Seventh Grade Reading/ELA

Scope and Sequence

Key Topics in Seventh Grade Reading/ELA:

Vocabulary

By End of Year, reads on level according to the following scales:

Fountas & Pinnell: W-Z

Lexile:

ATOS: 8.0

  • Read independently for sustained periods of time
  • Produce evidence of their reading

  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
  • Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
  • Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
  • Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  • Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Complete analogies that describe part to whole or whole to part
  • Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
  • Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
  • Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Comprehension Skills and Strategies

Literary Text

  • Describe multiple themes in a work of fiction
  • Describe conventions in myths and epic tales
  • Analyze how place and time influence the theme or message of a literary work
  • Analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem
  • Describe the structural and substantive differences between an autobiography or a diary and a fictional adaptation of it
  • Determine figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood
  • Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
  • Analyze how particular elements of a story or drama interact
  • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
  • Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning
  • Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
  • Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
  • Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Informational Text

  • Analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority)
  • Identify the different types of evidence used to support the arguments
  • Identify such rhetorical devices as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts
  • Interpret both explicit and implicit messages in various forms of media
  • Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
  • Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
  • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
  • Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
  • Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
  • Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
  • Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
  • Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Writing

Speaking and Listening

  • Write arguments to support claims with clear reasons and relevant evidence.
  • Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
  • Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
  • Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
  • Establish and maintain a formal style.
  • Provide a concluding statement or section that follows from and supports the argument presented.
  • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  • Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
  • Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  • Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
  • Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
  • Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
  • Provide a conclusion that follows from and reflects on the narrated experiences or events.
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
  • Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
  • Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").
  • Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Comprehension and Collaboration:

  • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
  • Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
  • Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
  • Acknowledge new information expressed by others and, when warranted, modify their own views.
  • Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
  • Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Presentation of Knowledge and Ideas:

  • Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
  • Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
  • Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Research

Conventions: capitalization, punctuation, usage, and grammar

  • Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
  • Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.

Conventions of Standard English:

  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Use and understand nouns, pronouns, modifiers, and verbs (in writing and reading), (1) Conjunctive adverbs (e.g., consequently, furthermore, indeed) and (2) Prepositions and prepositional phrases and their influence on subject-verb agreement
  • Explain the function of phrases and clauses in general and their function in specific sentences.
  • Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
  • Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
  • Spell correctly.

Knowledge of Language:

  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.


Reading/Writing Units: Seventh Grade

Topic

Standard

Quarter

UNIT 1: The Pearl

Allegory, Parable, Symbolism, and Theme as Lesson

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

1st

Interactive Reading Notes

  1. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
  2. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

1st

Debate

  1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  2. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
  3. Engage effectively in a range of collaborative discussions building on others' ideas and expressing their own clearly.
  4. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  5. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
  6. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
  7. Acknowledge new information expressed by others and, when warranted, modify their own views.

1st

11 Sentence Paragraph

  1. Write arguments to support claims with clear reasons and relevant evidence.
  2. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  3. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
  4. Provide a conclusion that follows from and reflects on the narrated experiences or events.
  5. Establish and maintain a formal style.
  6. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  7. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  8. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

1st

Unit 1 Assessment: Interactive Notebook

1st

UNIT 2: Comparing Nonfiction and Fiction

Parallel Journeys

with Interactive Reading Notebook

  1. Analyze how place and time influence the theme or message of a literary work
  2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
  3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
  4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
  5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
  6. Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
  7. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
  8. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

1st

Roll of Thunder, Hear My Cry

  1. Analyze how place and time influence the theme or message of a literary work
  2. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

1st

Historical Accounts of Post-Slavery Culture and Events in the Deep South- Sharecropping, Segregation, etc.

  1. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
  2. Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").

1st

5 Paragraph Literary Essay

  1. Establish and maintain a formal style.
  2. Write arguments to support claims with clear reasons and relevant evidence.
  3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
  4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  5. Provide a conclusion that follows from and reflects on the narrated experiences or events.
  6. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  7. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
  8. Use precise language and domain-specific vocabulary to inform about or explain the topic.

1st

Unit 2 Assessment: Essay

UNIT 3: Basics of Mythology

Hero’s Journey

  1. Describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's task, circle stories)
  2. Analyze how place and time influence the theme or message of a literary work

Gods and Goddesses

  1. Describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's task, circle stories)
  2. Analyze how place and time influence the theme or message of a literary work

Themes in Mythology

Describe multiple themes in a work of fiction

UNIT 3 Assessment: Test of Knowledge

2nd

UNIT 4: Application of Mythology

Novel Study

  1. Describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's task, circle stories)
  2. Describe multiple themes in a work of fiction

2nd

Socratic Seminar

  1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
  2. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  3. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
  4. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
  5. Acknowledge new information expressed by others and, when warranted, modify their own views.

2nd

Unit 4 Assessment: Socratic Seminar

UNIT 5:  Graphic Elements of Poetry

Analyze & Write Poetry

  1. Analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem
  2. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning

Unit 5 Assessment: Poetry Portfolio

UNIT 6:  Research Paper

Research

  1. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
  2. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  3. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Explanation/ Validation of Facts

  1. Write arguments to support claims with clear reasons and relevant evidence.
  2. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
  3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
  4. Provide a concluding statement or section that follows from and supports the argument presented.
  5. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Structure and Citations

  1. Establish and maintain a formal style.
  2. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Unit 6 Assessment: Research Paper

UNIT 7:  Macbeth

Drama Study

  1. Describe multiple themes in a work of fiction
  2. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning

4th

Viewing of various film and stage versions of famous scenes

Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

4th

Unit 5 Assessment: Evaluation Paper

UNIT 6:  Reading and Writing Workshops

Literature Circle

  1. Describe the structural and substantive differences between an autobiography or a diary and a fictional adaptation of it
  2. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
  3. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
  4. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

4th

Writing Workshops

  1. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  2. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
  3. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
  4. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
  5. Provide a conclusion that follows from and reflects on the narrated experiences or events.
  6. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  7. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
  8. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
  9. Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
  10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

4th