Pearson/ Common Core /MS Framework Alignment

7th Grade Pacing Guide Pearson/ Common Core /MS Framework Alignment (1st 9 Weeks: Pearson Unit 2) Common Core State Standards Addressed in This Unit MS Framework Competencies and Benchmarks Reading Standards for Literature RL.7.1 Cite several pieces of textual evidence to support 2.b.4-7 The student will analyze text to infer, justify, analysis of what the text says explicitly as well as inferences draw conclusions, synthesize, or evaluate information. drawn from the text. (DOK 3)

4) Infer how the sequence of events may have contributed to cause and effect relationships in a text. 5) Apply knowledge of cause and effect relationships to infer logical causes and/or effects. 6) Synthesize information stated in one or more texts with prior knowledge and experience to draw valid conclusions with supporting evidence including text based-evidence. 7) Predict a logical outcome based upon information stated in a text and confirm or revise based upon subsequent text.

2.d The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text- based evidence. (DOK 3) RL.7.2 Determine a theme or central idea of a text and 2.b.2 The student will analyze text to infer, justify, draw analyze its development over the course of the text; provide conclusions, synthesize, or evaluate information. (DOK an objective summary of the text. 3) 2) 2). Justify inferences about main idea by providing supporting details.

2.c The student will recognize or generate an appropriate summary or paraphrase of the events or ideas in literary text, literary nonfiction, and informational text citing text-based evidence. (DOK2)

2.d The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text- based evidence. (DOK 3) RL.7.3 Analyze how particular elements of a story or drama 2.d.1 The student will analyze, interpret, compare, interact (e.g., how setting shapes the characters or plot.) contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence.(DOK 3) 1) Story Elements (e.g., setting, characters character traits, plot, resolution, point of view) RL.7.4 Determine the meaning of words or phrases as they 2.d.2 The student will analyze, interpret, compare, are used in a text, including figurative and connotative contrast, or respond to increasingly complex literary text, meanings; analyze the impact of rhymes and other literary nonfiction, and informational text citing text- repetitions of sounds (e.g., alliteration) on a specific verse or based evidence. (DOK 3) stanza of a poem or section of a story or drama. 2) Literary devices (e.g., imagery, exaggeration, dialogue, irony (situational and verbal)

2.d.3 3) Sound devices (e.g., rhyme, rhythm, alliteration, onomatopoeia, assonance) RL.7.6 Analyze how an author develops and contrasts the 2.d.1 The student will analyze, interpret, compare, points of view of different characters or narrators in a text. contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text- based evidence. (DOK 3) 1) Story Elements (e.g., setting, characters, character traits, plot, resolution, point of view) RL.7.10 By the end of the year, read and comprehend 2 The student will apply strategies and skills to literature, including stories, dramas, and poems, in the comprehend, respond to, interpret, or evaluate a grades 6-8 text complexity band proficiently, with variety of texts of increasing length, difficulty, and scaffolding as needed at the high end of the range. complexity.

2.a The student will apply knowledge of text features, parts of a book, text structures, and genres to understand, gain information from, interpret, respond to, or analyze text. (DOK 2)

2.a.4 4) Genres – Fiction, nonfiction, poetry, biographies, autobiographies, and plays Reading Standards for Information RI.7.1 Cite several pieces of textual evidence to support 2.b The student will analyze text to infer, justify, draw analysis of what the text says explicitly as well as inferences conclusions, synthesize, or evaluate information. (DOK 3) drawn from the text. 2.b.4 4) Infer how the sequence of events may have contributed to cause and effect Relationships in a text.

2.b.6 6) Synthesize information stated in one or more texts with prior knowledge and experience to draw valid conclusions with supporting evidence including text based-evidence.

2.b.7 7) Predict a logical outcome based upon information stated in a text and confirm or revise based upon subsequent text.

2.d The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text- based evidence. (DOK 3) RI.7.4 Determine the meaning of words and phrases as they 1.g The student will analyze and evaluate vocabulary are used in a text, including figurative, connotative, and usage based on appropriateness for context and purpose technical meanings; analyze the impact of a specific word (e.g., formal and informal language). (DOK 3) choice on meaning and tone.

2.d.2 The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text- based evidence. (DOK 3)

2) Literary devices (e.g., imagery, exaggeration, dialogue, irony (situational and verbal) RI.7.5 Analyze the structure an author uses to organize a 2.a The student will apply knowledge of text features, text, including how the major sections contribute to the parts of a book, text structures, and genres to whole and to the development of the ideas. understand, gain information from, interpret, respond to, or analyze text. (DOK 2)

2.a.1-3 1) Text features - titles, headings, captions, illustrations, graphs, charts, diagrams, bold- faced print, italics, headings, subheadings, numberings, maps, icons, pull down menus, captions, illustrations, graphs, diagrams, key word searches, etc. 2) Parts of a book - title page, table of contents, glossary, index, appendix, footnotes, etc. 3) Text structures - sequential order, description, simple cause and effect, procedure, compare/contrast, order of importance, problem/solution, etc.

2.b.3 The student will analyze text to infer, justify, draw conclusions, synthesize, or evaluate information. (DOK 3)

3) Evaluate author’s use of sequence for its effect on the text. RI.7.9 Analyze how two or more authors writing about the 2.b.1 The student will analyze text to infer, justify, draw same topic shape their presentations of key information by conclusions, synthesize, or evaluate information. (DOK 3) emphasizing different evidence or advancing different interpretations of facts. 1) Infer the implied main idea from one or more related texts.

2.d The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text- based evidence. (DOK 3)

2.e.1-2 Evaluate the author’s use of facts, opinions, or tools of persuasion in written and visual texts to determine author’s purpose and consider the effect of persuasive text on the intended audience. (DOK 3)

1) Evaluate the use of and distinguish between fact and opinion. 2) Evaluate the author’s use of tools of persuasion (e.g., name calling, endorsement, repetition, air and rebut the other side’s point of view, association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, etc). RI.7.10 By the end of the year, read and comprehend 2. The student will apply strategies and skills to literary nonfiction in the grades 6-8 text complexity band comprehend, respond to, interpret, or evaluate a proficiently, with scaffolding as needed at the high end of variety of texts of increasing length, difficulty, and the range. complexity.

2.a The student will apply knowledge of text features, parts of a book, text structures, and genres to understand, gain information from, interpret, respond to, or analyze text. (DOK 2)

2.a.4 4) Genres – Fiction, nonfiction, poetry, biographies, autobiographies, and plays Writing Standards W.7.1 Write arguments to support claims with clear reasons 3.e 1-3 The student will compose persuasive text with a and relevant evidence. clear problem and solution, utilizing effective organization, transitions, vivid word choices, and specific supporting details. (DOK 3)

1) Letters 2) Speeches 3) Advertisements W.7.1a-e 3.e.1-3 The student will compose persuasive text with a a. Introduce claim(s), acknowledge alternate or opposing clear problem and solution, utilizing effective claims, and organize the reasons and evidence logically. organization, transitions, vivid word choices, and b. Support claim(s) with logical reasoning and relevant specific supporting details. (DOK 3) evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. 1) Letters c. Use words, phrases, and clauses to create cohesion and 2) Speeches clarify the relationships among claim(s), reasons, and 3) Advertisements evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. W.7.2 Write informative/explanatory texts to examine a 3.d.1-3 The student will compose informational text topic and convey ideas, concepts, and information through utilizing topic sentences, effective organization, the selection, organization, and analysis of content. transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3)

1) Reports 2) Letters (friendly and business) 3) Functional texts 3.d.6 6) Essays W.7.2a. Introduce a topic clearly, previewing what is to 3.d .1-3 The student will compose informational text follow; organize ideas, concepts, and information, using utilizing topic sentences, effective organization, strategies such as definition, classification, transitions, vivid word choices, and specific supporting comparison/contrast, and cause/effect; include formatting details, including but not limited to the following: texts (e.g., headings), graphics (e.g., charts, tables), and containing chronological order; procedural; cause and multimedia when useful to aiding comprehension. effect; comparison and contrast; order of importance; problem and solution. (DOK 3) 1) Reports 3) Functional texts

3.d.6 6) Essays W.7.2d-f 3.d.1-3 The student will compose informational text d. Use precise language and domain-specific vocabulary to utilizing topic sentences, effective organization, inform about or to explain the topic transitions, vivid word choices, and specific supporting e. Establish and maintain a formal style. details, including but not limited to the following: texts f. Provide a concluding statement or section that follows containing chronological order; procedural; cause and from and supports the information or explanation effect; comparison and contrast; order of importance; presented. problem and solution. (DOK 3)

1) Reports 2) Letters (friendly and business) 3) Functional texts

3.d.5 5) Poems 3.d.6 6) Essays W.7.3 Write narratives to develop real or imagined 3.b The student will incorporate descriptive details into experiences or events using effective technique, relevant texts including but not limited to narrative, expository, descriptive details, and well-structured event sequences. or persuasive text. (DOK 3)

3c.1-3,4,5 The student will compose narrative text utilizing effective organization, transitions, vivid word choices, and specific supporting details, and containing multiple events. (DOK 3) 1) Stories or retellings 2) Narrative poems 4) Plays 5) Biographies and autobiographies W.7.3a-e 3.b The student will incorporate descriptive details into a. Engage and orient the reader by establishing a context texts including but not limited to narrative, expository, and point of view and introducing a narrator and/or or persuasive text. (DOK 3) characters; organize an event sequence that unfolds naturally and logically. 3.c.1-2,4,5 The student will compose narrative text b. Use narrative techniques, such as dialogue, pacing, and utilizing effective organization, transitions, vivid word description, to develop experiences, events, and/or choices, and specific supporting details, and containing characters. multiple events. (DOK 3) c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or 1) Stories or retellings setting to another. 2) Narrative poems d. Use precise words and phrases, relevant descriptive 4) Plays details, and sensory language to capture the action and 5) Biographies and autobiographies convey experiences and events. e. Provide a conclusion that follows from and reflects on the 3.d The student will compose informational text utilizing narrated experiences or events. topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3) W.7.5 With some guidance and support from peers and 3. The student will express, communicate, evaluate, or adults, develop and strengthen writing as needed by exchange ideas effectively. planning, revision, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have 3.a.1-4 1) Planning been addressed. (Editing for conventions should • Plan for composing using a variety of demonstrate command of Language standards 1-3 up to and strategies (e.g., brainstorming, including grade 5 on p. 52.) drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting • Draft with increasing fluency. 3) Revising • Revise selected drafts by adding, elaborating, deleting, and rearranging text based on teacher/peer feedback, writer’s checklist, or rubric. 4) Editing • Edit/proofread drafts to ensure standard usage, mechanics, spelling, and varied sentence structure. W.7.7 Conduct short research projects to answer a question, 3.f .1-2 The student will compose texts of a variety of drawing on several sources and generating additional modes based on inquiry and research. (DOK 4) related, focused questions for further research and investigation. 1) Generate questions. 2) Locate sources (e.g., books, interviews, Internet, reference materials, on-line data bases) and gather relevant information from multiple sources. W.7.9 Draw evidence from literary or informational texts to 3.f The student will compose texts of a variety of modes support analysis reflection, and research. based on inquiry and research. (DOK 4) 3.f.4 4) Synthesize and evaluate important findings and select sources to support central ideas, concepts, and themes. W.7.9a Apply grade 7 Reading standards to literature (e.g., 3.f.4 The student will compose texts of a variety of modes ”Compare and contrast a fictional portrayal of a time, place, based on inquiry and research. (DOK 4) or character and a historical account of the same period as a 4) Synthesize and evaluate important means of understanding how authors of fiction use or alter findings and select sources to support central history.”) ideas, concepts, and themes. Speaking and Listening Standards SL.7.1 Engage effectively in a range of collaborative 3. The student will express, communicate, evaluate, or discussions (one-on-one, in groups, and teacher led) with exchange ideas effectively. diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.7.1a Come to discussions prepared, having read or 3. The student will express, communicate, evaluate, or researched material under study; explicitly draw on that exchange ideas effectively. preparation by referring to evidence on the topic, text, or issues to probe and reflect on ideas under discussion. SL.7.3 Delineate a speaker’s argument and specific claims, 2.e.2 Evaluate the author’s use of facts, opinions, or evaluating the soundness of the reasoning and the relevance tools of persuasion in written and visual texts to and sufficiency of the evidence. determine author’s purpose and consider the effect of persuasive text on the intended audience. (DOK 3)

2) Evaluate the author’s use of tools of persuasion (e.g., name calling, endorsement, repetition, air and rebut the other side’s point of view, association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, etc). SL.7.5 Include multimedia components and visual displays in 3.a.5 The student will use and reflect on an appropriate presentations to clarify claims and findings and emphasize composing process (e.g., planning, drafting, revising, salient points. editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3) 5) Publishing/Sharing

3.d.4 The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3)

4) Presentations 3.f.5 The student will compose texts of a variety of modes based on inquiry and research. (DOK 4)

5) Present the results using a variety of communication techniques. SL.7.6 Adapt speech to a variety of contexts and talks, 3.a.5 The student will use and reflect on an appropriate demonstrating command of formal English when indicated composing process (e.g., planning, drafting, revising, or appropriate. (See grade 7 Language standards 1 and 3 on editing, publishing) to express, communicate, p. 52 for specific expectations. evaluate, or exchange ideas with a focus on texts increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3) 5) Publishing/Sharing

4) Presentations 3.5.5 The student will compose texts of a variety of modes based on inquiry and research. (DOK 4)

5) Present the results using a variety of communication techniques. Language Standards L.7.1 Demonstrate command of the conventions of standard 4. The student will apply Standard English to English grammar and usage when writing or speaking. communicate.

4.a.1-11The student will use Standard English grammar to compose or edit. (DOK 1)

1) Nouns (e.g., singular [including irregular forms, i.e., gymnastics], plural [including irregular forms], common, proper, singular possessive, plural possessive, appositives, concrete, abstract, compound [one word: bookcase; two or more words: prime number/Yellowstone National Park/George Washington; hyphenated words: editor-in-chief]; predicate nominatives; direct and indirect objects; collective) 2) Verbs (helping verbs, irregular, linking, transitive and intransitive verbs) 3) Verb tense [including purpose] (present, past, future; present perfect, past perfect, future perfect; emphatic [present and past]) 4) Subject-verb agreement (in sentences containing collective nouns, indefinite pronouns, compound subjects, and prepositional phrases separating subject and verb.) 5) Articles; coordinating/subordinating conjunctions; correlative conjunctions 6) Adjectives (e.g., descriptive, comparative, superlative; predicate adjectives) 7) Prepositions 8) Pronouns (e.g., subject, object, reflexive, singular, singular possessive, plural, plural possessive, demonstrative interrogative, indefinite, relative) 9) Pronoun-antecedent agreement (number and gender; with collective nouns; for relative pronouns; for indefinite pronouns; with expressions of amount) 10) Adverbs (avoiding double negatives; comparative forms) 11) Interjections

4.b.1-6 The student will apply Standard English mechanics to compose or edit. (DOK 1)

1) End punctuation (e.g., period, question mark, exclamation mark) 2) Periods in common abbreviations (e.g., titles of address, days of the week, months of the year) 3) Commas (e.g., dates; series; addresses; greetings and closings of letters; quotations; introductory prepositional phrases; appositives; interrupters including parenthetical expressions; nonessential appositive phrases; introductory clauses; and nonessential clauses) 4) Apostrophes (possessives; contractions) 5) Semicolons (compound sentences; with conjunctive adverbs) 6) Quotation marks (e.g., quotations, titles of poems, titles of songs, titles of short stories, titles of chapters, titles of magazine articles)

4.b.8-9 8) Colons (e.g., time, before lists introduced by independent clauses, business letters) 9) Capitalization (e.g., first word in a sentence, proper nouns, days of the week, months of the year, holidays, titles, initials, the pronoun “I,” first word in salutations and closings of friendly letters and business letters, proper adjectives)

4.c.1-5 The student will apply knowledge of sentence structure in composing or editing to achieve a purpose. (DOK 2) 1) Analyze the structure of sentences (e.g., simple sentences including those with compound subjects and/or compound predicates; compound sentences including those with compound subjects and/or compound predicates; complex sentences, including independent and dependent clauses; and compound-complex sentences). 2) Compose simple sentences with compound subjects and/or compound predicates; compound sentences including those with compound subjects and/or compound predicates; complex sentences, including independent and dependent clauses; and compound-complex sentences. 3) Avoid sentence fragments, run-on sentences, and comma splices. 4) Analyze sentences containing descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses and noun clauses. 5) Compose sentences using descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses, and noun clauses. L.7.2a Use a comma to separate coordinate adjectives (e.g., 4.b.3 The student will apply Standard English mechanics It was a fascinating, enjoyable movie but not He wore an to compose or edit. (DOK 1) old[,] green shirt). 3) Commas (e.g., dates; series; addresses; greetings and closings of letters; quotations; introductory prepositional phrases; appositives; interrupters including parenthetical expressions; nonessential appositive phrases; introductory clauses; and nonessential clauses) L.7.3 Use knowledge of language and its conventions when 4. The student will apply Standard English to writing, speaking, reading, or listening. communicate. L.7.4b Use common, grade-appropriate Greek or Latin 1.a The student will apply knowledge of roots and affixes affixes and roots as clues to the meaning of a word (e.g., (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, belligerent, bellicose, rebel). ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en, -ative, -tive, -ible, -ty) to determine and infer the meaning of unfamiliar words. (DOK 2) L.7.4c Consult general and specialized reference materials 1.f The student will apply knowledge of reference (e.g., dictionaries glossaries, thesauruses), both print and materials (e.g., dictionary, glossary, teacher or peer [as a digital, to find the pronunciations of a word or determine or resource], thesaurus, electronic dictionary) to evaluate clarify its precise meaning or its part of speech. word choice in a variety of texts (e.g., revise writing, peer editing), and to determine meaning. [Note: These reference materials are not available during the administration of state tests.] (DOK 2) L.7.5a Interpret figures of speech (e.g., literary, biblical, and 1.e The student will use context clues to determine the mythological allusions) in context. figurative meanings (e.g., simile, metaphor, personification, hyperbole, idiom) of text and to communicate. (DOK 2) L.7.5c Distinguish among the connotations (associations) of 1.c The student will use grade level appropriate words with similar denotations (definitions)(e.g., refined, synonyms, antonyms, and homonyms. (DOK 2) respectful, polite, diplomatic, condescending). L.7.6 Acquire and use accurately grade-appropriate general 1. The student will use word recognition and vocabulary academic and domain-specific words and phrases; gather (word meaning) skills to communicate. vocabulary knowledge when considering a word or phrase important to comprehension or expression. 1b The student will develop and apply expansive knowledge of words and word meanings to communicate. (DOK 1) 7th Grade Pacing Guide Pearson/ Common Core /MS Framework Alignment (2nd 9 Weeks: Pearson Unit 5) Reading Standards for Literature RL.7.1Cite several pieces of textual evidence to 2.b.4-7 The student will analyze text to infer, justify, draw support analysis of what the text says explicitly as well as conclusions, synthesize, or evaluate information. (DOK 3) inferences drawn from the text. 4) Infer how the sequence of events may have contributed to cause and effect relationships in a text. 5) Apply knowledge of cause and effect relationships to infer logical causes and/or effects. 6) Synthesize information stated in one or more texts with prior knowledge and experience to draw valid conclusions with supporting evidence including text based-evidence. 7) Predict a logical outcome based upon information stated in a text and confirm or revise based upon subsequent text.

2.dThe student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3) RL.7.2 Determine a theme or central idea of a text 2.b.2 The student will analyze text to infer, justify, draw and analyze its development over the course of the text; conclusions, synthesize, or evaluate information. (DOK 3) provide an objective summary of the text. 2) Justify inferences about main idea by providing supporting details.

2.c The student will recognize or generate an appropriate summary or paraphrase of the events or ideas in literary text, literary nonfiction, and informational text citing text- based evidence. (DOK 2)

RL.7.3 Analyze how particular elements of a story or 2.d.1 The student will analyze, interpret, compare, drama interact (e.g., how setting shapes the contrast, or respond to increasingly complex literary text, characters or plot). literary nonfiction, and informational text citing text-based evidence. (DOK 3)

1) Story Elements (e.g., setting, characters, character traits, plot, resolution, point of view)

RL.7.5 Analyze how a drama’s or poem’s form or structure 2.b.2 The student will analyze text to infer, justify, draw (e.g., soliloquy, sonnet) contributes to its meaning. conclusions, synthesize, or evaluate information. (DOK 3) 2) 2). Justify inferences about main idea by providing supporting details.

2.c The student will recognize or generate an appropriate summary or paraphrase of the events or ideas in literary text, literary nonfiction, and informational text citing text-based evidence. (DOK2)

2.d The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3) RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a 2.d.1 The student will analyze, interpret, compare, text. contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3)

1) Story Elements (e.g., setting, characters, character traits, plot, resolution, point of view) RL.7.7 Compare and contrast a written story, drama, or 2.d The student will analyze, interpret, compare, contrast, poem to its audio, filmed, staged, or multimedia version, or respond to increasingly complex literary text, literary analyzing the effects of techniques unique to each medium nonfiction, and informational text citing text-based (e.g., lighting, sound, color, or camera focus and angles in a evidence. (DOK 3) film). RL.7.10 By the end of the year, read and comprehend 2 The student will apply strategies and skills to literature, including stories, dramas, and poems, in the comprehend, respond to, interpret, or evaluate a variety grades 6–8 text complexity band proficiently, with of texts of increasing length, difficulty, and complexity. scaffolding as needed at the high end of the range. 2.a The student will apply knowledge of text features, parts of a book, text structures, and genres to understand, gain information from, interpret, respond to, or analyze text. (DOK 2)

2.a.4 4) Genres – Fiction, nonfiction, poetry, biographies, autobiographies, and plays Reading Standards for Information RI.7.1 Cite several pieces of textual evidence to support 2.b The student will analyze text to infer, justify, draw analysis of what the text says explicitly as well as conclusions, synthesize, or evaluate information. (DOK 3) inferences drawn from the text. 2.b.4 4) Infer how the sequence of events may have contributed to cause and effect relationships in a text.

2.b.7 7) Predict a logical outcome based upon information stated in a text and confirm or revise based upon subsequent text.

2.d The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3) RI.7.6 Determine an author’s point of view or purpose in a 2.d.1 The student will compose informational text utilizing text and analyze how the author distinguishes his or her topic sentences, effective organization, transitions, vivid position from that of others. word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3)

1) Reports

4) Presentations 2.e.1-2The student will compose persuasive text with a clear problem and solution, utilizing effective organization, transitions, vivid word choices, and specific supporting details. (DOK 3)

1) Letters 2) Speeches RI.7.9 Analyze how two or more authors writing about 2.b.1 The student will analyze text to infer, justify, draw the same topic shape their presentations of key conclusions, synthesize, or evaluate information. (DOK 3) information by emphasizing different evidence or advancing different interpretations of facts. 1) Infer the implied main idea from one or more related texts.

2.d The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3)

2.e Evaluate the author’s use of facts, opinions, or tools of persuasion in written and visual texts to determine author’s purpose and consider the effect of persuasive text on the intended audience. (DOK 3)

2.e.1-2 1) Evaluate the use of and distinguish between fact and opinion. 2) Evaluate the author’s use of tools of persuasion (e.g., name calling, endorsement, repetition, air and rebut the other side’s point of view, association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, etc). RI.7.10 By the end of the year, read and comprehend 2 The student will apply strategies and skills to literary nonfiction in the grades 6–8 text complexity band comprehend, respond to, interpret, or evaluate a variety proficiently, with scaffolding as needed at the high end of of texts of increasing length, difficulty, and complexity. the range 2.a The student will apply knowledge of text features, parts of a book, text structures, and genres to understand, gain information from, interpret, respond to, or analyze text. (DOK 2)

2.a.4 4) Genres – Fiction, nonfiction, poetry, biographies, autobiographies, and plays Writing Standards W.7.1 Write arguments to support claims with clear 3.e.1-3 The student will compose persuasive text with a reasons and relevant evidence. clear problem and solution, utilizing effective organization, transitions, vivid word choices, and specific supporting details. (DOK 3)

1) Letters 2) Speeches 3) Advertisements W.7.1a-c 3.e.1-3 The student will compose persuasive text with a a. Introduce claim(s), acknowledge alternate or opposing clear problem and solution, utilizing effective organization, claims, and organize the reasons and evidence logically. transitions, vivid word choices, and specific supporting b. Support claim(s) with logical reasoning and relevant details. (DOK 3) evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. 1) Letters c. Use words, phrases, and clauses to create cohesion and 2) Speeches clarify the relationships among claim(s), reasons, and 3) Advertisements evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. W.7.2 Write informative/explanatory texts to examine a 3.d.1-3 The student will compose informational text topic and convey ideas, concepts, and information through utilizing topic sentences, effective organization, the selection, organization, and analysis of relevant transitions, vivid word choices, and specific supporting content. details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3)

3.d.6 6) Essays W.7.2a-c. 3.d The student will compose informational text utilizing a. Introduce a topic clearly, previewing what is to follow; topic sentences, effective organization, transitions, vivid organize ideas, concepts, and information, using strategies word choices, and specific supporting details, including such as definition, classification, comparison/contrast, and but not limited to the following: texts containing cause/effect; include formatting (e.g., headings), graphics chronological order; procedural; cause and effect; (e.g., charts, tables), and multimedia when useful to aiding comparison and contrast; order of importance; problem comprehension. and solution. (DOK 3) b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and 3.d.1-3 examples. 1) Reports c. Use appropriate transitions to create cohesion and 2) Letters (friendly and business) clarify the relationships among ideas and concepts. 3) Functional texts

3.d.6 6) Essays

W.7.4 Produce clear and coherent writing in which the 3.a The student will use and reflect on an appropriate development, organization, and style are appropriate to composing process (e.g., planning, drafting, revising, task, purpose, and audience. (Grade-specific expectations editing, publishing) to express, communicate, evaluate, or for writing types are defined in standards 1–3 above.) exchange ideas with a focus on texts increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3)

3.a.1-3 1) Planning • Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting • Draft with increasing fluency. 3) Revising • Revise selected drafts by adding, elaborating, deleting, and rearranging text based on teacher/peer feedback, writer’s checklist, or rubric.

3.d.3-5 The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3)

3) Functional texts 4) Presentations 5) Poems W.7.7 Conduct short research projects to answer a 3.f.1-2 The student will compose texts of a variety of question, drawing on several sources and generating modes based on inquiry and research. (DOK 4) additional related, focused questions for further research and investigation. 1) Generate questions. 2) Locate sources (e.g., books, interviews, Internet, reference materials, on-line data bases) and gather relevant information from multiple sources. W.7.8 Gather relevant information from multiple print 3.f The student will compose texts of a variety of modes and digital sources, using search terms effectively; assess based on inquiry and research. (DOK 4) the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while 3.f.2-4 avoiding plagiarism and following a standard format for 2) Locate sources (e.g., books, interviews, citation. Internet, reference materials, on-line data bases) and gather relevant information from multiple sources. 3) Take notes on important information from sources. 4) Synthesize and evaluate important findings and select sources to support central ideas, concepts, and themes.

3.f6 6) Reflect on and evaluate the process. W.7.9 Draw evidence from literary or informational texts 3.f .4The student will compose texts of a variety of modes to support analysis, reflection, and research. based on inquiry and research. (DOK 4) 4) Synthesize and evaluate important findings and select sources to support central ideas, concepts, and themes.

W.7.a Apply grade 7 Reading standards to literature 3.f.2 The student will compose texts of a variety of modes (e.g., “Compare and contrast a fictional portrayal of a time, based on inquiry and research. (DOK 4) place, or character and a historical account of the same period as a means of understanding how authors of fiction 1) Generate questions. use or alter history”). 2) Locate sources (e.g., books, interviews, Internet, reference materials, on-line data bases) and gather relevant information from multiple sources. Speaking and Listening Standards SL.7.1 Engage effectively in a range of collaborative 3. The student will express, communicate, evaluate, or discussions (one-on-one, in groups, and teacherled) with exchange ideas effectively. diverse partners on grade 7 topics,texts, and issues, building on others’ ideas and expressing their own clearly. SL.7.1a-c 3.f The student will compose texts of a variety of modes a. Come to discussions prepared, having read or based on inquiry and research. (DOK 4) researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or 1) Generate questions. issue to probe and reflect on ideas under discussion. 2) Locate sources (e.g., books, interviews, b. Follow rules for collegial discussions, track progress Internet, reference materials, on-line toward specific goals and deadlines, and define individual data bases) and gather relevant roles as needed. information from multiple sources. c. Pose questions that elicit elaboration and respond to 3) Take notes on important information others’ questions and comments with relevant from sources. observations and ideas that bring the discussion back on topic as needed. SL.7.5 Include multimedia components and visual displays 3.a.5 a. The student will use and reflect on an appropriate in presentations to clarify claims and findings and composing process (e.g., planning, drafting, revising, emphasize salient points. editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3)

5) Publishing/Sharing

3.c.3 The student will compose narrative text utilizing effective organization, transitions, vivid word choices, and specific supporting details, and containing multiple events. (DOK 3)

3) PowerPoint presentations

4) Presentations SL.7.6 Adapt speech to a variety of contexts and tasks, 3.a.5 The student will use and reflect on an appropriate demonstrating command of formal English when indicated composing process (e.g., planning, drafting, revising, or appropriate. (See grade 7 Language standards 1 and 3 editing, publishing) to express, communicate, evaluate, or on page 52 for specific expectations.) exchange ideas with a focus on texts increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3)

4) Presentations 3.f.5 The student will compose texts of a variety of modes based on inquiry and research. (DOK 4)

5) Present the results using a variety of communication techniques. Language Standards L.7.1 Demonstrate command of the conventions of 4.a.1-11The student will use Standard English grammar to standard English grammar and usage when writing or compose or edit. (DOK 1) speaking. 1) Nouns (e.g., singular [including irregular forms, i.e., gymnastics], plural [including irregular forms], common, proper, singular possessive, plural possessive, appositives, concrete, abstract, compound [one word: bookcase; two or more words: prime number/Yellowstone National Park/George Washington; hyphenated words: editor-in-chief]; predicate nominatives; direct and indirect objects; collective) 2) Verbs (helping verbs, irregular, linking, transitive and intransitive verbs) 3) Verb tense [including purpose] (present, past, future; present perfect, past perfect, future perfect; emphatic [present and past]) 4) Subject-verb agreement (in sentences containing collective nouns, indefinite pronouns, compound subjects, and prepositional phrases separating subject and verb.) 5) Articles; coordinating/subordinating conjunctions; correlative conjunctions 6) Adjectives (e.g., descriptive, comparative, superlative; predicate adjectives) 7) Prepositions 8) Pronouns (e.g., subject, object, reflexive, singular, singular possessive, plural, plural possessive, demonstrative interrogative, indefinite, relative) 9) Pronoun-antecedent agreement (number and gender; with collective nouns; for relative pronouns; for indefinite pronouns; with expressions of amount) 10) Adverbs (avoiding double negatives; comparative forms)

11) Interjections

4.b.1-6The student will apply Standard English mechanics to compose or edit. (DOK 1)

1) End punctuation (e.g., period, question mark, exclamation mark) 2) Periods in common abbreviations (e.g., titles of address, days of the week, months of the year) 3) Commas (e.g., dates; series; addresses; greetings and closings of letters; quotations; introductory prepositional phrases; appositives; interrupters including parenthetical expressions; nonessential appositive phrases; introductory clauses; and nonessential clauses) 4) Apostrophes (possessives; contractions) 5) Semicolons (compound sentences; with conjunctive adverbs) 6) Quotation marks (e.g., quotations, titles of poems, titles of songs, titles of short stories, titles of chapters, titles of magazine articles)

4.c.1-5The student will apply knowledge of sentence structure in composing or editing to achieve a purpose. (DOK 2)

1) Analyze the structure of sentences (e.g., simple sentences including those with compound subjects and/or compound predicates; compound sentences including those with compound subjects and/or compound predicates; complex sentences, including independent and dependent clauses; and compound-complex sentences). 2) Compose simple sentences with compound subjects and/or compound predicates; compound sentences including those with compound subjects and/or compound predicates; complex sentences, including independent and dependent clauses; and compound-complex sentences. 3) Avoid sentence fragments, run-on sentences, and comma splices. 4) Analyze sentences containing descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses and noun clauses. 5) Compose sentences using descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses, and noun clauses. L.7.2 Demonstrate command of the conventions of 4. The student will apply Standard English to standard English capitalization, punctuation, and spelling communicate. when writing. 4.a.1 The student will use Standard English grammar to compose or edit. (DOK 1)

1) Nouns (e.g., singular [including irregular forms, i.e., gymnastics], plural [including irregular forms], common, proper, singular possessive, plural possessive, appositives, concrete, abstract, compound [one word: bookcase; two or more words: prime number/Yellowstone National Park/George Washington; hyphenated words: editor-in-chief]; predicate nominatives; direct and indirect objects; collective)

1) End punctuation (e.g., period, question mark, exclamation mark) 2) Periods in common abbreviations (e.g., titles of address, days of the week, months of the year) 3) Commas (e.g., dates; series; addresses; greetings and closings of letters; quotations; introductory prepositional phrases; appositives; interrupters including parenthetical expressions; nonessential appositive phrases; introductory clauses; and nonessential clauses) 4) Apostrophes (possessives; contractions) 5) Semicolons (compound sentences; with conjunctive adverbs) 6) Quotation marks (e.g., quotations, titles of poems, titles of songs, titles of short stories, titles of chapters, titles of magazine articles) 7) Underlining/Italics (titles of books, movies, plays, and television shows) 8) Colons (e.g., time, before lists introduced by independent clauses, business letters) 9) Capitalization (e.g., first word in a sentence, proper nouns, days of the week, months of the year, holidays, titles, initials, the pronoun “I,” first word in salutations and closings of friendly letters and business letters, proper adjectives) 10) Spell words commonly found in seventh grade level text L.7.2b Spell correctly. 4b10 The student will apply Standard English mechanics to compose or edit. (DOK 1)

10) Spell words commonly found in seventh grade level text L.7.3 Use knowledge of language and its conventions 4. The student will apply Standard English to when writing, speaking, reading, or listening. communicate. L.7.4b 1.a The student will apply knowledge of roots and affixes b. Use common, grade-appropriate Greek or Latin affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, and roots as clues to the meaning of a word (e.g., ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, –tion, -or, belligerent, bellicose, rebel). -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en, -ative, -tive, -ible, -ty) to determine and infer the meaning of unfamiliar words. (DOK 2) L.7.6 Acquire and use accurately grade-appropriate 1. The student will use word recognition and vocabulary general academic and domain-specific words and phrases; (word meaning) skills to communicate. gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 1.b The student will develop and apply expansive knowledge of words and word meanings to communicate. (DOK 1) 7th Grade Pacing Guide Pearson/ Common Core /MS framework alignment (3rd 9 Weeks: PearsonUnit 3) Reading Standards for Literature RL.7.3 Analyze how particular elements of a story or 2.d.1 The student will analyze, interpret, compare, drama interact (e.g., how setting shapes the characters or contrast, or respond to increasingly complex literary text, plot). literary nonfiction, and informational text citing text-based evidence. (DOK 3)

1) Story Elements (e.g., setting, characters, character traits, plot, resolution, point of view) RL.7.10 By the end of the year, read and comprehend 2.a.4 The student will apply knowledge of text features, literature, including stories, dramas, and poems, in the parts of a book, text structures, and genres to understand, grades 6–8 text complexity band proficiently, with gain information from, interpret, respond to, or analyze scaffolding as needed at the high end of the range. text. (DOK 2)

4) Genres – Fiction, nonfiction, poetry, biographies, autobiographies, and plays Reading Standards for Information RI.7.1 Cite several pieces of textual evidence to support 2.b .4,6,7 The student will analyze text to infer, justify, analysis of what the text says explicitly as well as draw conclusions, synthesize, or evaluate information. inferences drawn from the text. (DOK 3)

4) Infer how the sequence of events may have contributed to cause and effect relationships in a text. 6) Synthesize information stated in one or more texts with prior knowledge and experience to draw valid conclusions with supporting evidence including text based-evidence. 7) Predict a logical outcome based upon information stated in a text and confirm or revise based upon subsequent text.

RI.7.2 Determine two or more central ideas in a text and 2.b.1-2 The student will analyze text to infer, justify, draw analyze their development over the course of the text; conclusions, synthesize, or evaluate information. (DOK 3) provide an objective summary of the text. 1) Infer the implied main idea from one or more related texts. 2) Justify inferences about main idea by providing supporting details.

2.c The student will recognize or generate an appropriate summary or paraphrase of the events or ideas in literary text, literary nonfiction, and informational text citing text- based evidence. (DOK 2) 2.d The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3) RI.7.3 Analyze the interactions between individuals, 2.b.3-5 The student will analyze text to infer, justify, draw events, and ideas in a text (e.g., how ideas influence conclusions, synthesize, or evaluate information. (DOK 3) individuals or events, or how individuals influence ideas or events). 3) Evaluate author’s use of sequence for its effect on the text. 4) Infer how the sequence of events may have contributed to cause and effect relationships in a text. 5) Apply knowledge of cause and effect relationships to infer logical causes and/or effects.

2.d.1 The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3)

1) Story Elements (e.g., setting, characters, character traits, plot, resolution, point of view) RI.7.4 Determine the meaning of words and phrases as 1.g The student will analyze and evaluate vocabulary they are used in a text, including figurative, connotative, usage based on appropriateness for context and purpose and technical meanings; analyze the impact of a specific (e.g., formal and informal language). (DOK 3) word choice on meaning and tone. 2.d.2 The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3)

2) Literary devices (e.g., imagery, exaggeration, dialogue, irony (situational and verbal) RI.7.5 Analyze the structure an author uses to organize 2.a.1-3 The student will apply knowledge of text features, a text, including how the major sections contribute to the parts of a book, text structures, and genres to understand, whole and to the development of the ideas. gain information from, interpret, respond to, or analyze text. (DOK 2)

1) Text features - titles, headings, captions, illustrations, graphs, charts, diagrams, bold- faced print, italics, headings, subheadings, numberings, maps, icons, pull down menus, captions, illustrations, graphs, diagrams, key word searches, etc. 2) Parts of a book - title page, table of contents, glossary, index, appendix, footnotes, etc. 3) Text structures - sequential order, description, simple cause and effect, procedure, compare/contrast, order of importance, problem/solution, etc. 2.b.3 The student will analyze text to infer, justify, draw conclusions, synthesize, or evaluate information. (DOK 3)

3) Evaluate author’s use of sequence for its effect on the text.

RI.7.6 Determine an author’s point of view or purpose in a 2.d.1,4 The student will analyze, interpret, compare, text and analyze how the author distinguishes his or her contrast, or respond to increasingly complex literary text, position from that of others. literary nonfiction, and informational text citing text-based evidence. (DOK 3)

1) Story Elements (e.g., setting, characters, character traits, plot, resolution, point of view) 4) Author’s purpose (e.g., inform, entertain, persuade)

2.e.1-2 Evaluate the author’s use of facts, opinions, or tools of persuasion in written and visual texts to determine author’s purpose and consider the effect of persuasive text on the intended audience. (DOK 3)

1) Evaluate the use of and distinguish between fact and opinion. 2) Evaluate the author’s use of tools of persuasion (e.g., name calling, endorsement, repetition, air and rebut the other side’s point of view, association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, etc). RI.7.7 Compare and contrast a text to an audio, video, 2.d The student will analyze, interpret, compare, contrast, or multimedia version of the text, analyzing each or respond to increasingly complex literary text, literary medium’s portrayal of the subject (e.g., how the delivery nonfiction, and informational text citing text-based of a speech affects the impact of the words). evidence. (DOK 3) RI.7.8 Trace and evaluate the argument and specific 2.bThe student will analyze text to infer, justify, draw claims in a text, assessing whether the reasoning is sound conclusions, synthesize, or evaluate information. (DOK 3) and the evidence is relevant and sufficient to support the claims. 2.e.1-2 Evaluate the author’s use of facts, opinions, or tools of persuasion in written and visual texts to determine author’s purpose and consider the effect of persuasive text on the intended audience. (DOK 3)

1) Evaluate the use of and distinguish between fact and opinion. 2) Evaluate the author’s use of tools of persuasion (e.g., name calling, endorsement, repetition, air and rebut the other side’s point of view, association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, etc). RI.7.9 Analyze how two or more authors writing about 2.b.1,6 The student will analyze text to infer, justify, draw the same topic shape their presentations of key conclusions, synthesize, or evaluate information. (DOK 3) information by emphasizing different evidence or advancing different interpretations of facts. 1) Infer the implied main idea from one or more related texts. 6) Synthesize information stated in one or more texts with prior knowledge and experience to draw valid conclusions with supporting evidence including text based-evidence.

2.e.2e1-2 Evaluate the author’s use of facts, opinions, or tools of persuasion in written and visual texts to determine author’s purpose and consider the effect of persuasive text on the intended audience. (DOK 3)

1) Evaluate the use of and distinguish between fact and opinion. 2) Evaluate the author’s use of tools of persuasion (e.g., name calling, endorsement, repetition, air and rebut the other side’s point of view, association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, etc). RI.7.10 By the end of the year, read and comprehend 2.a.4 The student will apply knowledge of text features, literary nonfiction in the grades 6–8 text complexity band parts of a book, text structures, and genres to understand, proficiently, with scaffolding as needed at the high end of gain information from, interpret, respond to, or analyze the range. text. (DOK 2)

4) Genres – Fiction, nonfiction, poetry, biographies, autobiographies, and plays Writing Standards W.7.1a Introduce claim(s), acknowledge alternate or 3.e.1-3 The student will compose persuasive text with a opposing claims, and organize the reasons and evidence clear problem and solution, utilizing effective organization, logically. transitions, vivid word choices, and specific supporting details. (DOK 3)

1) Letters 2) Speeches 3) Advertisements W.7.1b Support claim(s) with logical reasoning and 3.e.1-3 The student will compose persuasive text with a relevant evidence, using accurate, credible sources and clear problem and solution, utilizing effective organization, demonstrating an understanding of the topic or text. transitions, vivid word choices, and specific supporting details. (DOK 3)

1) Letters 2) Speeches 3) Advertisements W.7.2 Write informative/explanatory texts to examine a 3.d.1-3 topic and convey ideas, concepts, and information through The student will compose informational text utilizing the selection, organization, and analysis of relevant topic sentences, effective organization, content. transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3)

3.d.6 6) Essays W.7.2a-e. 1.g The student will analyze and evaluate vocabulary a. Introduce a topic clearly, previewing what is to follow; usage based on appropriateness for context and purpose organize ideas, concepts, and information, using strategies (e.g., formal and informal language). (DOK 3) such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics 3.a. 4 The student will use and reflect on an appropriate (e.g., charts, tables), and multimedia when useful to aiding composing process (e.g., planning, drafting, revising, comprehension. editing, publishing) to express, communicate, evaluate, or b. Develop the topic with relevant facts, definitions, exchange ideas with a focus on texts increasing complexity concrete details, quotations, or other information and and length. [Note: Editing will be tested as a part of examples. competency four.] (DOK 3) c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. 1) Planning d. Use precise language and domain-specific vocabulary to • Plan for composing using a variety of inform about or explain the topic. strategies (e.g., brainstorming, e. Establish and maintain a formal style. drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting • Draft with increasing fluency. 3) Revising • Revise selected drafts by adding, elaborating, deleting, and rearranging text based on teacher/peer feedback, writer’s checklist, or rubric. 4) Editing • Edit/proofread drafts to ensure standard usage, mechanics, spelling, and varied sentence structure.

3.b The student will incorporate descriptive details into texts including but not limited to narrative, expository, or persuasive text. (DOK 3)

3.d.1-3,5,6 The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3)

1) Reports 2) Letters (friendly and business) 3) Functional texts 5) Poems 6) Essays

4.b.3,10 The student will apply Standard English mechanics to compose or edit. (DOK 1)

3) Commas (e.g., dates; series; addresses; greetings and closings of letters; quotations; introductory prepositional phrases; appositives; interrupters including parenthetical expressions; nonessential appositive phrases; introductory clauses; and nonessential clauses) 10) Spell words commonly found in seventh grade level text W.7.3d Use precise words and phrases, relevant 3.b The student will incorporate descriptive details into descriptive details, and sensory language to capture the texts including but not limited to narrative, expository, or action and convey experiences and events. persuasive text. (DOK 3)

3.c.1-2 The student will compose narrative text utilizing effective organization, transitions, vivid word choices, and specific supporting details, and containing multiple events. (DOK 3)

1) Stories or retellings 2) Narrative poems W.7.4 Produce clear and coherent writing in which the 3.a.1-3 development, organization, and style are appropriate to The student will use and reflect on an appropriate task, purpose, and audience. (Grade-specific expectations composing process (e.g., planning, drafting, for writing types are defined in standards 1–3 above.) revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3)

1) Planning • Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting • Draft with increasing fluency. 3) Revising • Revise selected drafts by adding, elaborating, deleting, and rearranging text based on teacher/peer feedback, writer’s checklist, or rubric.

3.d.3,5 The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3)

3) Functional texts 5) Poems W.7.5 With some guidance and support from peers and 3.The student will express, communicate, evaluate, or adults, develop and strengthen writing as needed by exchange ideas effectively. planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience 3.a.1-4 The student will use and reflect on an appropriate have been addressed. (Editing for conventions should composing process (e.g., planning, drafting, revising, demonstrate command of Language standards 1–3 up to editing, publishing) to express, communicate, evaluate, or and including grade 7 on page 52.) exchange ideas with a focus on texts increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3)

1) Planning • Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting • Draft with increasing fluency. 3) Revising • Revise selected drafts by adding, elaborating, deleting, and rearranging text based on teacher/peer feedback, writer’s checklist, or rubric. 4) Editing • Edit/proofread drafts to ensure standard usage, mechanics, spelling, and varied sentence structure. W.7.8 Gather relevant information from multiple print 2.c The student will recognize or generate an appropriate and digital sources, using search terms effectively; assess summary or paraphrase of the events or ideas in literary the credibility and accuracy of each source; and quote or text, literary nonfiction, and informational text citing text- paraphrase the data and conclusions of others while based evidence. (DOK 2) avoiding plagiarism and following a standard format for citation. 3.f 2,4,6 The student will compose texts of a variety of modes based on inquiry and research. (DOK 4)

2) Locate sources (e.g., books, interviews, Internet, reference materials, on-line data bases) and gather relevant information from multiple sources. 4) Synthesize and evaluate important findings and select sources to support 6) Reflect on and evaluate the process. central ideas, concepts, and themes. W.7.9 Draw evidence from literary or informational texts 3.f.4 The student will compose texts of a variety of modes to support analysis, reflection, and research. based on inquiry and research. (DOK 4)

4) Synthesize and evaluate important findings and select sources to support central ideas, concepts, and themes. W.7. 9b Apply grade 7 Reading standards to literary 3.f.4 The student will compose texts of a variety of modes nonfiction (e.g. “Trace and evaluate the argument and based on inquiry and research. (DOK 4) specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to 4) Synthesize and evaluate important support the claims”). findings and select sources to support central ideas, concepts, and themes. 5) Present the results using a variety of communication techniques. Speaking and Listening Standards SL.7.1 Engage effectively in a range of collaborative 3. The student will express, communicate, evaluate, or discussions (one-on-one, in groups, and teacherled)with exchange ideas effectively. diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.7.1b Follow rules for collegial discussion, track progress 3. The student will express, communicate, evaluate, or toward specific goals and deadlines, and define individual exchange ideas effectively. roles as needed. SL.7.2 Analyze the main ideas and supporting details 2.a.1 The student will apply knowledge of text features, presented in diverse media and formats (e.g., visually, parts of a book, text structures, and genres to understand, quantitatively, orally) and explain how the ideas clarify a gain information from, interpret, respond to, or analyze topic, text, or issue under study. text. (DOK 2)

1) Text features - titles, headings, captions, illustrations, graphs, charts, diagrams, bold- faced print, italics, headings, subheadings, numberings, maps, icons, pull down menus, captions, illustrations, graphs, diagrams, key word searches, etc.

3.d.3The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3)

1) Reports 2) Letters (friendly and business) 3) Functional texts SL.7.3 Delineate a speaker’s argument and specific claims, 2.e.2 Evaluate the author’s use of facts, opinions, or tools evaluating the soundness of the reasoning and the of persuasion in written and visual texts to determine relevance and sufficiency of the evidence. author’s purpose and consider the effect of persuasive text on the intended audience. (DOK 3)

2) Evaluate the author’s use of tools of persuasion (e.g., name calling, endorsement, repetition, air and rebut the other side’s point of view, association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, etc). SL.7.4 Present claims and findings, emphasizing salient 3.a.5 points in a focused, coherent manner with pertinent The student will use and reflect on an appropriate descriptions, facts, details, and examples; use appropriate composing process (e.g., planning, drafting, eye contact, adequate volume, and clear pronunciation. revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3)

3.d.4 The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3) 4) Presentations 3.e.2 The student will compose persuasive text with a clear problem and solution, utilizing effective organization, transitions, vivid word choices, and specific supporting details. (DOK 3)

2) Speeches Language Standards L.7.1 Demonstrate command of the conventions of 4.The student will apply Standard English to standard English grammar and usage when writing or communicate. speaking. 4.a.1-11 The student will use Standard English grammar to compose or edit. (DOK 1)

1) Nouns (e.g., singular [including irregular forms, i.e., gymnastics], plural [including irregular forms], common, proper, singular possessive, plural possessive, appositives, concrete, abstract, compound [one word: bookcase; two or more words: prime number/Yellowstone National Park/George Washington; hyphenated words: editor-in-chief]; predicate nominatives; direct and indirect objects; collective) 2) Verbs (helping verbs, irregular, linking, transitive and intransitive verbs) 3) Verb tense [including purpose] (present, past, future; present perfect, past perfect, future perfect; emphatic [present and past]) 4) Subject-verb agreement (in sentences containing collective nouns, indefinite pronouns, compound subjects, and prepositional phrases separating subject and verb.) 5) Articles; coordinating/subordinating conjunctions; correlative conjunctions 6) Adjectives (e.g., descriptive, comparative, superlative; predicate adjectives) 7) Prepositions 8) Pronouns (e.g., subject, object, reflexive, singular, singular possessive, plural, plural possessive, demonstrative interrogative, indefinite, relative) 9) Pronoun-antecedent agreement (number and gender; with collective nouns; for relative pronouns; for indefinite pronouns; with expressions of amount) 10) Adverbs (avoiding double negatives; comparative forms) 11) Interjections

4.b.1-6The student will apply Standard English mechanics to compose or edit. (DOK 1)

1) End punctuation (e.g., period, question mark, exclamation mark) 2) Periods in common abbreviations (e.g., titles of address, days of the week, months of the year)

3) Commas (e.g., dates; series; addresses; greetings and closings of letters; quotations; introductory prepositional phrases; appositives; interrupters including parenthetical expressions; nonessential appositive phrases; introductory clauses; and nonessential clauses) 4) Apostrophes (possessives; contractions) 5) Semicolons (compound sentences; with conjunctive adverbs) 6) Quotation marks (e.g., quotations, titles of poems, titles of songs, titles of short stories, titles of chapters, titles of magazine articles) 4.b.8-9 8) Colons (e.g., time, before lists introduced by independent clauses, business letters) 9) Capitalization (e.g., first word in a sentence, proper nouns, days of the week, months of the year, holidays, titles, initials, the pronoun “I,” first word in salutations and closings of friendly letters and business letters, proper adjectives)

4.c. 1-5The student will apply knowledge of sentence structure in composing or editing to achieve a purpose. (DOK 2)

1) Analyze the structure of sentences (e.g., simple sentences including those with compound subjects and/or compound predicates; compound sentences including those with compound subjects and/or compound predicates; complex sentences, including independent and dependent clauses; and compound-complex sentences). 2) Compose simple sentences with compound subjects and/or compound predicates; compound sentences including those with compound subjects and/or compound predicates; complex sentences, including independent and dependent clauses; and compound-complex sentences. 3) Avoid sentence fragments, run-on sentences, and comma splices.

4) Analyze sentences containing descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses and noun clauses. 5) Compose sentences using descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses, and noun clauses. L.7.1a Explain the function of phrases and clauses 4.c.4-5 The student will apply knowledge of sentence in general and their function in specific sentences. structure in composing or editing to achieve a purpose. (DOK 2)

4) Analyze sentences containing descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses and noun clauses. 5) Compose sentences using descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses, and noun clauses.

L.7.1c Place phrases and clauses within a sentence, 4.b.3 The student will apply Standard English mechanics to recognizing and correcting misplaced and dangling compose or edit. (DOK 1) modifiers.* 3) Commas (e.g., dates; series; addresses; greetings and closings of letters; quotations; introductory prepositional phrases; appositives; interrupters including parenthetical expressions; nonessential appositive phrases; introductory clauses; and nonessential clauses)

4.c.4-5 The student will apply knowledge of sentence structure in composing or editing to achieve a purpose. (DOK 2)

4) Analyze sentences containing descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses and noun clauses. 5) Compose sentences using descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses, and noun clauses.

L.7.2b b. Spell correctly. 4.b.10 The student will apply Standard English mechanics to compose or edit. (DOK 1)

10) Spell words commonly found in seventh grade level text L.7.3 Use knowledge of language and its conventions when 4. The student will apply Standard English to writing, speaking, reading, or listening. communicate. 4.b The student will apply Standard English mechanics to compose or edit. (DOK 1)

L.7.3a Choose language that expresses ideas precisely and 4. The student will apply Standard English to concisely, recognizing and eliminating wordiness and communicate. redundancy.* L.7.4b-d 1.a The student will apply knowledge of roots and affixes b. Use common, grade-appropriate Greek or Latin affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, and roots as clues to the meaning of a word (e.g., ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, –tion, -or, belligerent, bellicose, rebel). -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, c. Consult general and specialized reference materials -ence, -ive, -en, -ative, -tive, -ible, -ty) to determine and (e.g., dictionaries, glossaries, thesauruses), both print and infer the meaning of unfamiliar words. (DOK 2) digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 1.d The student will use context clues to determine the d. Verify the preliminary determination of the meaning of meanings of unfamiliar or multiple meaning words. (DOK a word or phrase (e.g., by checking the inferred meaning in 2) context or in a dictionary).

L.7.5b Use the relationship between particular words 1.c The student will use grade level appropriate synonyms, (e.g., synonym/antonym, analogy) to better understand antonyms, and homonyms. (DOK 2) each of the words. L.7.6 Acquire and use accurately grade-appropriate 1. The student will use word recognition and vocabulary general academic and domain-specific words and phrases; (word meaning) skills to communicate. gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 1.b The student will develop and apply expansive knowledge of words and word meanings to communicate. (DOK 1) 7th Grade Pacing Guide Pearson/ Common Core /MS Framework Alignment (4th 9 Weeks: Pearson: Unit 4) Reading Standards for Literature RL.7.1 Cite several pieces of textual evidence to support 2.b.4-7 The student will analyze text to infer, justify, draw analysis of what the text says explicitly as well as conclusions, synthesize, or evaluate information. (DOK 3) inferences drawn from the text. 4) Infer how the sequence of events may have contributed to cause and effect relationships in a text. 5) Apply knowledge of cause and effect relationships to infer logical causes and/or effects. 6) Synthesize information stated in one or more texts with prior knowledge and experience to draw valid conclusions with supporting evidence including text based-evidence. 7) Predict a logical outcome based upon information stated in a text and confirm or revise based upon subsequent text.

2.d The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3) RL.7.4 Determine the meaning of words and phrases 2.d.2-3 The student will analyze, interpret, compare, as they are used in a text, including figurative and contrast, or respond to increasingly complex literary text, connotative meanings; analyze the impact of rhymes and literary nonfiction, and informational text citing text-based other repetitions of sounds (e.g., alliteration) on a specific evidence. (DOK 3) verse or stanza of a poem or section of a story or drama. 2) Literary devices (e.g., imagery, exaggeration, dialogue, irony (situational and verbal)

3) Sound devices (e.g., rhyme, rhythm, alliteration, onomatopoeia, assonance) RL.7.5 Analyze how a drama’s or poem’s form or structure 2.a.3 The student will apply knowledge of text features, (e.g., soliloquy, sonnet) contributes to its meaning. parts of a book, text structures, and genres to understand, gain information from, interpret, respond to, or analyze text. (DOK 2)

3) Text structures - sequential order, description, simple cause and effect, procedure, compare/contrast, order of importance, problem/solution, etc.

3) Evaluate author’s use of sequence for its effect on the text. RL.7.6 Analyze how an author develops and contrasts 2.d.1 The student will analyze, interpret, compare, the points of view of different characters or narrators in a contrast, or respond to increasingly complex literary text, text. literary nonfiction, and informational text citing text-based evidence. (DOK 3)

1) Story Elements (e.g., setting, characters, character traits, plot, resolution, point of view) RL.7.7 Compare and contrast a written story, drama, or 2.d The student will analyze, interpret, compare, contrast, poem to its audio, filmed, staged, or multimedia version, or respond to increasingly complex literary text, literary analyzing the effects of techniques unique to each medium nonfiction, and informational text citing text-based (e.g., lighting, sound, color, or camera focus and angles in a evidence. (DOK 3) film). RL.7.10 By the end of the year, read and comprehend 2.a The student will apply knowledge of text features, parts literature, including stories, dramas, and poems, in the of a book, text structures, and genres to understand, gain grades 6–8 text complexity band proficiently, with information from, interpret, respond to, or analyze text. scaffolding as needed at the high end of the range. (DOK 2)

2.a.4 4)Genres – Fiction, nonfiction, poetry, biographies, autobiographies, and plays Reading Standards for Information RI.7.1 Cite several pieces of textual evidence to support 2.b The student will analyze text to infer, justify, draw analysis of what the text says explicitly as well as conclusions, synthesize, or evaluate information. (DOK 3) inferences drawn from the text. 2.b.4-7 4) Infer how the sequence of events may have contributed to cause and effect relationships in a text. 5) Apply knowledge of cause and effect relationships to infer logical causes and/or effects. 6) Synthesize information stated in one or more texts with prior knowledge and experience to draw valid conclusions with supporting evidence including text based-evidence. 7) Predict a logical outcome based upon information stated in a text and confirm or revise based upon subsequent text.

2.d The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3) RI.7.4 Determine the meaning of words and phrases 1.g The student will analyze and evaluate vocabulary as they are used in a text, including figurative, connotative, usage based on appropriateness for context and purpose and technical meanings; analyze the impact of a specific (e.g., formal and informal language). (DOK 3) word choice on meaning and tone. 2.d.2 The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3)

2) Literary devices (e.g., imagery, exaggeration, dialogue, irony (situational and verbal) RI.7.5 Analyze the structure an author uses to organize 2.a The student will apply knowledge of text features, parts a text, including how the major sections contribute to the of a book, text structures, and genres to understand, gain whole and to the development of the ideas. information from, interpret, respond to, or analyze text. (DOK 2)

2.a.1-3 1) Text features - titles, headings, captions, illustrations, graphs, charts, diagrams, bold- faced print, italics, headings, subheadings, numberings, maps, icons, pull down menus, captions, illustrations, graphs, diagrams, key word searches, etc.

2) Parts of a book - title page, table of contents, glossary, index, appendix, footnotes, etc.

3) Text structures - sequential order, description, simple cause and effect, procedure, compare/contrast, order of importance, problem/solution, etc.

3) Evaluate author’s use of sequence for its effect on the text. RI.7.10 By the end of the year, read and comprehend 2.a The student will apply knowledge of text features, parts literary nonfiction in the grades 6–8 text complexity band of a book, text structures, and genres to understand, gain proficiently, with scaffolding as needed at the high end of information from, interpret, respond to, or analyze text. the range. (DOK 2)

2.a.4 4) Genres – Fiction, nonfiction, poetry, biographies, autobiographies, and plays Writing Standards W.7.1 Write arguments to support claims with clear 3.e.1-3 The student will compose persuasive text with a reasons and relevant evidence. clear problem and solution, utilizing effective organization, transitions, vivid word choices, and specific supporting details. (DOK 3)

1) Letters 2) Speeches 3) Advertisements W.7.1a Introduce claim(s), acknowledge alternate or 3.e.1-3 The student will compose persuasive text with a opposing claims, and organize the reasons and evidence clear problem and solution, utilizing effective organization, logically. transitions, vivid word choices, and specific supporting details. (DOK 3)

1) Letters 2) Speeches 3) Advertisements W.7.1b-e 3.e1-3The student will compose persuasive text with a b. Support claim(s) with logical reasoning and relevant clear problem and solution, utilizing effective organization, evidence, using accurate, credible sources and transitions, vivid word choices, and specific supporting demonstrating an understanding of the topic or text. details. (DOK 3) c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and 1) Letters evidence. 2) Speeches d. Establish and maintain a formal style. 3) Advertisements e. Provide a concluding statement or section that follows from and supports the argument presented. W.7.2 Write informative/explanatory texts to examine a 3.d1-3The student will compose informational text utilizing topic and convey ideas, concepts, and information through topic sentences, effective organization, transitions, vivid the selection, organization, and analysis of relevant word choices, and specific supporting details, including content. but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3) 1) Reports 2) Letters (friendly and business) 3) Functional texts 3.d.6 6) Essays W.7. Develop the topic with relevant facts, definitions, 3.f.1-2The student will compose texts of a variety of modes concrete details, quotations, or other information and based on inquiry and research. (DOK 4) examples. 1) Generate questions. 2) Locate sources (e.g., books, interviews, Internet, reference materials, on-line data bases) and gather relevant information from multiple sources. W.7.2d-f 3.d.1-3,5,6The student will compose informational text d. Use precise language and domain-specific vocabulary to utilizing topic sentences, effective organization, inform about or explain the topic. transitions, vivid word choices, and specific supporting e. Establish and maintain a formal style. details, including but not limited to the following: texts f. Provide a concluding statement or section that follows containing chronological order; procedural; cause and from and supports the information or explanation effect; comparison and contrast; order of importance; presented. problem and solution. (DOK 3)

1) Reports 2) Letters (friendly and business) 5) Poems 6) Essays W.7.4 Produce clear and coherent writing in which 3.a.1-3The student will use and reflect on an appropriate the development, organization, and style are composing process (e.g., planning, drafting, revising, appropriate to task, purpose, and audience. editing, publishing) to express, communicate, evaluate, or (Grade-specific expectations for writing types are exchange ideas with a focus on texts increasing complexity defined in standards 1–3 above.) and length. [Note: Editing will be tested as a part of competency four.] (DOK 3)

1) Planning • Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting • Draft with increasing fluency. 3) Revising • Revise selected drafts by adding, elaborating, deleting, and rearranging text based on teacher/peer feedback, writer’s checklist, or rubric.

3.d.3-5The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3)

3) Functional texts 4) Presentations 5) Poems

W.7.5 With some guidance and support from peers and 3.a.1-4 The student will use and reflect on an appropriate adults, develop and strengthen writing as needed by composing process (e.g., planning, drafting, revising, planning, revising, editing, rewriting, or trying a new editing, publishing) to express, communicate, evaluate, or approach, focusing on how well purpose and audience exchange ideas with a focus on texts increasing complexity have been addressed. (Editing for conventions should and length. [Note: Editing will be tested as a part of demonstrate command of Language standards 1–3 up to competency four.] (DOK 3) and including grade 7 on page 52.) 1) Planning • Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting • Draft with increasing fluency. 3) Revising • Revise selected drafts by adding, elaborating, deleting, and rearranging text based on teacher/peer feedback, writer’s checklist, or rubric. 4) Editing • Edit/proofread drafts to ensure standard usage, mechanics, spelling, and varied sentence structure. W.7.7 Conduct short research projects to answer 3.f.1-2The student will compose texts of a variety of modes a question, drawing on several sources and generating based on inquiry and research. (DOK 4) additional related, focused questions for further research and investigation. 1) Generate questions. 2) Locate sources (e.g., books, interviews, Internet, reference materials, on-line data bases) and gather relevant information from multiple sources. W.7.9 Draw evidence from literary or informational texts 3.f The student will compose texts of a variety of modes to support analysis, reflection, and research. based on inquiry and research. (DOK 4)

3.f.4 4) Synthesize and evaluate important findings and select sources to support central ideas, concepts, and themes. W.7.9a 3.f The student will compose texts of a variety of modes a. Apply grade 7 Reading standards to literature (e.g., based on inquiry and research. (DOK 4) “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same 3.f.4 4) Synthesize and evaluate important period as a means of understanding how authors of fiction findings and select sources to support use or alter history”). central ideas, concepts, and themes. Speaking and Listening Standards SL.7.1 Engage effectively in a range of collaborative 3. The student will express, communicate, evaluate, or discussions (one-on-one, in groups, and teacherled) with exchange ideas effectively. diverse partners on grade 7 topics,texts, and issues, building on others’ ideas and expressing their own clearly. SL.7.1c Pose questions that elicit elaboration and respond 3. The student will express, communicate, evaluate, or to others’ questions and comments with relevant exchange ideas effectively. observations and ideas that bring the discussion back on topic as needed. SL.7.2 Analyze the main ideas and supporting details 2.a.1 The student will apply knowledge of text features, presented in diverse media and formats (e.g., visually, parts of a book, text structures, and genres to understand, quantitatively, orally) and explain how the ideas clarify a gain information from, interpret, respond to, or analyze topic, text, or issue under study. text. (DOK 2)

1) Text features - titles, headings, captions, illustrations, graphs, charts, diagrams, bold- faced print, italics, headings, subheadings, numberings, maps, icons, pull down menus, captions, illustrations, graphs, diagrams, key word searches, etc. SL.7.3 Delineate a speaker’s argument and specific claims, 2.e.2 Evaluate the author’s use of facts, opinions, or tools evaluating the soundness of the reasoning and the of persuasion in written and visual texts to determine relevance and sufficiency of the evidence. author’s purpose and consider the effect of persuasive text on the intended audience. (DOK 3)

2) Evaluate the author’s use of tools of persuasion (e.g., name calling, endorsement, repetition, air and rebut the other side’s point of view, association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, etc). SL.7.4 Present claims and findings, emphasizing salient 3.a.5 The student will use and reflect on an appropriate points in a focused, coherent manner with pertinent composing process (e.g., planning, drafting, revising, descriptions, facts, details, and examples; use appropriate editing, publishing) to express, communicate, evaluate, or eye contact, adequate volume, and clear pronunciation. exchange ideas with a focus on texts increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3)

3.d.4 The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3) 4) Presentations

3.f.5 The student will compose texts of a variety of modes based on inquiry and research. (DOK 4)

5) Present the results using a variety of communication techniques. SL.7.5 Include multimedia components and visual displays 3.a.5 The student will use and reflect on an appropriate in presentations to clarify claims and findings and composing process (e.g., planning, drafting, revising, emphasize salient points. editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3)

3.d.4 The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3) 4) Presentations

5) Present the results using a variety of communication techniques SL.7.6 Adapt speech to a variety of contexts and tasks, 3.d.4 The student will compose informational text utilizing demonstrating command of formal English when indicated topic sentences, effective organization, transitions, vivid or appropriate. (See grade 7 Language standards 1 and 3 word choices, and specific supporting details, including on page 52 for specific expectations.) but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3) 4) Presentations

5) Present the results using a variety of communication techniques Language Standards L.7.1 Demonstrate command of the conventions of 4.a.1-11 The student will use Standard English grammar to standard English grammar and usage when writing or compose or edit. (DOK 1) speaking. 1) Nouns (e.g., singular [including irregular forms, i.e., gymnastics], plural [including irregular forms], common, proper, singular possessive, plural possessive, appositives, concrete, abstract, compound [one word: bookcase; two or more words: prime number/Yellowstone National Park/George Washington; hyphenated words: editor-in-chief]; predicate nominatives; direct and indirect objects; collective) 2) Verbs (helping verbs, irregular, linking, transitive and intransitive verbs) 3) Verb tense [including purpose] (present, past, future; present perfect, past perfect, future perfect; emphatic [present and past]) 4) Subject-verb agreement (in sentences containing collective nouns, indefinite pronouns, compound subjects, and prepositional phrases separating subject and verb.) 5) Articles; coordinating/subordinating conjunctions; correlative conjunctions 6) Adjectives (e.g., descriptive, comparative, superlative; predicate adjectives) 7) Prepositions 8) Pronouns (e.g., subject, object, reflexive, singular, singular possessive, plural, plural possessive, demonstrative interrogative, indefinite, relative) 9) Pronoun-antecedent agreement (number and gender; with collective nouns; for relative pronouns; for indefinite pronouns; with expressions of amount) 10) Adverbs (avoiding double negatives; comparative forms) 11) Interjections

4.b.1-6The student will apply Standard English mechanics to compose or edit. (DOK 1) 1) End punctuation (e.g., period, question mark, exclamation mark) 2) Periods in common abbreviations (e.g., titles of address, days of the week, months of the year) 3) Commas (e.g., dates; series; addresses; greetings and closings of letters; quotations; introductory prepositional phrases; appositives; interrupters including parenthetical expressions; nonessential appositive phrases; introductory clauses; and nonessential clauses) 4) Apostrophes (possessives; contractions) 5) Semicolons (compound sentences; with conjunctive adverbs) 6) Quotation marks (e.g., quotations, titles of poems, titles of songs, titles of short stories, titles of chapters, titles of magazine articles)

4.c.1-5The student will apply knowledge of sentence structure in composing or editing to achieve a purpose. (DOK 2) 1) Analyze the structure of sentences (e.g., simple sentences including those with compound subjects and/or compound predicates; compound sentences including those with compound subjects and/or compound predicates; complex sentences, including independent and dependent clauses; and compound-complex sentences). 2) Compose simple sentences with compound subjects and/or compound predicates; compound sentences including those with compound subjects and/or compound predicates; complex sentences, including independent and dependent clauses; and compound-complex sentences. 3) Avoid sentence fragments, run-on sentences, and comma splices. 4) Analyze sentences containing descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses and noun clauses. 5) Compose sentences using descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses, and noun clauses. L.7.1a-c. 4.b.3The student will apply Standard English mechanics to a. Explain the function of phrases and clauses in general compose or edit. (DOK 1) and their function in specific sentences. b. Choose among simple, compound, complex, and 3) Commas (e.g., dates; series; addresses; compound-complex sentences to signal differing greetings and closings of letters; relationships among ideas. quotations; introductory prepositional c. Place phrases and clauses within a sentence, recognizing phrases; appositives; interrupters and correcting misplaced and dangling modifiers.* including parenthetical expressions; nonessential appositive phrases; introductory clauses; and nonessential clauses)

4.c.1,2,4,5The student will apply knowledge of sentence structure in composing or editing to achieve a purpose. (DOK 2) 1) Analyze the structure of sentences (e.g., simple sentences including those with compound subjects and/or compound predicates; compound sentences including those with compound subjects and/or compound predicates; complex sentences, including independent and dependent clauses; and compound-complex sentences). 2) Compose simple sentences with compound subjects and/or compound predicates; compound sentences including those with compound subjects and/or compound predicates; complex sentences, including independent and dependent clauses; and compound-complex sentences. 4) Analyze sentences containing descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses and noun clauses. 5) Compose sentences using descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses, and noun clauses. L.7.2Demonstrate command of the conventions of 4.a.1The student will use Standard English grammar to standard English capitalization, punctuation, and compose or edit. (DOK 1) spelling when writing. 1) Nouns (e.g., singular [including irregular forms, i.e., gymnastics], plural [including irregular forms], common, proper, singular possessive, plural possessive, appositives, concrete, abstract, compound [one word: bookcase; two or more words: prime number/Yellowstone National Park/George Washington; hyphenated words: editor-in-chief]; predicate nominatives; direct and indirect objects; collective)

1) End punctuation (e.g., period, question mark, exclamation mark) 2) Periods in common abbreviations (e.g., titles of address, days of the week, months of the year)

3) Commas (e.g., dates; series; addresses; greetings and closings of letters; quotations; introductory prepositional phrases; appositives; interrupters including parenthetical expressions; nonessential appositive phrases; introductory clauses; and nonessential clauses) 4) Apostrophes (possessives; contractions) 5) Semicolons (compound sentences; with conjunctive adverbs) 6) Quotation marks (e.g., quotations, titles of poems, titles of songs, titles of short stories, titles of chapters, titles of magazine articles) 7) Underlining/Italics (titles of books, movies, plays, and television shows) 8) Colons (e.g., time, before lists introduced by independent clauses, business letters) 9) Capitalization (e.g., first word in a sentence, proper nouns, days of the week, months of the year, holidays, titles, initials, the pronoun “I,” first word in salutations and closings of friendly letters and business letters, proper adjectives) 10) Spell words commonly found in seventh grade level text L.7.2b Spell correctly. 4.b.10 The student will apply Standard English mechanics to compose or edit. (DOK 1)

10) Spell words commonly found in seventh grade level text L.7.4b Use common, grade-appropriate Greek or Latin 1.a The student will apply knowledge of roots and affixes affixes and roots as clues to the meaning of a word (e.g., (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, belligerent, bellicose, rebel). ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en, -ative, -tive, -ible, -ty) to determine and infer the meaning of unfamiliar words. (DOK 2) L.7.4c Consult general and specialized reference 1.f The student will apply knowledge of reference materials materials (e.g., dictionaries, glossaries, thesauruses), both (e.g., dictionary, glossary, teacher or peer [as a resource], print and digital, to find the pronunciation of a word or thesaurus, electronic dictionary) to evaluate word choice in determine or clarify its precise meaning or its part of a variety of texts (e.g., revise writing, peer editing), and to speech. determine meaning. [Note: These reference materials are not available during the administration of state tests.] (DOK 2) L.75b Use the relationship between particular words (e.g., 1.c The student will use word recognition and vocabulary synonym/antonym, analogy) to better understand each of (word meaning) skills to communicate. the words. c. The student will use grade level appropriate synonyms, antonyms, and homonyms. (DOK 2) L.7.5c Distinguish among the connotations (associations) 1.c The student will use grade level appropriate synonyms, of words with similar denotations (definitions) (e.g., antonyms, and homonyms. (DOK 2) refined, respectful, polite, diplomatic, condescending). L.7.6 Acquire and use accurately grade-appropriate 1. The student will use word recognition and vocabulary general academic and domain-specific words and phrases; (word meaning) skills to communicate. gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 1. b The student will develop and apply expansive knowledge of words and word meanings to communicate. (DOK 1)