Archdiocese of New York Grade 7 English Language Arts Parent Matrix

This parent matrix is intended to be a tool for you as a parent to help support your child’s learning. The table below contains all of the Grade 7 English Language Arts learning standards. Learning standards describe the knowledge and skills that students should master by the end of Grade 7. Each standard has a specific code. For example, RL.7.1 stands for “Reading for Literature Grade 7 Standard 1.” You will often see these standards referenced on your child’s quizzes, worksheets, tests, etc.

You should access the recommended resources in the right hand “Resources” column electronically by clicking on the hyperlinks provided. However, we suggest that you also download and print this matrix. You will notice that the column all the way to the left is marked “Parent Notes.” You can use this column to take notes on your child’s progress. You may wish to check off each standard after you have worked on it with your child.

In English Language Arts, there are five main categories of standards. These include Reading Standards for Literature, Reading Standards for Informational Texts, Writing Standards, Speaking & Listening Standards, and Language Standards. Each category is highlighted in a different color. In class, students will typically work on standards from multiple categories at one time. Your child’s teacher will be able to tell you which standards you should focus on with your child throughout the year.

We hope that this parent matrix is a valuable resource for you. If you find that you would like additional practice materials to work on you can use the standard codes provided below to search for additional resources.

Reading for Informational Reading for Literature Writing Speaking and Listening Language Text

These standards pertain to These standards pertain to These standards pertain to These standards require These standards focus on students’ ability to read and students’ ability to read and students’ ability to use their students to be able to students’ ability to master analyze different types of examine the claims and expanding vocabularies and express their thoughts, standard English grammar, literature, such as poetry, evidence presented in command of standard feelings, and ideas clearly, conventions, usage, prose, and drama. nonfiction texts such as English to write organized adhere to conversational capitalization, punctuation, textbooks, magazine articles, writing pieces for a range of norms, and appropriately spelling, and word biographies, and manuals. audiences and tasks. apply formal and informal relationships when writing English to different and speaking. situations. READING STANDARDS FOR LITERATURE Parent Notes Standard What does this What can I do at Resources Code standard mean? home?

Reading for Students must be able to cite Ask your child… https://learnzillion.com/lessons/4694- Literature textual evidence to support their comprehension-skill-video-the-railway- Grade 7 inferences and analysis of a text. train-day-1 Standard 1 “What do you think the author (RL.7.1) means by this line…? What evidence from the text supports Read the text and watch the lesson that idea?” video with your child to help him/her practice using textual evidence to make inferences.

“What specific examples, points, etc from the text support that idea?”

Reading for Students must be able to identify Ask your child… https://learnzillion.com/lessons/1999- Literature the theme or central idea and determine-the-theme-of-a-story-by- Grade 7 analyze its development comparing-and-contrasting-character- Standard 2 throughout a text. They must also actions “ be able to summarize the text What is theme of that story, (RL.7.2) separate from personal opinions or fable, etc.? How did the author judgments. make that idea clear in the story?” Read the text with your child. Then watch the video lesson together to help him/her learn more about determining the theme of a text. “What was this story, play, etc about? Can you summarize it from beginning to end?”

Reading for Students must be able to analyze Ask your child… https://learnzillion.com/lessons/2059- Literature how elements of a story interact analyze-the-impact-of-setting-on-mood- Grade 7 (e.g. how the setting affects and-tone Standard 3 characters). (RL.7.3) “How did the characters react to the main problem/challenge in this story?” Read the text with your child. Then watch the video to help him/her learn how the setting can impact the mood and/or tone of a text. “How would this scene be different if it took place [during the day versus night, etc]?”

“What are the main events from the plot that affect the characters?”

Reading for Students must be able to figure out Ask your child . . . https://learnzillion.com/lessons/4695- Literature the meaning of unfamiliar words comprehension-skill-video-the-railway- Grade 7 and phrases in a text, including train-day-2 Standard 4 figurative and connotative “ meanings – neutral, negative, or What do you think that word (RL.7.4) positive feelings/ideas associated might mean based on the rest of Read the text and watch the video with with a word. They should be able the sentence/passage?” your child to help him/her learn to to analyze the effect of a rhyme interpret extended metaphors. and/or repetition on a specific section of a text. “Do you think that is exactly what that word/ phrase means, or do you think the author might https://learnzillion.com/lessons/4696- be trying to say something else?” comprehension-skill-video-the-railway- train-day-3

“What if the author had chosen the word [residence] instead of Read the poem with your child. Then [home]? What kinds of watch the video to help him/her better connotations does each of those understand how specific words impact words have? How might that the meaning of a text. change the tone of the sentence?” “What if the author had not repeated [this phrase] over and over? How would that change this passage?”

Reading for Students must be able to analyze Ask your child… https://learnzillion.com/lessons/1897- Literature how the form or structure of a analyze-how-irony-reveals-character- Grade 7 drama or poem contributes to its traits Standard 5 meaning. “How is this text organized?” (RL.7.5) Print the note-taking sheet and read the text with your child. Then watch the “How does this [stanza, line, video together to learn how form etc] change the [tone, meaning, contributes to the meaning of a text. etc]?”

Reading for Students must be able to analyze Ask your child… https://learnzillion.com/lessons/1956- Literature how an author develops and/or analyze-narrator-s-point-of-view Grade 7 contrasts the points of view of Standard 6 different characters and/or “ narrators in a text. How might your reaction to (RL.7.6) this [scene, event, etc] be Read the text and watch the video different if the narrator were lesson with your child to help him/her speaking from a third-person better understand how to examine a A. They should also be able to point of view instead of first- narrator’s point of view. analyze texts by authors person? Would it have the same from a variety of cultural impact?” backgrounds.

“How does [this character’s] point of view of this event differ from [another character’s]?”

“Did you read the author’s biography at the back of the book? What do you know about him/her? How do you think this impacted the events of the story?”

Reading for Students must be able to compare When your child reads books that http://www.englishworksheetsland.com Literature and contrast a written text with its he/she enjoys, visit your local /grade7/readingliterature/7/5textaudio. Grade 7 audio, film, staged, or multimedia library to try to find audio, movie, pdf Standard 7 version. They should be able to etc versions of the story. Ask analyze the effects of the your child… (RL.7.7) techniques unique to each format http://www.englishworksheetsland.com (e.g. lighting, sound, color, and/or /best/grade7/readingliterature/7/7com camera focus and angles). “What was similar about this paring.pdf scene in the book and the movie? And different?” Print the worksheets. Then try these activities with your child to help him/her “How did the [lighting, sound, practice comparing and contrasting effects, etc] of the staged version different portrayals of the same story. affect your understanding of the story?”

“Was [this character] portrayed in the movie as you had pictured him/her while reading the book? What was different? What examples in the book made you think that way?”

Reading for Students must be able to compare When your child demonstrates http://education.nationalgeographic.co Literature and contrast a fictional portrayal of interest in a particular topic, visit m/topics/graphic-organizer/ Grade 7 an event, time, place, or character your local library or bookstore to Standard 9 with a historical account of the search for nonfiction texts same period to understand how focused on that interest (e.g. a Print the graphic organizer for your child (RL.7.9) authors of fiction use and/or alter non-fiction book and a fantasy to use to record notes and help him/her history in their writing. story about knights). Ask your compare and contrast two portrayals of child… an event, time, place, or character.

“What was the main idea/theme of [this text]? And the other one? How are they similar?”

“What true elements explained in the nonfiction text did you recognize in the fictional story?”

“How did the authors convey their messages in each text?”

Reading for By the end of the year, students When you help your child pick https://learnzillion.com/lessons/691- Literature should be able to read and out books, make sure that the identifying-genre-by-previewing-a-text Grade 7 understand grade-level literature – books and stories he/she is Standard 10 including stories, dramas, and reading are on the 7th grade level. poetry – when working If you are not sure what reading Read the texts with your child. Then (RL.7.10) independently. level a particular work is, look in watch the video to help him/her the front cover or ask a librarian practice previewing a text to determine or teacher to help you. its genre.

Encourage your child to read independently frequently. Talk to him/her about what he/she is reading.

Set aside a daily reading time in your household. Model independent reading by reading your own book while your child is reading.

Reading for Students must be able to identify, Ask your child . . . http://www.readwritethink.org/parent- Literature interpret, and draw ethnic and afterschool-resources/tips-howtos/help- Grade 7 artistic connections between the teen-choose-book-30111.html Standard 11 different types of literature they “ read and other texts, ideas, cultural Can you connect this book to (RL.7.11) perspectives, personal events, eras, anything else you’ve read, Use these tips to help your child choose and situations. learned about in another class, experienced in your own life, etc? appropriate books to read. What is the connection between those two things?” A. Students should be able to choose texts for themselves to read based on personal preferences. “Does . . . remind you of B. Students must be able to anything in your own life? How? use given criteria to Why?” classify, select, and evaluate texts to make informed judgments about Take your child to visit the local the quality of a piece. library and allow him/her to choose books for him-/herself. Check that he/she is choosing texts at an appropriate reading level. READING STANDARDS FOR INFORMATIONAL TEXT Parent Notes Standard What does this What can I do at Resources Code standard mean? home?

Reading for Students must be able to cite Ask your child… https://learnzillion.com/lessons/4787- Informational textual evidence to support their comprehension-skill-video-denver-s- Text Grade 7 inferences and analysis of a text. street-smart-prairie-dogs-day-4 Standard 1 “Can you tell my why you (RI.7.1) think…?” Read the text with your child. Then watch the video together to guide him/her to develop a better “What examples, points, etc understanding of how to cite strong from the text support that idea?” textual evidence.

“What do you think the author means by…?”

“The text says, ‘…’ What do you think…?”

Reading for Students must be able to identify at Ask your child… https://learnzillion.com/lessons/1959- Informational least two central ideas and analyze determine-the-central-idea-of-a- Text Grade 7 their development throughout a nonfiction-article Standard 2 text. They must also be able to “ summarize the text separate from What is this article mainly (RI.7.2) personal opinions or judgments. about? Can you identify two or more main ideas?” Read the article and watch the video lesson with your child to encourage him/her to practice identifying the central idea of a nonfiction text. “What are some details from the article that support the idea that…?”

“In a few sentences, can you give me a summary of the key points of this text?”

Reading for Students must be able to analyze Ask your child… https://learnzillion.com/lessons/4882- Informational the interactions between comprehension-skill-video-crawling- Text Grade 7 individuals, events, and ideas in a around-with-baltimore-street-rats-day-1 Standard 3 text (e.g. how they influence each “How did [this individual] other). (RI.7.3) respond to [this challenge, event, etc]?” Read the text with your child. Then watch the video lesson together to help your child learn how to analyze interactions between individuals, “How do you think [this event] was affected by the [people]? events, and ideas. What examples from the text support that idea?”

Reading for Students must be able to figure out Ask your child… https://learnzillion.com/lessons/4777- Informational the meanings of unfamiliar words comprehension-skills-video-afterbeing- Text Grade 7 and phrases in a text – including convicted-of-voting-day-4 Standard 4 figurative, connotative, and “ technical meanings – and to What does that word mean in (RI.7.4) analyze the impact of specific word the sentence?” Read the speech with your child. Then choices on the meaning and tone of watch the video to help him/her learn to a passage. examine specific word choices and their “Do you think that is exactly impact on a text. what that word/ phrase means, or do you think the author might be trying to say something else?”

“What if the author had left out [this word or phrase]? How would that change the tone of this section?”

Reading for Students must be able to analyze Ask your child… https://learnzillion.com/lessons/3853- Informational the structure an author uses to describe-a-character-by-summarizing- Text Grade 7 organize a text. They should be details Standard 5 able to explain how major sections contribute to the development of (RI.7.5) the whole text. “How is this text organized?” Print the note-taking sheet and read the article with your child. Then watch the “What do you think the author video to prompt him/her to practice wants the readers to using details from specific sections of a understand?” text to describe a character.

“Why is this paragraph important? How does it impact the rest of the text?”

Reading for Students must be able to Ask your child… https://learnzillion.com/lessons/4774- Informational determine an author’s point of comprehension-skills-video-afterbeing- Text Grade 7 view and/or purpose for writing a convicted-of-voting-day-1 Standard 6 text. They should be able to “ analyze how the author What is the author’s point of (RI.7.6) distinguishes his/her position from view of…? What are some Read the text and watch the video with that of other authors. examples from the text that show that?” your child to help him/her develop a better understanding of how an author distinguishes his/her position from that of others. “If the author’s purpose changed from [informing] to [trying to persuade], how would this passage be different?”

“Does this author agree or disagree with other authors about…? How do you know?”

Reading for Students must be able to compare When your child reads http://education.nationalgeographic.co Informational and contrast a written text to an informational texts that he/she m/topics/graphic-organizer/ Text Grade 7 audio, video, or multimedia enjoys, visit your local library or Standard 7 version. They should be able to search the internet to help your analyze how the subject is child find videos, podcasts, etc Print the graphic organizer for your child presented in each format (e.g. how about the topics in which he/she (RI.7.7) the delivery of a speech affects the is interested. Ask your child… to use to record notes and help him/her impact of the words). compare and contrast a written text to an audio, video, or multimedia version. “What was similar about the portrayal of this event in the text and the movie? And different?”

“How did the [lighting, sound, effects, etc] of the film version affect your understanding of the information?”

Reading for Students must be able to trace and Ask your child… https://learnzillion.com/lessons/4886- Informational evaluate the arguments and claims comprehension-skill-video-crawling- Text Grade 7 in a text. They should be able to around-with-baltimore-street-rats-day-5 Standard 8 assess whether the reasoning is “ sound and whether there is enough Why does the author (RI.7.8) evidence to support the author’s argue/think…?” Read the text with your child. Then claims. watch the video to help him/her practice tracing the development of an “What reasons does the author author’s claim. give to support his/her thinking about…? Does his/her argument make sense?”

“Which arguments that the author presents are most convincing? Why? Are there any weak claims that you do not think the author gives enough evidence to argue?” Reading for Students must be able to analyze Ask your child… http://www.englishworksheetsland.com Informational the differences between two or /grade7/readinginfo/8/1dinner.pdf Text Grade 7 more authors’ presentations of the Standard 9 same topic. “What is similar about these (RI.7.9) texts and the points they raise? Print this activity. Then have your child What is different?” complete it to practice analyzing two A. They should also be able to authors’ presentations of the same use their own experiences topic. and knowledge of language, logic, and culture “Do you think these two to think analytically, authors would agree on…? http://www.englishworksheetsland.com address problems Why?” /grade7/readinginfo/8/4understanding. creatively, and advocate pdf persuasively. Assist your child in taking notes on a single topic from multiple texts to help him/her think Print this graphic organizer for your child analytically. Ask him/her… to use to examine other articles.

“What are the most important information, main ideas, key details, etc from each text?”

“How can you categorize/group the different facts, details, and pieces of evidence you are gathering from these texts?” Reading for By the end of the year, students Spend time reading nonfiction http://www.englishworksheetsland.com Informational should be able to read and textbooks and articles with your /grade7/readinginfo/9/4asl.pdf Text Grade 7 understand nonfiction texts at child. Standard 10 grade-level and above (with help as necessary). (RI.7.10) http://www.englishworksheetsland.com Consider subscribing to a kids’ /best/grade7/readinginfo/9/14michelle. magazine through Scholastic, pdf TIME for Kids, National Geographic for Kids, or another publishing company. Print this passages and accompanying questions for your child to use to practice reading and checking for Encourage your child to read understanding of informational texts. independently frequently. Ask your child about what he/she is reading.

Set aside a daily reading time in your household.

Model reading informational texts independently by reading newspapers and other articles while your child reads his/her textbook or another informational text. WRITING STANDARDS Parent Notes Standard What does this What can I do at Resources Code standard mean? home?

Writing Grade Students must be able to express Encourage your child to write A. https://learnzillion.com/lessons/ 7 Standard 1 and back up their own claims with argumentative pieces about 2065-introduce-a-claim-by- clear reasons and relevant books he/she reads or other hooking-the-reader (W.7.1) evidence in writing. They must be ideas you discuss at home. able to: Before your child writes his/her piece, help him/her organize his Read the article. Then watch work by brainstorming and this video with your child to help writing down some ideas first. A. Introduce the claim(s), him/her construct a strong Ask your child to identify and acknowledge alternate introduction to an argument. organize logically his/her claim(s), claims, and organize reasons, and evidence. If he/she reasons and evidence did not include all of these logically. elements, help him/her edit https://learnzillion.com/lessons/ B. Provide logical reasons his/her writing to include all of 2146-acknowledge-opposing- expanded by relevant the necessary components. claims-in-argumentative-writing evidence to support their claims, using credible sources and showing an understanding of the text Watch this video to help your or topic. child learn how to acknowledge C. Use words, phrases, and alternative claims in his/her clauses to create cohesion writing. and clearly connect claim(s), reasons, and evidence. B. https://learnzillion.com/lessons/ D. Establish and maintain a 2089-write-a-first-draft-using- formal style. an-outline E. End with a conclusion that follows from and supports the argument presented. Read the article. Watch these videos with your child to review with him/her how to use an outline to prepare to write a logical draft with relevant reasons and evidence. C. https://learnzillion.com/lessons/ 2080-add-transition-words-and- phrases-to-writing-to-clarify- the-relationships-between- reasons-and-evidence

Read the text and use this video to help your child review how to link ideas in a text.

D. https://learnzillion.com/lessons/ 2143-revise-writing-to-establish- a-formal-style

Read the article and watch this video with your child to help him/her learn how to revise his/her writing to establish and maintain a formal style.

E. https://learnzillion.com/lessons/ 2139-write-a-concluding- paragraph

Read the text with your child. Then watch this video with your child to assist him/her in writing the conclusion of a text.

Writing Grade Students must be able to write Encourage your child to write A. https://learnzillion.com/lessons/ 7 Standard 2 informative/explanatory pieces to informative pieces about books 2054-draft-an-introductory- (W.7.2) examine a topic and clearly he/she reads or other ideas you paragraph communicate ideas, concepts, and discuss at home. Before your information. They must be able to: child writes his/her informative piece, help him/her organize Read the short story. Then his/her work by brainstorming watch this video with your child and writing down some ideas to help him/her practice writing A. Use strategies such as first. Ask your child to identify a strong introduction. definition, classification, his/her topic, facts and compare/contrast, and definitions, and conclusions. If cause/effect; tools such as he/she did not include all of headings and graphs; and B. https://learnzillion.com/lessons/ these elements, help him/her multimedia to introduce 2071-draft-body-paragraphs edit his/her writing to include all the topic clearly, preview of the necessary components. what is to follow, and Read the text with your child. organize the information. Then watch this video with your B. Develop the topic by child to learn how to write body including relevant facts, paragraphs that support the definitions, examples, and claims made in the introduction. quotations as necessary. C. Use appropriate transition words and phrases to create cohesion and make https://learnzillion.com/lessons/ the relationships among 2072-revise-a-draft-to-add-in- ideas and concepts clear. textual-evidence D. Use precise language and vocabulary specific to the topic. Use this video lesson to help E. Establish and maintain a your child learn how to use formal style. textual evidence in his/her F. End with a conclusion that writing. follows from and supports the information or explanation presented. C. https://learnzillion.com/lessons/ 2048-revise-by-adding- transition-words

Read the text with your child. Then watch this video to help him/her review using transition words in his/her writing.

D. http://content.scholastic.com/c ontent/collateral_resources/pdf /85/0439237785_e033.pdf

Print the worksheet and use it to help your child to practice using specific language.

E. http://englishlinx.com/cgi- bin/pdf_viewer.cgi? script_name= %2Fpdf_common_core %2FFormal-versus-Informal- English-Worksheet-CCSS.ELA- Literacy.W.8.1d.pdf&x=65&y=13

Print the student practice worksheet for your child to complete as a review of the use of formal style.

F. https://learnzillion.com/lessons/ 2060-draft-a-concluding- statement

Read the short story with your child. Then watch this video lesson to help him/her review how to write a strong conclusion.

Writing Grade Students must be able to write Encourage your child to write http://www.readwritethink.org/classroo 7 Standard 3 narratives that develop real or narrative pieces about books m-resources/student-interactives/circle- imagined experiences or events he/she reads or other events plot-diagram-30026.html?tab=4#tabs (W.7.3) using effective technique, he/she experiences. Before your descriptive details, and a logical child writes his/her narrative sequence of events. They must be piece, help him/her organize http://www.readwritethink.org/classroo able to: his/her work by brainstorming m-resources/student-interactives/cube- and writing down some ideas 30057.html?tab=3#tabs first. Ask your child to identify his/her event/sequence of events A. Engage readers by in order, details and thoughts, introducing the narrative, and conclusions. If he/she did Help your child use these interactive narrator and/or characters, not include all of these elements, tools to plan the plot of his/her narrative point of view, and context help him/her edit his/her writing writing and organize a logical sequence and organizing a natural to include all of the necessary of events. sequence of events. components. B. Include dialogue, detailed descriptions, and pacing to show and describe the http://www.readwritethink.org/classroo feelings, thoughts, and m-resources/student-interactives/hero- actions of the characters journey-30069.html and to develop the events. C. Use a variety of transitional words, phrases, and Guide your child in using this interactive clauses to move along the tool to explore the elements of the hero sequence of events in time narrative and plan one of his/her own. or setting. D. Use specific and vivid words and phrases and sensory details to capture http://content.scholastic.com/content/c the action and describe ollateral_resources/pdf/00/BTS00_004. experiences and events pdf precisely. E. End with a conclusion that follows from and reflects Print this list of vivid vocabulary words on the narrative presented. for your child to use a reference when he/she is writing a narrative with specific words and sensory details.

Writing Grade Students must be able to write Encourage your child to write https://learnzillion.com/lessons/4520- 7 Standard 4 focused pieces in which the different pieces about books revise-for-sentence-fluency development, organizations, and he/she reads, ideas, or other (W.7.4) style are appropriate to the events he/she experience and/or purpose and audience as described prompt him/her to produce text Read the text with your child. Then above in standards 1-3 (e.g. opinion about other cultures and watch the video lesson with him/her to piece, informative text). perspectives. Before your child help him/her learn how to better revise writes his/her piece, help his/her writing. him/her organize his/her work by brainstorming and writing down A. They should also be able to some ideas first. Either give your create text (print or child a specific assignment or ask nonprint) that explores your child to identify his/her different cultures and purpose for writing – to argue a perspectives. point (opinion piece), to inform (explanatory piece), or to tell a story (narrative). Refer to the specific expectations for each type – explained above in standards 1-3 – to ensure your child includes all necessary elements. If he/she did not include all of these components, help him/her edit his/her writing to include all of the necessary components.

Writing Grade With some prompting and When your child writes, ask https://learnzillion.com/lessons/2077- 7 Standard 5 guidance from an adult and/or questions (who, what, when generate-reasons-and-evidence-to- peers, students must be able to where, why, how) to encourage prepare-for-writing (W.7.5) develop and strengthen their him/her to add more detail writing by planning, revising, and/or clarity… editing, rewriting, and/or trying a https://learnzillion.com/lessons/2147- new approach. They should focus revise-writing-for-clarity-and-purpose on how well they have addressed “ the purpose and audience of the Can you tell me more specific writing assignment. about…?” Read the article with your child. Then watch the videos to learn how to plan and revise a focused written piece by “What do you mean by…?” preparing and outlining the relevant reasons and evidence.

“What do you want your readers to know, think, etc after http://www.readwritethink.org/parent- reading this?” afterschool-resources/tips- howtos/revise-edit-30116.html

Encourage your child to reread his/her written pieces to check Use these tips to help your child better carefully for mistakes in understand how to edit and revise a grammar, spelling, and/or piece of writing. punctuation and places where he/she can change words or sentences to strengthen the writing.

Writing Grade Students must be able to use Help your child use a computer, http://www.readwritethink.org/parent- 7 Standard 6 technology – including the internet iPad, etc to write and publish afterschool-resources/games- – to write and create their own stories and texts digitally. tools/fractured-fairy-tales-a-30186.html (W.7.6) texts electronically, link to and cite sources, and interact/collaborate with others. Encourage your child to cite http://www.readwritethink.org/parent- his/her sources and link to them. afterschool-resources/games- Ask him/her… tools/diamante-poems-a-30185.html

“Where did you find this Help your child use these interactive information?” tools to write stories and poems digitally.

http://www.readwritethink.org/parent- afterschool-resources/tips-howtos/safe- online-30119.html Use these tips and resources to help your child safely connect and interact with others on the internet.

Writing Grade Students must be able to complete Visit the local library or use a http://www.readwritethink.org/classroo 7 Standard 7 short research projects to answer a computer at home to assist your m-resources/student- question by gathering information child in research about a topic in interactives/creator-30846.html (W.7.7) from several sources and which he/she is interested. Help generating additional related, him/her to formulate a research focused questions for further question about the topic around Guide your child in using this interactive research if necessary. which to focus his/her research. tool to plan his/her research, record Encourage your child to write his/her learning, and generate new about what he/she learned. questions.

Ask your child… http://www.readwritethink.org/classroo m-resources/student- interactives/readwritethink-notetaker- “What do you what to know 30055.html about…?”

Help your child use this online tool to “Now that you have create an outline of notes for the researched…, what are you information he/she gathers from his/her curious about?” research.

Writing Grade Students must be able to gather When your child demonstrates http://www.readwritethink.org/classroo 7 Standard 8 information from multiple print curiosity about a topic, help m-resources/student-interactives/hints- and digital sources. They should be him/her find books and online about-print-30025.html (W.7.8) able to effectively use search sources related to the topic that terms, determine whether a source can answer his/her questions. is credible and accurate, Before beginning the research, Help your child use this interactive tool paraphrase and/or quote the work together to brainstorm a to determine the credibility of a source. information without plagiarizing, few categories of information and use a standard format for into which your child can sort the citing sources. information he/she finds. Encourage him/her to write about what he/she learned and list bibliographic information for all of the sources used. Ask your child…

“What terms could you search to find the most relevant information?”

“Does this source seem credible to you? Why?”

“In your own words, can you explain what this source said about…?”

Writing Grade Students must be able draw As you assist your child in A. http://www.readwritethink.org/ 7 Standard 9 evidence from grade level literary conducting researching and classroom-resources/student- or informational texts to support preparing to write, ask him/her… interactives/literary-elements- (W.7.9) their thoughts and research. 30011.html Specifically, they should be able to… “What is the theme of that Guide your child in using this story, poem, etc.?” interactive tool to identify and map out the elements of a A. (Literary Texts) explicitly literary text in preparation for cite textual evidence; writing. determine the theme of a “What evidence from the text text; provide an objective shows how the author makes summary; analyze the that lesson clear in the story?” impact of rhyme, B. https://learnzillion.com/lessons/ repetition, form, structure, 2064-find-evidence-in-an- article-to-support-persuasive- and point of view; and/or “What is similar about these writing compare and contrast two presentations of the story different presentations of the same story and fictional and factual and the points they raise?” Read the text and watch the portrayals of events. video with your child to help B. (Informational Texts) him/her learn how to find explicitly cite textual textual evidence that is relevant Assist your child in taking notes evidence; identify the to the purpose and audience for on a single topic from multiple central ideas of a text; a writing task. texts. Ask him/her… provide an objective summary, analyze the impact of structure, specific words, point of “What are the most important view, and purpose; information, main ideas, key compare and contrast details, etc from each text?” different presentations of a subject in different formats or by different authors; trace and evaluate argument and claims in a text; and/or assess whether an author’s reasoning is sound. (Refer to Grade 7 Reading Standards – listed above – for further detail about the expectations for literary and informational texts.)

Writing Grade Students must be able to regularly Provide your child with ample http://www.readwritethink.org/parent- 7 Standard 10 write for both extended (research, opportunities to engage in afterschool-resources/activities- reflection, and revision) and writing projects that range across projects/trip-museum-from-picture- (W.7.10) shorter periods of time for a variety a wide variety of purposes and 30302.html of purposes and audiences. audiences. Write letters/notes to mail to friends and relatives, create longer and shorter http://www.readwritethink.org/parent- narrative stories to share with afterschool-resources/activities- younger siblings, and engage in projects/raining-cats-dogs-make- longer-term research projects. 30619.html?main-tab=2#tabs

Sit with your child and write your own letters, stories, etc to model Help your child engage in these creative focused behavior while you are writing projects to practice writing working. regularly.

Engage in research and writing projects with your child that extend over a period of multiple days and/or weeks. Help your child choose a topic together, conduct research in books and online, and write about what he/she learned.

Writing Grade Students must be able to creatively Talk with your child about what http://www.readwritethink.org/parent- 7 Standard 11 communicate their responses to he/she is studying in school. afterschool-resources/activities- and identify connections in a Then help him/her gather projects/make-mystery-puzzle- (W.7.11) literary work through a poem, pencils, a computer, markers, 30146.html?main-tab=2#tabs story, play, artwork, etc. They paint, etc to write and/or draw a should be able to… response to the author or theme. Give your child an opportunity to http://www.readwritethink.org/parent- present his/her creation to your afterschool-resources/activities- family, neighbors, etc. A. Explicitly make personal, projects/comics-graphic-novels- textual, thematic, and 30296.html?main-tab=2#tabs cultural connections across text genres. Ask your child… B. Create poetry, stories, http://www.readwritethink.org/parent- plays, and other literary afterschool-resources/activities- form (e.g. videos, artwork). “How does this text connect to projects/poetic-memories-summer- [your life, this culture you 30862.html?main-tab=2#tabs learned about, etc]?”

Help your child use this creative tools and ideas to respond to a text, author, and/or topic he/she has read. SPEAKING AND LISTENING STANDARDS Parent Notes Standard What does this What can I do at Resources Code standard mean? home?

Speaking and Students must be able to A. Choose books, articles, or A. http://www.readwritethink.org/ Listening respectfully engage in one-on-one other texts for you and parent-afterschool- Grade 7 and group conversations with a your child to both read resources/tips- Standard 1 diverse group of individuals about independently. Then howtos/motivating-teen- age-appropriate topics, issues, and engage in explicit readers-30110.html (SL.7.1) texts. Specifically, they should be conversations about able to… what you have read. Encourage your child to Use these tips to encourage refer explicitly to the your child to engage in texts and anything else thoughtful conversations – A. be ready to discuss and he/she knows about that through a book club, etc – about share thoughts and/or topic during your what he/she reads. questions about assigned conversations (e.g. “On materials with specific page 14, he says…;” “I references to required saw a TV episode about reading and other B. http://www.readwritethink.org/ this that said…”). information (e.g. conduct parent-afterschool- B. Engage in a variety of research on an assigned resources/tips-howtos/helping- conversations – one-on- topic and be able to have a teen-plan-conduct-30113.html one in the car, whole discussion with classmates group over the dinner about their opinions and table, etc – with your Use these tips and strategies to questions with explicit child. Model how to help prepare your child for an mention of information listen respectfully – academic conversation. and evidence from the looking at the speaker text). and not interrupting – B. follow appropriate norms and how to stay focused for academic discussions, C. http://www.readwritethink.org/ on the topic of track progress towards parent-afterschool- conversation. Encourage specific goals and resources/activities- your child to do the deadlines, and define roles projects/explore-summers-past- same. as needed – participant, present-30151.html C. When speaking with your leader, observer, etc. child, ask for clarification C. ask and respond to specific when necessary and questions and share Try this activity with your child encourage him/her to do relevant observations to to prompt him/her to engage in the same. Ask… elaborate on others’ detailed discussions with others. “Can you explain what remarks and/or remain on you mean by that?” topic during a group discussion. Build off your child’s D. http://fileserver.net- D. acknowledge new ideas remarks with specific texts.com/asset.aspx? shared during a discussion comments to continue dl=no&id=118192 and modify their own views the conversation. Model as necessary. the use of sentence Help your child use these tips E. respectfully try to starters such as… and strategies to engage in communicate with “ discussions with peers with new audiences and/or I agree with… ideas and different viewpoints. individuals from different because…” cultural backgrounds. “I also think…is a good idea, because…” E. http://www.childrenslibrary.org D. Prompt your child to use /icdl/SimpleSearchCategory? knowledge gained from ids=86&langid=11&pnum=1&cn the discussion to modify um=1&text=&lang=English&ilan his/her views if needed. g=English Ask your child… “ Do you agree with…? Choose from a wide selection of Why or why not?” online books about a variety of cultures. Read with your child “Do you still think…? to prompt respectful curiosity Have you developed any and understanding about life in new understanding of other parts of the world. this topic?”

E. Model respectful communication when you and your child encounter individuals from different cultural backgrounds. Encourage interest by helping your child find books to read about different cultures. Speaking and Students must be able to analyze After watching a movie/TV show, http://www.readwritethink.org/parent- Listening the main ideas and supporting listening to the radio, observing a afterschool-resources/activities- Grade 7 details presented in multiple billboard, etc, talk with your child projects/want-what-exploring- Standard 2 formats – including visually (e.g. about what information you (SL.7.2) poster or billboard), quantitatively learned. Ask questions to check 30669.html (e.g. chart or table), and/or orally for understanding… (e.g. read aloud or said over the radio) – and explain how the ideas Engage in these activities with your child clarify a particular topic, text, or “ to help them practice reflecting on issue. What is the lesson/main idea that you learned from that information presented in various [show, poster, etc]?” formats and thinking critically.

A. They must also be able to engage in problem solving http://www.readwritethink.org/parent- – use personal experiences “How did the [writers, speaker, afterschool-resources/tips- and knowledge of artist, etc] make that lesson howtos/encourage-higher-order- language, logic, and culture clear?” thinking-30624.html to think analytically, address problems creatively, and advocate “Can you summarize what you persuasively. learned/heard?” Use this list of strategies to encourage higher order thinking and prompt your child to think of creative solutions to problems. Encourage your child to engage in problem solving. As appropriate, talk through basic problems with your child without simply giving him/her a solution. Allow your child to draw conclusions, try to persuade you, and think creatively (e.g. He/she wants to watch a TV show that comes on past his/her bedtime. Engage in a conversation about how to solve that problem, advocate for each of your points, and form a compromise.)

Speaking and Students must be able to describe a After listening to the radio, http://www.readwritethink.org/classroo Listening speaker’s argument and claims and hearing a speech/sermon, etc m-resources/student-interactives/essay- Grade 7 to evaluate the soundness of the with your child, ask him/her… 30063.html Standard 3 reasoning and relevance and (SL.7.3) sufficiency of the evidence.

“What was the main Guide your child in using this interactive idea/theme? How did the tool to map out a speaker’s argument, speaker support his/her claim?” claims, and evidence to evaluate the soundness of the reasoning.

“What reasons and evidence did the speaker provide to support that idea? Was there enough relevant evidence?”

“Which arguments that the author presents are most convincing? Why?”

Speaking and Students must be able to present Prompt your child to tell stories http://www.teachingthecore.com/pvleg Listening claims and findings coherently by about his/her experiences and s-public-speaking-acronym/ Grade 7 using relevant facts, details, prompt him/her to add details, Standard 4 descriptions, and examples to speak up, maintain eye contact, explain main ideas. They must also and/or alter the pace as Use the tips, strategies, and acronyms (SL.7.4) speak loudly with clear necessary. Ask your child… described in this article to help your pronunciation and appropriate eye child practice his/her speaking skills. Try contact. implementing the simple strategies at “Will you please tell me a bit home so that they become familiar to more about that?” your child.

“What evidence supports that idea…? How?”

“Why do you think…?” As necessary, prompt your child to slow down, speak up, etc.

Use the “Wh-“ question words to encourage him/her to add details where necessary.

Speaking and Students must be able to clarify Use digital media tools (iPad, http://www.readwritethink.org/parent- Listening information and emphasize computer, etc) to record your afterschool-resources/activities- Grade 7 important points in a presentation child presenting a report. Listen projects/mytube-make-video-public- Standard 5 with multimedia components to the recording together and 30157.html?main-tab=2#tabs and/or visual displays (e.g. talk about clarity, speed, (SL.7.5) graphics, images, music, sound). expression, etc. Use these tips and instructions to help your child prepare a clear and logical Supply your child with art presentation and then record the supplies so that he/she can add information to make an informational visual displays to the subject video. he/she is writing or talking about. Ask your child…

“Will you please draw a diagram to show me how that works?”

“What additional components could you include to make your presentation more interesting, clear, etc?” Speaking and Students must be able to adapt Help your child find opportunities http://www.readwritethink.org/parent- Listening their speaking to fit a variety of to engage in a variety of speaking afterschool-resources/tips- Grade 7 situations and tasks and use formal situations – speaking formally to howtos/record-podcasts-30118.html Standard 6 English proficiently when necessary his/her principal, priest, etc and and appropriate (See grade 7 talking more informally with (SL.7.6) Language standards 1 and 3 for small groups of friends, siblings, Use this resource to help your child plan specific expectations). etc – to allow him/her to practice and organize his/her thoughts and then distinguishing and alternating record a podcast. Listen to the between contexts. recording with your child and talk about his/her speech and whether it is appropriate to the task and target audience. LANGUAGE STANDARDS Parent Notes Standard What does this What can I do at Resources Code standard mean? home?

Language Students must be able to use Speak with your child in more A. (Appositives) Skills Grade 7 standard English grammar when sentences of varied structures – https://learnzillion.com/lessons/ Standard 1 speaking and writing. Specifically, simple, compound, complex, and 5002-use-appositives-to-clarify- they should be able to… compound-complex – to model meaning-and-add-interest-to-a- (L.7.1) this behavior. sentence

A. explain the function of (Absolute Phrases) phrases and clauses (both As necessary, offer your child in general and in specific immediate feedback on his/her https://learnzillion.com/lessons/ sentences). grammar and language usage in 5001-use-absolute-phrases-to- B. choose among various writing and speaking. Explain add-variety-and-interest types of sentences – mistakes and offer concrete simple, compound, praise for accuracy. Help guide complex, and compound- your child to recognize errors on (Prepositional Phrases) complex – to show his/her own (e.g. “I am going to different relationships read this sentence aloud. Listen https://learnzillion.com/lessons/ among ideas. carefully and tell me if you hear a 5000-use-prepositional-phrases- C. appropriately place phrases phrase or clause you think should to-convey-specific-meaning and clauses within a be changed.”). sentence.

(Adjectival Phrases)

https://learnzillion.com/lessons/ 4878-identify-and-understand- how-to-use-adjectival-phrases

(Adverbial Phrases)

https://learnzillion.com/lessons/ 4879-identify-and-understand- how-to-use-adverbial-phrases

Print the practice sheets. Then watch the different video lessons with your child to review the function and placements of different phrases and clauses.

B. https://learnzillion.com/lessons/ 2073-revise-by-varying- sentence-patterns

Read the short story and watch this video with your child to help him/her learn how to revise his/her writing to vary sentence structures.

C. https://learnzillion.com/lessons/ 4595-find-and-fix-sentences- containing-misplaced-or- dangling-modifiers

Print the practice sheet. Then watch the video lesson with your child to practice identifying and correcting misplaced sentences and clauses.

Language Students must be able to use As necessary, offer your child A. https://learnzillion.com/lessons/ Skills Grade 7 standard English capitalization, immediate feedback on his/her 5097-punctuate-coordinate- Standard 2 punctuation, and spelling rules usage of capitalization, adjectives when writing. Specifically, they punctuation, and spelling in (L.7.2) should be able to… his/her writing. Explain mistakes and offer concrete praise for Print the student practice sheet accuracy (e.g. “Take a careful and watch the video with your look at this sentence. Read it out child to help him/her learn how A. use commas to separate loud. Do you notice anywhere to use commas to separate coordinate adjectives. you need a comma?”). coordinate adjectives. B. spell correctly.

When your child needs help B. http://content.scholastic.com/c spelling a word, do not simply tell ontent/collateral_resources/pdf him/her. Encourage him/her to /36/0439504236_e009.pdf try to spell it phonetically and then check a reference material Print this list of basic spelling to confirm. rules for your child to use as a guide.

Language Students must be able to use Read through your child’s writing https://learnzillion.com/lessons/2161- Skills Grade 7 knowledge of language and its with him/her. Prompt him/her to revise-an-argumentative-essay-for- Standard 3 conventions when writing, choose more specific and precise redundancy-and-wordiness speaking, reading, or listening. language. (L.7.3) They should be able to… Use this text and video lesson to teach Encourage your child to practice your child how to write and speak using A. choose language that writing in many different precise language and avoiding expresses ideas in a precise contexts (e.g. a postcard from redundancy. and concise way. They vacation, letters to faraway should be able to recognize relatives, short reminder notes and eliminate wordiness on Post-its). Prompt him/her to and redundancy. communicate his/her message as concisely and precisely as possible.

Language Students must be able to deduce When your child needs help A. http://www.k12reader.com/wor Skills Grade 7 the meaning of unfamiliar or determining the meaning, part of ksheet/look-around-meaning-in- Standard 4 multiple-meaning words using a speech, and/or pronunciation of context/ variety of strategies from seventh an unfamiliar word, do not simply (L.7.4) grade level content. Specifically, tell him/her. Ask him/her… they should be able to… Print this activity sheet for your child to use to practice using context to figure out the “What does that word mean in meaning of a word or phrase. A. use the context of a the sentence?” passage or sentence to figure out the meaning of B. an unfamiliar word or http://www.readwritethink.org/ “ phrase. Do you think that is exactly classroom-resources/student- B. figure out the meaning of a what that word/ phrase means, interactives/flip-chip- word based on the use of or do you think the author might 30031.html common, grade- be trying to say something else?” appropriate affixes and Help your child engage in this roots (e.g. belligerent, interactive activity to explore bellicose, rebel). “What do you think that word common affixes and root words. C. use available resources might mean based on the rest of (e.g. dictionaries, the paragraph?” glossaries, thesauruses – both print and online) to determine the “What other words do you C. / D. http://www.merriam- pronunciation, part of know that have the same affix?” webster.com/ speech, and/or precise meaning of unfamiliar Help your child use this words and/or phrases. If necessary provide him/her with reference site to find the D. make a preliminary guess a children’s dictionary and/or definitions, synonyms, parts of about a word’s meaning other resources to clarify or speech, and pronunciation of and confirm it by checking confirm the precise definition new words he/she encounters. a reference material. and/or pronunciation.

Language Students must be able to recognize Introduce new words and A. https://learnzillion.com/lessons Skills Grade 7 and understand figurative phrases in context when talking ets/118-reading-and- Standard 5 language, relationships between to your child. Incorporate understanding-idioms words and meanings, and nuances nonliteral meanings of words and (L.7.5) in meanings. Specifically, they phrases and explain the alternate should be able to… meanings to your child. Watch the video lessons to review common figures of speech.

A. interpret figures of speech When reading and/or speaking – including literary, biblical, with your child, intentionally and mythological allusions point out the use of language B. http://www.k12reader.com/wor – in context. nuances. Ask your child… ksheet/using-antonyms-for- B. use the relationships context-clues/ between words (e.g. synonym/antonym, “ Print this activity sheet for your analogy) to better What do you think the speaker child to complete to practice understand each word. is talking about when he/she using word relationships to C. distinguish among the says…? Why?” figure out meaning. connotations of words with similar definitions (e.g. refined, respectful, polite, “If the author had described condescending). this character as [condescending] C. http://www.readwritethink.org/ instead of [refined], how would classroom-resources/student- that change this passage and interactives/word-matrix- 30071.html your understanding of the character?” Guide your child in using this interactive tool to sort words with similar definitions based on the connotations.

Language Students must be able to learn Prompt your child to use new http://www.longwood.edu/staff/jonesc Skills Grade 7 (from reading, speaking with vocabulary when he/she speaks d/projects/educ530/aboxley/pdffiles/2. Standard 6 others, etc) and accurately use new or writes. Ask him/her… pdf vocabulary words and phrases – (L.7.6) both general terms that appear across academic subjects and “ Print copies of this graphic organizer for vocabulary specific to particular Do you remember another your child to fill in with new words topics studied. They should be able word that means…?” he/she learns. to gather word knowledge when needing a word is important for comprehension or expression. “How do you feel when…?”

Encourage your child to use precise language when he/she speaks (e.g. “The boy told his dad that he was bored” versus “The boy whined to his dad that he was bored”).