8th Grade- Language Arts - Findlay City Schools

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| 7th Grade- Language Arts | |Required Curriculum- Collection 1 |

|Core |“Rikki-tikki-tavi” p14 | |Reading |from People, Places, and Change p32 | |Core |1. Witnessing an Event p16-47 | |Language | | |STANDARD |INDICATORS | |ELEMENTS OF LANGUAGE | | | |ELEMENTS OF LITERATURE | | |Vocabulary |1.. Define the meaning of unknown |“Rikki-tikki-tavi” |Witnessing an Event | | |words through context clues and the | | | | |author’s use of comparison, contrast, | | | | |definition, restatement and example. | | | | | | | | | |8. Determine the meanings and | | | | |pronunciation of unknown words by |“Rikki-tikki-tavi” | | | |using dictionaries, thesauruses, | | | | |glossaries, technology and textual | | | | |features, such as definitional | | | | |footnotes or sidebars. | |Witnessing an event | | |4. Interpret metaphors and similes to | | | | |understand new uses of words and | | | | |phrases in text. | | | | | | | | |Reading |5. Select, create and use graphic |“Rikki-tikki-tavi” | | |Process |organizers to interpret textual | | | | |information. | | | | |6. Answer literal, inferential, |“Rikki-tikki-tavi” | | | |evaluative and | | | | |synthesizing questions to demonstrate | | | | |comprehension of grade-appropriate | | | | |print texts | | | | |and electronic and visual media. |“Rikki-tikki-tavi” | | | |7. Monitor own comprehension by |from People, Places, and| | | |adjusting |Change” | | | |speed to fit the purpose, or by | | | | |skimming, | | | | |scanning, reading on, looking back, | | | | |note taking or | | | | |summarizing what has been read so far | | | | |in text. | | | | |8. Use criteria to choose independent |“Rikki-tikki-tavi” | | | |reading materials (e.g., personal | | | | |interest, knowledge of authors and | | | | |genres or recommendations from | | | | |others). | | | | |9. Independently read books for | | | | |various purposes (e.g., for enjoyment,| | | | |for literary experience, to gain |“Rikki-tikki-tavi” | | | |information or to perform a task). | | | | | | | | | | | | | |Information|1. Use text features, such as chapter |From People, Places, and| | |al Text |titles, headings and subheadings; |Change | | | |parts of books including index, | | | | |appendix, table of contents and online| | | | |tools | | | | |(search engines) to locate | | | | |information. | |Witnessing an event | | |7. Identify an author’s purpose for | | | | |writing and explain an author’s | | | | |argument, perspective or viewpoint in | | | | |text. | | | | | | | |

|Literary |1. Explain interactions and conflicts |“Rikki-tikki-tavi” | | |Text |(e.g., character vs. self, nature or | | | | |society) between main and minor | | | | |characters in literary text and how | | | | |the interactions affect the plot. | | | | |3. Identify the main and minor events | | | | |of the plot, |“Rikki-tikki-tavi” | | | |and explain how each incident gives | | | | |rise to the next. | | | | | | | | |Writing |6. Organize writing with an effective | |Witnessing an event p32 | |Process |and | | | | |engaging introduction, body and a | | | | |conclusion that summarizes, extends or| | | | |elaborates on points or ideas in the | |Witnessing an event | | |writing. | | | | |15. Proofread writing, edit to improve| | | | | | | | | |conventions (e.g., grammar, spelling, | |Witnessing an event | | |punctuation and capitalization) and | | | | |identify and correct fragments and | | | | |run-ons. | |Witnessing an event p29,| | |3. Establish a thesis statement for | |41 | | |informational writing or a plan for | | | | |narrative writing. | | | | |9. Use precise language, action verbs,| | | | |sensory details, colorful modifiers | | | | |and style as appropriate to audience | | | | |and purpose. | | | | | | | | | | | | | |Writing |6. Produce informal writings (e.g., |“Rikki-tikki-tavi” | | |Application|journals, | | | |s |notes and poems) for various purposes.| |Witnessing an Event | | |1. Write narratives that maintain a | | | | |clear focus and point of view and use | | | | |sensory details and dialogue to | | | | |develop plot, character and a specific| | | | |setting. | | | |Writing |5. Use all eight parts of speech | |Witnessing an Event pg | |Conventions|(e.g., noun, | |38 | | |pronoun, verb, adverb, adjective, | | | | |conjunction, preposition, | | | | |interjection). | | | | |2. Use commas, end marks, apostrophes | |Witnessing an Event pg | | |and quotation marks correctly. | |39 | | | | | | |Research | | | | |Communica- | | | | |tion | | | |



















|Language Arts | |Required Curriculum-Collection 2 |

|Core Reading |“The Smallest Dragonboy” p. 146 | | |“Here Be Dragons” p. 165 | |Core Writing | | | |Explaining a Process p48-79 | |Standard |INDICATORS |ELEMENTS OF LITERATURE |ELEMENTS OF | | | | |LANGUAGE | |II. |6. Use knowledge of Greek, Latin and |“The Smallest Dragonboy” |Explaining a | |Acquisition |Anglo-Saxon roots and affixes to |p. 146 |Process P57 | |of |understand vocabulary. | | | |Vocabulary |8. Determine the meanings and | | | | |pronunciations |“The Smallest Dragonboy” | | | |of unknown words by using dictionaries, |p. 146 | | | |thesauruses, glossaries, technology and | | | | |textual | | | | |features, such as definitional footnotes | | | | |or sidebars. | | | |III. Reading|1. Establish and adjust purposes for |“The Smallest Dragonboy” | | |Process: |reading, |p. 146 | | |Concept of |including to find out, to understand, to | | | |Print, |interpret, | | | |Comprehension|to enjoy and to solve problems. |“The Smallest Dragonboy” | | |Strategies, |6. Answer literal, inferential, |p. 146 | | |and Self- |evaluative and | | | |Monitoring |synthesizing questions to demonstrate | | | |Strategies |comprehension of grade-appropriate print | | | | |texts |“The Smallest Dragonboy” | | | |and electronic and visual media. |p. 146 | | | |7. Monitor own comprehension by adjusting| | | | | | | | | |speed to fit the purpose, or by skimming,| | | | | |“The Smallest Dragonboy” | | | |scanning, reading on, looking back, note |p. 146 | | | |taking or summarizing what has been read | | | | |so far in text. |“Here Be Dragons” p. 165 | | | |9. Independently read books for various | | | | |purposes | | | | | |“Here Be Dragons” p. 165 | | | |3. Make critical comparisons across text,| | | | | | | | | |noting author’s style as well as literal | | | | |and | | | | |implied content of text. | | | | |5. Select, create and use graphic | | | | |organizers to interpret textual | | | | |information. | | | | | | | | |IV. Reading |3. Compare and contrast different sources|“Here Be Dragons” p. 165 | | |Applications:|of | | | |Informational|information, including books, magazines, | | | |, Technical |newspapers and online resources, to draw | | | |and |conclusions about a topic. | | | |Persuasive | |“Here Be Dragons” p. 165 | | |Text |4. Compare original text to a summary to | | | | |determine | | | | |the extent to which the summary | | | | |adequately reflects | |Explaining a | | |the main ideas, critical details and | |Process | | |underlying | | | | |meaning of the original text. | | | | |7. Identify an author’s purpose for | | | | |writing and | | | | |explain an author’s argument, perspective| | | | |or | | | | |viewpoint in text. | | | | | | | |

|V. Reading |1. Explain interactions and conflicts |“The Smallest Dragonboy” p. | | |Applications:|(e.g., character vs. self, nature or society)|146 | | |Literary Text|between | | | | |main and minor characters in literary text | | | | |and how | | | | |the interactions affect the plot. | | | |VI. Writing |13. Rearrange words, sentences and | |Explain a | |Process |paragraphs, | |Process p | | |and add transitional words and phrases to | |55 | | |clarify | | | | |meaning. | | | | |5. Use organizational strategies (e.g., rough| |p56 | | | | | | | |outlines, diagrams, maps, webs and Venn | | | | |diagrams) to plan writing. | | | | | | |p61 | | |4. Determine a purpose and audience. | | | | | | |p64 | | |8. Group related ideas into paragraphs, | | | | |including topic sentences following paragraph| | | | | | |p68-69 | | |form, and maintain a consistent focus across | | | | |paragraphs. | | | | |12. Add and delete information and details to| | | | | | | | | |better elaborate on a stated central idea and| | | | |to | | | | |more effectively accomplish purpose. | | | | | | | | |VII. Writing|6. Produce informal writings (e.g., journals,|“The Smallest Dragonboy” p. | | |Applications | |146 | | | |notes and poems) for various purposes. | |Explaining | | |4. Write informational essays or reports, | |a Process | | |including | | | | |research, that present a literal | | | | |understanding of the | | | | |topic, include specific facts, details and | | | | |examples | | | | |from multiple sources, and create an | | | | |organizing | | | | |structure appropriate to the purpose, | | | | |audience | | | | |and context. | | | | | | | | |VIII. |5. Use all eight parts of speech (e.g., noun,| |p71 | |Writing | | | | |Conventions |pronoun, verb, adverb, adjective, | | | | |conjunction, | | | | |preposition, interjection). | | | |IX. Research| | | | |X. | | | | |Communica- | | | | |tion: Oral | | | | |andVisual | | | |





|Language Arts | |Required Curriculum- Collection 3 |

|Core Reading |“User Friendly” p. 271 | | |“It Just Keeps Going and Going” p. 285 | |Core Writing | | |Standard |INDICATORS |ELEMENTS OF LITERATURE |ELEMENTS OF | | | | |LANGUAGE | |II. |4. Interpret metaphors and similes to |“User Friendly” p. 271 | | |Acquisition |understand | | | |of |new uses of words and phrases in text.| | | |Vocabulary | | | | | |3. Infer word meanings through the | | | | |identification | | | | |of analogies and other word | | | | |relationships, | | | | |including synonyms and antonyms. | | | | | | |PG 89 | | |2. Apply knowledge of connotation and | | | | |denotation to determine the meaning of| | | | |words. | | | |III. Reading|4. Summarize the information in texts,|“User Friendly” p. 271 | | |Process: | | | | |Concept of |using key ideas, supporting details | | | |Print, |and |“User Friendly” p. 271 | | |Comprehension|referencing gaps or contradictions. | | | |Strategies, |5. Select, create and use graphic | | | |and Self- |organizers to interpret textual |“User Friendly” p. 271 | | |Monitoring |information. | | | |Strategies |6. Answer literal, inferential, | | | | |evaluative and | | | | |synthesizing questions to demonstrate | | | | |comprehension of grade-appropriate |“User Friendly” p. 271 | | | |print texts | | | | |and electronic and visual media. | | | | | | | | | |7. Monitor own comprehension by | | | | |adjusting | | | | |speed to fit the purpose, or by |“User Friendly” p. 271 | | | |skimming, | | | | |scanning, reading on, looking back, | | | | |note taking or summarizing what has | | | | |been read so far in text. | | | | | |“User Friendly” p. 271 | | | |8. Use criteria to choose independent | | | | |reading | | | | |materials (e.g., personal interest, | | | | |knowledge of | | | | |authors and genres or recommendations | | | | |from | | | | |others). | | | | | | | | | |9. Independently read books for | | | | |various purposes (e.g., for enjoyment,| | | | |for literary experience, to gain | | | | |information or to perform a task). | | | |IV. Reading |2. Analyze examples of cause and | | | |Applications:|effect and | | | |Informational|fact and opinion. | | | |, Technical | | |P96, p111-112 | |and |6. Assess the adequacy, accuracy and | | | |Persuasive |appropriateness of an author’s | | | |Text |details, identifying persuasive | | | | |techniques | | | | |and examples of bias and stereotyping.| | | | | | | | | | | | |

|V. Reading |3. Identify the main and minor events |“User Friendly” p. 271 | | |Applications:|of the plot, | | | |Literary Text|and explain how each incident gives |“User Friendly” p. 271 | | | |rise to the next. | | | | |5. Identify recurring themes, patterns| | | | |and | | | | |symbols found in literature from | | | | |different | | | | |eras and cultures. | | | | | | | | | | | | | |VI. Writing |7. Vary simple, compound and complex | |P102-103 | |Process |sentence structures. | | | | |15. Proofread writing, edit to improve| |P105 | | | | | | | |conventions (e.g., grammar, spelling, | | | | |punctuation | | | | |and capitalization) and identify and | | | | |correct | | | | |fragments and run-ons. | | | | | | | | | | | | | | | | | | |VII. Writing|6. Produce informal writings (e.g., |“User Friendly” p. 271 | | |Applications |journals, | | | | |notes and poems) for various purposes.| |P87-88 | | |2. Write responses to novels, stories,| | | | |poems and | | | | |plays that provide an interpretation, | | | | |a critique | | | | |or a reflection and support judgments | | | | |with | | | | |specific references to the text. | | | | | | | | |VIII. |5. Use all eight parts of speech |“User Friendly” p. 271 | | |Writing |(e.g., noun, | | | |Conventions |pronoun, verb, adverb, adjective, | | | | |conjunction, | | | | |preposition, interjection). | | | |IX. Research| | | | |X. | | | | |Communica- | | | | |tion: Oral | | | | |andVisual | | | |

|7th Grade- Language Arts | |Required Skills- Collection 4 |

|Core |“After Twenty Years” p356 | |Reading |“What’s Really in a Name?” p365 | |Core |Previewing a Novel p 116-155 | |Writing | | |STANDARD |INDICATORS |ELEMENTS OF LITERATURE |ELEMENTS OF | | | | |LANGUAGE | |Vocabulary |1. Define the meaning of unknown words |“After Twenty Years” | | | |through context clues and the author’s use | | | | |of comparison, contrast, definition, | | | | |restatement | | | | |and example. | | | | |8. Determine the meanings and pronunciations |“After Twenty Years” | | | |of unknown words by using dictionaries, | | | | |thesauruses, glossaries, technology and | | | | |textual | |P126 | | |features, such as definitional footnotes or | | | | |sidebars. | |P146 | | |2. Apply knowledge of connotation and | | | | |denotation to determine the meaning of words. | | | | |4. Interpret metaphors and similes to | | | | |understand | | | | |new uses of words and phrases in text. | | | | | | | | | | | | | | Reading |1. Establish and adjust purposes for reading, |“What’s Really in a Name”| | |Process |including to find out, to understand, to | | | | |interpret, | | | | |to enjoy and to solve problems. | |P118 | | |2. Predict or hypothesize as appropriate from |“After Twenty Years” | | | |information in the text, substantiating with | | | | |specific references to textual examples that | | | | |may | | | | |be in widely separated sections of text. | | | | |5. Select, create and use graphic |“What’s Really in a | | | |organizers to interpret textual information. |Name?” | | | |6. Answer literal, inferential, evaluative and| | | | | | | | | |synthesizing questions to demonstrate |“After Twenty Years” | | | |comprehension of grade-appropriate print texts| | | | | | | | | |and electronic and visual media. | | | | |7. Monitor own comprehension by adjusting | | | | |speed to fit the purpose, or by skimming, |“After Twenty Years” | | | |scanning, reading on, looking back, note | | | | |taking or | | | | |summarizing what has been read so far in text.| | | | |8. Use criteria to choose independent reading | | | | |materials (e.g., personal interest, knowledge | | | | |of | | | | |authors and genres or recommendations from | | | | |others). | | | | |9. Independently read books for various | | | | |purposes | | | | |(e.g., for enjoyment, for literary experience,|“After Twenty Years” | | | |to gain | | | | |information or to perform a task). | | | | | | | | |Information|7. Identify an author’s purpose for writing |“What’s Really in a | | |al Text |and |Name?” | | | |explain an author’s argument, perspective or | | | | |viewpoint in text. | | |

| Literary |4. Identify and compare subjective and objective |“After Twenty Years” | | |Text |points of view and how they affect the overall | | | | |body of a work. | | | | |5. Identify recurring themes, patterns and | |P133-134| | |symbols found in literature from different |“After Twenty Years” | | | |eras and cultures. | | | | | | | | | |1. Explain interactions and conflicts | |P133-135| | |(e.g., character vs. self, nature or society) between | | | | |main and minor characters in literary text and how | | | | |the interactions affect the plot. | | | | | | | | | |2. Analyze the features of the setting and their | | | | |importance in a text. | | | | | | | | | |3. Identify the main and minor events of the plot, | | | | |and explain how each incident gives rise to the next. | | | | | | | | | | | | | |Writing |2. Conduct background reading, interviews | |P135 | |Process |or surveys when appropriate. | | | | |7. Vary simple, compound and complex | |P141 | | |sentence structures. | | | | | | | | | | | | | |Writing |6. Produce informal writings (e.g., journals, |“After Twenty Years” | | |Applications |notes and poems) for various purposes. | | | |Writing |1. Spell high-frequency words correctly. |“After Twenty Years” | | |Conventions | | | | | |3. Use semicolons, colons, hyphens, dashes | | | | |and brackets correctly. | |P142 | |Research | | | | |Communica- |6. Adjust volume, phrasing, enunciation, voice | |P152-154| |tion |modulation and inflection to stress important | | | | |ideas and impact audience response. | | | | | | | |



|Language Arts | |Required Curriculum-Collection 5 |

|Core Reading |“Amigo Brothers” p. 484 | | |“The Runaway” p. 586 | | |“A Good Reason to Look Up” p. 481 | |Core Writing |Finding and Reporting Information p156-199 | |Standard |INDICATORS |ELEMENTS OF LITERATURE |ELEMENTS OF | | | | |LANGUAGE | |II. |8. Determine the meanings and |“Amigo Brothers” p. 484 | | |Acquisition |pronunciations |“The Runaway” p. 586 | | |of |of unknown words by using dictionaries,| | | |Vocabulary | | | | | |thesauruses, glossaries, technology and| | | | |textual | | | | |features, such as definitional | | | | |footnotes or sidebars. | | | | |6. Use knowledge of Greek, Latin and | |P166 | | |Anglo-Saxon roots and affixes to | | | | |understand vocabulary | | | |III. Reading|3. Make critical comparisons across |“Amigo Brothers” p. 484 | | |Process: |text, |“The Runaway” p. 586 | | |Concept of |noting author’s style as well as | | | |Print, |literal and |“Amigo Brothers” p. 484 | | |Comprehension|implied content of text. |“The Runaway” p. 586 | | |Strategies, |5. Select, create and use graphic |“Amigo Brothers” p. 484 | | |and Self- |organizers to interpret textual |“The Runaway” p. 586 | | |Monitoring |information. | | | |Strategies |6. Answer literal, inferential, | | | | |evaluative and | | | | |synthesizing questions to demonstrate |“Amigo Brothers” p. 484 | | | |comprehension of grade-appropriate |“The Runaway” p. 586 | | | |print texts | | | | |and electronic and visual media. | | | | |7. Monitor own comprehension by | | | | |adjusting |“A Good Reason to Look Up”| | | |speed to fit the purpose, or by |p. 481 | | | |skimming, | | | | |scanning, reading on, looking back, |“A Good Reason to Look Up”| | | |note taking or |p. 481 | | | |summarizing what has been read so far | | | | |in text. | | | | | | | | | |1. Establish and adjust purposes for | | | | |reading, | | | | |including to find out, to understand, | | | | |to interpret, | | | | |to enjoy and to solve problems. | | | | |6. Answer literal, inferential, | | | | |evaluative and | | | | |synthesizing questions to demonstrate | | | | |comprehension of grade-appropriate | | | | |print texts | | | | |and electronic and visual media. | | | | | | | | | | | | | | | | | | |IV. Reading |1. Use text features, such as chapter |“A Good Reason to Look Up”|P162 | |Applications:|titles, headings and subheadings; parts|p. 481 | | |Informational|of books including index, appendix, | | | |, Technical |table of contents and online tools | | | |and |(search engines) to locate information.| | | |Persuasive |5. Analyze information found in maps, | | | |Text |charts, | |P167 | | |tables, graphs, diagrams, cutaways and | | | | |overlays. | | | | | | | |

|V. Reading |1. Explain interactions and conflicts |“Amigo Brothers” p. 484 | | |Applications:|(e.g., character vs. self, nature or |“The Runaway” p. 586 | | |Literary Text|society) between | | | | |main and minor characters in literary | | | | |text and how |“Amigo Brothers” p. 484 | | | |the interactions affect the plot. |“The Runaway” p. 586 | | | |3. Identify the main and minor events |“Amigo Brothers” p. 484 | | | |of the plot, |“The Runaway” p. 586 | | | |and explain how each incident gives | | | | |rise to the next. | | | | |6. Explain the defining characteristics|“Amigo Brothers” p. 484 | | | |of literary |“The Runaway” p. 586 | | | |forms and genres, including poetry, | | | | |drama, | | | | |myths, biographies, autobiographies, | | | | |science | | | | |fiction, fiction and non-fiction. | | | | |7. Interpret how mood or meaning is | | | | |conveyed | | | | |through word choice, figurative | | | | |language | | | | |and syntax. | | | | | | | | |VI. Writing |1. Generate writing ideas through | |Finding and | |Process |discussions | |Reporting | | |with others and from printed material, | | | | |and | | | | |keep a list of writing ideas. | | | | |5. Use organizational strategies (e.g.,| | | | |rough | | | | |outlines, diagrams, maps, webs and Venn| | | | | | | | | |diagrams) to plan writing. | | | | |10. Use available technology to compose| | | | |text. | | | | |11. Reread and analyze clarity of | | | | |writing. | | | | |15. Proofread writing, edit to improve | | | | |conventions (e.g., grammar, spelling, | | | | |punctuation | | | | |and capitalization) and identify and | | | | |correct | | | | |fragments and run-ons. | | | | |17. Prepare for publication (e.g., for | | | | |display or for sharing with others) | | | | |writing that follows a format | | | | |appropriate to the purpose, using such | | | | |techniques as electronic resources, | | | | |principles of design (e.g., margins, | | | | |tabs, spacing and columns) and graphics| | | | | | | | | |(e.g., drawings, charts and graphs) to | |P222 | | |enhance the | | | | |final product. | | | | |16. Apply tools (e.g., rubric, | | | | |checklist and feedback to judge the | | | | |quality of writing. | | | | | | | | | | | | | |VII. Writing|6. Produce informal writings (e.g., |“Amigo Brothers” p. 484 | | |Applications |journals, |“The Runaway” p. 586 | | | |notes and poems) for various purposes. | |Finding and | | |4. Write informational essays or | |Reporting… | | |reports, including | | | | |research, that present a literal | | | | |understanding of the | | | | |topic, include specific facts, details | | | | |and examples | | | | |from multiple sources, and create an | | | | |organizing | | | | |structure appropriate to the purpose, | | | | |audience | | | | |and context. | | | |VIII. |2. Use commas, end marks, apostrophes |“Amigo Brothers” p. 484 | | |Writing |and |“The Runaway” p. 586 | | |Conventions |quotation marks correctly. | | | | | | | | |IX. Research|1. Generate a topic, assigned or | |Finding and | | |personal interest, | |Reporting | | |and open-ended questions for research | |Information | | |and develop | | | | |a plan for gathering information. | | | | | | | | | |2. Identify appropriate sources and | | | | |gather relevant | | | | |information from multiple sources | | | | |(e.g., school | | | | |library catalogs, online databases, | | | | |electronic | | | | |resources and Internet-based | | | | |resources). | | | | | | | | | |3. Identify and explain the importance | | | | |of validity | | | | |in sources, including publication date,| | | | |coverage, | | | | |language, points of view, and describe | | | | |primary | | | | |and secondary sources. | | | | | | | | | |4. Select an appropriate structure for | | | | |organizing | | | | |information in a systematic way (e.g., | | | | |notes, | | | | |outlines, charts, tables and graphic | | | | |organizers). | | | | | | | | | |5. Analyze and organize important | | | | |information, | | | | |and select appropriate sources to | | | | |support central | | | | |ideas, concepts and themes. | | | | | | | | | |6. Integrate quotations and citations | | | | |into written | | | | |text to maintain a flow of ideas. | | | | | | | | | |7. Use an appropriate form of | | | | |documentation, | | | | |with teacher assistance, to acknowledge| | | | |sources | | | | |(e.g., bibliography, works cited). | | | | | | | | | |8. Use a variety of communication | | | | |techniques, | | | | |including oral, visual, written or | | | | |multimedia reports, | | | | |to present information that supports a | | | | |clear position | | | | |with organized and relevant evidence | | | | |about the | | | | |topic or research question. | | | |X. |2. Draw logical inferences from |“Amigo Brothers” p. 484 | | |Communica- |presentations |“The Runaway” p. 586 | | |tion: Oral |and visual media. |“Amigo Brothers” p. 484 | | |andVisual |6. Adjust volume, phrasing, |“The Runaway” p. 586 | | | |enunciation, voice | | | | |modulation and inflection to stress | | | | |important | | | | |ideas and impact audience response. | | |

















|7th Grade- Language Arts | |Required Skills- Collection 6 |

|Core |“Orpheus, The Great Musician” p664 | |Reading |“The Hummingbird King” p732 | |Core |Convincing Others p200-231 | |Writing | | |STANDARD |INDICATORS |ELEMENTS OF LITERATURE |ELEMENTS OF | | | | |LANGUAGE | |Vocabulary |4. Interpret metaphors and similes to |“Orpheus..” | | | |understand |“Hummingbird King” | | | |new uses of words and phrases in text. | | | | |8. Determine the meanings and |“Orpheus..” | | | |pronunciations |“Hummingbird King” | | | |of unknown words by using dictionaries, | | | | |thesauruses, glossaries, technology and | | | | |textual | |P230 | | |features, such as definitional footnotes or| | | | |sidebars. | | | | |3. Infer word meanings through the | | | | |identification | | | | |of analogies and other word relationships, | | | | |including synonyms and antonyms. | | | | | | | | | | | | | | Reading |3. Make critical comparisons across text, |All “Orpheus..” and | | |Process |noting author’s style as well as literal |“Hummingbird King” | | | |and | | | | |implied content of text. | | | | |4. Summarize the information in texts, |Also- “The Search Goes | | | |using key ideas, supporting details and |On” | | | |referencing gaps or contradictions. | | | | |5. Select, create and use graphic | | | | |organizers to interpret textual | |P229 | | |information. | | | | |6. Answer literal, inferential, evaluative | | | | |and | | | | |synthesizing questions to demonstrate | | | | |comprehension of grade-appropriate print | | | | |texts | | | | |and electronic and visual media. | | | | |7. Monitor own comprehension by adjusting | | | | |speed to fit the purpose, or by skimming, | | | | |scanning, reading on, looking back, note | | | | |taking or | | | | |summarizing what has been read so far in | | | | |text. | | | | |8. Use criteria to choose independent | | | | |reading | | | | |materials (e.g., personal interest, | | | | |knowledge of | | | | |authors and genres or recommendations from | | | | |others). | | | | |9. Independently read books for various | | | | |purposes | | | | |(e.g., for enjoyment, for literary | | | | |experience, to gain | | | | |information or to perform a task). | | | |Information|5. Analyze information found in maps, |“Search Goes On” | | |al Text |charts, | | | | |tables, graphs, diagrams, cutaways and | |P217 | | |overlays. | | | | |2. Analyze examples of cause and effect and| |P205 | | | | | | | |fact and opinion. | | | | |7. Identify an author’s purpose for writing| | | | |and | | | | |explain an author’s argument, perspective | | | | |or | | | | |viewpoint in text. | | | | | | | |

| Literary |6. Explain the defining characteristics | | | |Text |of literary |“Orpheus..” | | | |forms and genres, including poetry, |“Hummingbird King” | | | |drama, | | | | |myths, biographies, autobiographies, | | | | |science | | | | |fiction, fiction and non-fiction. | | | |Writing |4. Determine a purpose and audience. | |P210, 213 | |Process |3. Establish a thesis statement for | | | | |informational | | | | |writing or a plan for narrative writing. | | | |Writing |6. Produce informal writings (e.g., |“Orpheus..” | | |Applications |journals, |“Hummingbird King” | | | |notes and poems) for various purposes. | |Convincing Others | | |5. Write persuasive essays that establish| | | | |a clear | | | | |position and include relevant information| | | | |to | | | | |support ideas. | | | |Writing |8. Conjugate regular and irregular verbs |“Search Goes On” | | |Conventions |in all | | | | |tenses correctly. | |P225 | | |5. Use all eight parts of speech (e.g., | | | | |noun, | | | | |pronoun, verb, adverb, adjective, | | | | |conjunction, | | | | |preposition, interjection). | | | |Research | | | | |Communica- | | | | |tion | | | |















|Language Arts | |Required Curriculum-Collection 7 |

|Core Reading |“King Arthur: The Sword and the Stone” p.792 | | |“Three Responses to Literature” p. 810 | |Core Writing |Advertising p233-265 | |Standard |INDICATORS |ELEMENTS OF LITERATURE |ELEMENTS OF | | | | |LANGUAGE | |II. |5. Select, create and use graphic |“King Arthur: The Sword and | | |Acquisition |organizers to interpret textual |the Stone” p.792 | | |of |information. |“King Arthur: The Sword and | | |Vocabulary |6. Answer literal, inferential, |the Stone” p.792 | | | |evaluative and | | | | |synthesizing questions to demonstrate | | | | |comprehension of grade-appropriate print|“King Arthur: The Sword and | | | |texts |the Stone” p.792 | | | |and electronic and visual media. | | | | |8. Use criteria to choose independent | | | | |reading | | | | |materials (e.g., personal interest, |“Three Responses to | | | |knowledge of |Literature” p. 810 | | | |authors and genres or recommendations | | | | |from |“Three Responses to | | | |others). |Literature” p. 810 | | | | | | | | |5. Recognize and use words from other | | | | |languages | | | | |that have been adopted into the English | |Advertising | | |language. | |P240 | | | | | | | |6. Use knowledge of Greek, Latin and | | | | |Anglo-Saxon | | | | |roots and affixes to understand | | | | |vocabulary. | | | | |8. Determine the meanings and | | | | |pronunciations | | | | |of unknown words by using dictionaries, | | | | |thesauruses, glossaries, technology and | | | | |textual features, such as definitional | | | | |footnotes or sidebars. | | | | | | | | | | | | | |III. Reading|2. Predict or hypothesize as appropriate|“King Arthur: The Sword and | | |Process: |from |the Stone” p.792 | | |Concept of |information in the text, substantiating | | | |Print, |with | | | |Comprehension|specific references to textual examples | | | |Strategies, |that may | | | |and Self- |be in widely separated sections of text.|“King Arthur: The Sword and | | |Monitoring | |the Stone” p.792 | | |Strategies |3. Make critical comparisons across | | | | |text, | | | | |noting author’s style as well as literal|“King Arthur: The Sword and | | | |and |the Stone” p.792 | | | |implied content of text. | | | | | |“King Arthur: The Sword and | | | |4. Summarize the information in texts, |the Stone” p.792 | | | |using key ideas, supporting details and | | | | |referencing gaps or contradictions. | | | | |6. Answer literal, inferential, | | | | |evaluative and |“King Arthur: The Sword and | | | |synthesizing questions to demonstrate |the Stone” p.792 | | | |comprehension of grade-appropriate print| | | | |texts | | | | |and electronic and visual media. | | | | | | | | | |7. Monitor own comprehension by |“King Arthur: The Sword and | | | |adjusting |the Stone” p.792 | | | |speed to fit the purpose, or by | | | | |skimming, | | | | |scanning, reading on, looking back, note| | | | |taking or | | | | |summarizing what has been read so far in|“King Arthur: The Sword and | | | |text. |the Stone” p.792 | | | | | | | | |8. Use criteria to choose independent | | | | |reading | | | | |materials (e.g., personal interest, | | | | |knowledge of | | | | |authors and genres or recommendations | | | | |from | | | | |others). | | | | | | | | | |9. Independently read books for various | | | | |purposes | | | | |(e.g., for enjoyment, for literary | | | | |experience, to gain | | | | |information or to perform a task). | | | |IV. Reading |6. Assess the adequacy, accuracy and |“Three Responses to | | |Applications:|appropriateness |Literature” p. 810 | | |Informational|of an author’s details, identifying | | | |, Technical |persuasive techniques | | | |and |and examples of bias and stereotyping. | | | |Persuasive |8. Compare the treatment, scope and |“Three Responses to | | |Text |organization |Literature” p. 810 | | | |of ideas from different texts on the | | | | |same topic. | |P241 | | |2. Analyze examples of cause and effect | | | | |and | | | | |fact and opinion. | | | | | | | | | | | | | | | | | |

|V. Reading |6. Explain the defining characteristics |“King Arthur: The Sword and | | |Applications:|of literary |the Stone” p.792 | | |Literary Text|forms and genres, including poetry, | | | | |drama, | | | | |myths, biographies, autobiographies, | | | | |science | | | | |fiction, fiction and non-fiction. | | | | | | | | | | | | | |VI. Writing | | | | |Process |. | | | | | | | | |VII. Writing|3. Write business letters that are |“King Arthur: The Sword and | | |Applications |formatted to |the Stone” p.792 | | | |convey ideas, state problems, make | | | | |requests or |“King Arthur: The Sword and | | | |give compliments. |the Stone” p.792 | | | |6. Produce informal writings (e.g., | | | | |journals, | | | | |notes and poems) for various purposes. |“Three Responses to | | | | |Literature” p. 810 | | | |2. Write responses to novels, stories, | | | | |poems and | | | | |plays that provide an interpretation, a | | | | |critique | | | | |or a reflection and support judgments | | | | |with | | | | |specific references to the text. | | | | | | | | | | | | | | | | | | |VIII. | | | | |Writing | | | | |Conventions | | | | |IX. Research|6. Integrate quotations and citations |“Three Responses to | | | |into written |Literature” p. 810 | | | |text to maintain a flow of ideas. | | | |X. |7. Vary language choices as appropriate |“King Arthur: The Sword and | | |Communica- |to the |the Stone” p.792 | | |tion: Oral |context of the speech. | |P236 | |andVisual |2. Draw logical inferences from | | | | |presentations | |P238-239, | | |and visual media. | |244-245 | | |4. Identify and explain the persuasive | | | | |techniques | | | | |(e.g., bandwagon, testimonial, | | | | |glittering generalities, | | | | |emotional word repetition and bait and | | | | |switch) | | | | |used in presentations and media | | | | |messages. | | |







|7th Grade- Language Arts | |Required Skills- Collection 8 |

|Core |“From Page to Film” p883 | |Reading | | |Core | | |Writing | | |STANDARD |INDICATORS |ELEMENTS OF |ELEMENTS OF | | | |LITERATURE |LANGUAGE | |Vocabulary | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Reading |2. Predict or hypothesize as appropriate from |“From Page to Film”| | |Process |information in the text, substantiating with | | | | |specific references to textual examples that may | | | | |be in widely separated sections of text. | | | | |7. Monitor own comprehension by adjusting |“From Page to Film”| | | |speed to fit the purpose, or by skimming, | | | | |scanning, reading on, looking back, note taking or | | | | |summarizing what has been read so far in text. | | | | | | | | | | | | | |Information|1. Use text features, such as chapter titles, headings|“From Page to Film”| | |al Text | | | | | |and subheadings; parts of books including index, | | | | |appendix, table of contents and online tools |“From Page to Film”| | | |5. Analyze information found in maps, charts, | | | | |tables, graphs, diagrams, cutaways and overlays. | | | | |(search engines) to locate information. | | |

| Literary | | | | |Text | | | | | | | | | |Writing | | | | |Process | | | | |Writing | | | | |Application| | | | |s | | | | |Writing | | | | |Conventions| | | | |Research | | | | |Communica- | | | | |tion | | | |















|7th Grade- Reading/Language Arts | |Required Curriculum- ALL YEAR |

|STANDARD |INDICATOR |DAILY LANGUAGE |ELEMENTS OF LANGUAGE| | | |ACTIVITIES | | |Writing | |Use the DLA | | |Conventions | |binder DAILY to | | | | |review these | | | | |skills | | | |1. Spell high-frequency words correctly. | | | | | |X | | | |2. Use commas, end marks, apostrophes and | | | | |quotation marks correctly. |X | | | | | | | | |3. Use semicolons, colons, hyphens, dashes | |P105,442, 830, 831, | | |and brackets correctly. | |618, | | | | |831, 620, 817, 619, | | | | |576, 646, 824, 649, | | |4. Use correct capitalization. | |650 | | | |X | | | |5. Use all eight parts of speech (e.g., noun,| | | | | |X | | | |pronoun, verb, adverb, adjective, | |pronoun- p342 | | |conjunction, | |conjunction- p277, | | |preposition, interjection). | |374 | | | | |preposition p370 | | | | |interjection p377 | | | | | | | | | | | | | |X | | | |6. Use dependent and independent clauses. | | | | | | |*Teach Ch 15 | | |7. Use subject-verb agreement with collective| |p422-437 | | | | | | | |nouns, indefinite pronouns, compound subjects| |collective noun p341| | | | |indefinite pronouns | | |and prepositional phrases. | |p344 | | | | |compound sub p325 | | | | | | | | | | | | | | | | | | | | | | |8. Conjugate regular and irregular verbs in | |Teach Ch 18 p484-509| | |all | | | | |tenses correctly. | | | | | | |Refer to pages | | | | |TE 311A-B | | | | |For grammar handbook| | | | |guidance | |Communication |3. Interpret the speaker’s purpose in | |P193, 227, 767, | | |presentations | |768-72 | | |and visual media (e.g., to inform, to | | | | |entertain, to persuade). | | |

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