create an outline for the oral presentation, using information from the student’s autobiography or biography (provide outline template).

ELL Activities: - Create an outline for the oral presentation, using information from the student’s autobiography or biography (provide outline template).

WHOLE GROUP Activities: - Using Language of Literature textbook (McDougal – pg R104), discuss research presentations - Practice speeches with partner / provide feedback


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REQUIRED KEY CONTENT WORDS Reading Comprehension Reading Traits & Processes Writing Speaking

Ø Main Idea

Ø Author’s Purpose

Ø Figure of Speech

Ø Perspective

Ø Opinion

Ø Fact

Ø Pacing

Ø Rate

Ø Fluency

Ø Expression

Ø Interpretation

Ø Context Clues

Ø Fluency

Ø Ideas

Ø Organization

Ø Voice

Ø Conventions

Ø Word Choice

Ø Introduction

Ø Conclusion

Ø Main Idea

Ø Perspective

Ø Target Audience

Ø Prewriting

Ø Writing

Ø Revising

Ø Editing

Ø Publishing

Ø Note Taking

Ø Organization / Outline

Ø Sequential Order

Ø Summarize

Ø Rate

Ø Pacing

Ø Fluency

Ø Eye Contact

Ø Enunciation

Ø Pronunciation

Ø Voice Inflection

Ø Posture

Ø Notes

Ø Oral Report

Ø Peer Review

Ø Presentation

Ø Target Audience

Ø Line (Reader’s Theater)


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ASSESSMENT RECOMMENDATIONS Language Arts Standard: READING COMPREHENSION Skills Skills Possible Assessments FOR Learning

Benchmark 7.2.4 Summarize text.

Identify important details from within the literature.

Sequence events in literature.

UBD Explanation / Interpretation

UBD Explanation/ Interpretation



Suggestion: McDougal Reading Toolkit – Summarizing Chart (D35)

Suggestion: Sequencing activities using sentence strips

Selected Response Suggestion: Multiple choice / Fill-in-the-blank quiz over short story

Essay/Extended Written Suggestion: McDougal Reading Toolkit – Main Idea overheads (D10-D12)

Performance Assessment Suggestion: Create comic strip using correct sequence of events, after teacher read-aloud of short story or picture book.

Personal Communication Suggestion: Teacher / student conference


(Formative)

(Summative)


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Benchmark: 7.2.4 Summarize text.

Skills (UBD): • Identify important details from within literature (Explanation/ Interpretation).

• Sequence events in literature Explanation/ Interpretation).


HIGH PERFORMING STUDENT Activities: - McDougal Reading Toolkit – Questioning overhead (C9) (use with student-selected author study books)


AVERAGE PERFORMING STUDENT Activities: - McDougal Reading Toolkit – Questioning overhead (C9) (use with student-selected author study books)



LOW PERFORMING STUDENT Activities: - McDougal Reading Toolkit – Questioning overhead (C9) (use with student-selected author study books)

ELL Activities: - McDougal Reading Toolkit – Questioning overhead (C9) (use with student-selected author study books)

WHOLE GROUP Activities: -Students work on sequencing, using teacher-created sentence strips. - Using the picture books Zoom and/or ReZoom (Ivan Banyai) students work on sequencing skills (lesson plan available for this activity in resource listed at the bottom of page 12).


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ASSESSMENT RECOMMENDATIONS Language Arts Standard: READING TRAITS & PROCESSES Skills Skills Possible Assessments FOR Learning

Benchmark 7.1.1 Decipher words, symbols, and punctuation in text.

Recognize the use and purpose of punctuation/capitalization.

Decode difficult words.

UBD Application

UBD Application/ Interpretation



Suggestion: Daily Oral Language

Suggestion: Vocabulary chart for novel

Selected Response Suggestion: Choose the correct sentence, using more complex questions for higher level.

Essay/Extended Written Suggestion: Vocabulary Web

Performance Assessment Suggestion: Illustrate meaning of vocabulary word (“Pane It / Retain It” – see attachment).

Personal Communication Suggestion: Students read aloud written work and explain punctuation.


(Formative)

(Summative)


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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: READING TRAITS & PROCESSES AVERAGE PERFORMING STUDENT

Benchmark: 7.1.1 Decipher words, symbols, and punctuation in text.

Skills (UBD): • Recognize the use and purpose of punctuation/ capitalization (Application).

• Decode difficult words (Application/ Interpretation).


HIGH PERFORMING STUDENT Activities: - Detailed vocabulary web (see attachment)


AVERAGE PERFORMING STUDENT Activities: - Detailed vocabulary web (see attachment)



LOW PERFORMING STUDENT Activities: - Basic vocabulary web (see attachment)

ELL Activities: - Basic vocabulary web (see attachment)

WHOLE GROUP Activities: - Daily Oral Language


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Benchmark 7.3.1 Understand the writing process and the six traits of writing.

Understand elements of the six traits of writing.

Understand the steps of the writing process.




Suggestion: Note cards and/or outline for author presentation


Essay/Extended Written Suggestion: Self-critique outline for author presentation.

Performance Assessment Suggestion:

Personal Communication Suggestion: Teacher / student conference on outline for author presentation


(Formative)

(Summative)


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Benchmark 7.3.2 Apply the six traits while writing in a variety of modes.

Use elements of the six traits of writing.

Use steps of the writing process.





Suggestion: Note cards and/or outline for author presentation

Suggestion: Peer revision of outline for author presentation


Essay/Extended Written Suggestion: Self-critique outline for author presentation.

Performance Assessment Suggestion: Create PowerPoint presentation on author.

Personal Communication Suggestion: Teacher / student conference on PowerPoint presentation


(Formative)

(Summative)


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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: WRITING AVERAGE PERFORMING STUDENT

Benchmark: 7.3.1 Understand the writing process and the six traits of writing. 7.3.2 Apply the six traits while writing in a variety of modes.

Skills (UBD): • Understand and use elements of the six traits of writing (Application/ Self-Knowledge).

• Understand and use steps of the writing process Interpretation/ Application).


HIGH PERFORMING STUDENT Activities: - Using outline, develop note cards for oral presentation


AVERAGE PERFORMING STUDENT Activities: - Using outline, develop note cards for oral presentation



LOW PERFORMING STUDENT Activities: - Using outline, develop note cards for oral presentation

ELL Activities: - Using outline, develop note cards for oral presentation

WHOLE GROUP Activities: - Review steps of the writing process and color scheme organizer (see attachment) - Six trait picture book activities (Resource listed at bottom of page / available in Media Center) - Explain how to develop an outline

* Picture Books & Annotated Bibliography with Activities for Teaching Writing with the 6 Traits + 1 Writing Traits Model (Peter Bellamy)


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ASSESSMENT RECOMMENDATIONS Language Arts Standard: SPEAKING Skills Skills Skills Skills Possible Assessments FOR Learning

Benchmark 7.4.1 Speak in a variety of modes for different purposes.

7.4.2 Organize ideas and content to communicate effectively. 7.4.3 Use appropriate verbal and non-verbal behaviors to communicate effectively.

Effectively communicate information, based on selected purpose and audience.

Use appropriate outlining techniques.

UBD Application & Interpretation UBD Explanation & Interpretation



Suggestion: Reader’s Theater

Suggestion: Write rough draft of outline / note cards


Essay/Extended Written Suggestion: Write outline and note cards for oral presentation.

Performance Assessment Suggestion: Oral presentation on author study

Personal Communication Suggestion: Teacher / student discussion of oral presentation


(Formative)

(Summative)

UBD Application & Interpretation

UBD Application

Effectively communicate information orally.

Maintain good eye contact and use appropriate gestures.

Suggestion: Practice presentation with peer / provide feedback.



Suggestion: Teacher / student conference on oral presentation


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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: SPEAKING AVERAGE PERFORMING STUDENT

Benchmark: 7.4.1 Speak in a variety of modes for different purposes. 7.4.2 Organize ideas and content to communicate effectively. 7.4.3 Use appropriate verbal and non-verbal behaviors to communicate effectively.

Skills (UBD): • Effectively communicate information, based on selected purpose and audience (Application/ Explanation). • Use appropriate outlining techniques (Explanation/ Interpretation). • Effectively communicate information orally (Application/ Interpretation) • Maintain good eye contact and use appropriate gestures (Application).


HIGH PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES


AVERAGE PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES



LOW PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES

ELL Activities: - SEE WHOLE GROUP ACTIVITIES

WHOLE GROUP Activities: - Using Language of Literature textbook (McDougal – pg R100-R103), discuss organization and delivery of oral presentations - Practice oral presentations with partner / provide feedback - Poems for multiple readers (i.e. Joyful Noise, Poems for Two Readers, etc.) - Reader’s theater. (Website to find plays: www.aaronshep.com/rt/RTE.html; www.teachingheart.net/readerstheater.htm) - Teacher read-aloud


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REQUIRED KEY CONTENT WORDS Reading Comprehension Reading Traits & Processes Writing Speaking

Ø Main Idea

Ø Perspective

Ø Pacing

Ø Rate

Ø Fluency

Ø Expression

Ø Interpretation

Ø Context Clues

Ø Fluency

Ø Ideas

Ø Organization

Ø Voice

Ø Conventions

Ø Word Choice

Ø Introduction

Ø Conclusion

Ø Main Idea

Ø Perspective

Ø Target Audience

Ø Prewriting

Ø Writing

Ø Revising

Ø Editing

Ø Publishing

Ø Note Taking

Ø Organization / Outline

Ø Sequential Order

Ø Summarize

Ø Rate

Ø Pacing

Ø Fluency

Ø Eye Contact

Ø Enunciation

Ø Pronunciation

Ø Voice Inflection

Ø Posture

Ø Notes

Ø Oral Report

Ø Peer Review

Ø Presentation

Ø Target Audience

Documents

Language Arts GRADE 7 Semester - Ralston Public · PDF file8/7/13 Language Arts, 7th Grade, 2nd Semester 1 Curriculum Guide: Language Arts 2nd Semester GRADE 7 Units of Study: Poetry,