INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
UNIT OVERVIEW
This unit bundles student expectations that address the use of a variety of skills and processes to interpret literary nonfiction text and poetry. The goal of this unit is to focus
students’ attention on the elements of literary nonfiction text in order to build a foundation for personal narrative writing. Literary nonfiction and poetry provide the avenue for
students to make inferences, summarize, synthesize, and provide textual evidence during their reading experiences. Students examine teacher-selected and self-selected
literature and media based on individual interest and abilities, providing opportunities to make important personal and world connections within and across different contexts
and genres. An emphasis on the integration of listening, speaking, reading, and writing along with word study allow the continued development of the strategies necessary for
oral and written communication.
In Grade 06, students identified the literary language and techniques used in memoirs and personal narratives and compared their characteristics with those of an
autobiography. During this unit, students describe the structural differences between an autobiography or a diary and a fictional adaptation. Students also identify graphical
elements in poetry and analyze their effect on meaning. Students use the fundamentals of the writing process to compose personal narratives that convey thoughts and
feelings about personal experiences and write poetry utilizing poetic and literary techniques. The study of vocabulary, spelling, punctuation, capitalization, and grammar
throughout the unit support comprehension of oral and written expression. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from
the literature. In Grade 08, students analyze passages in well­known speeches for the author’s use of literary techniques and word and phrase choice to appeal to the
audience.
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS
UNIT CONCEPTS
Forms – Autobiography, Diary, Memoir
Grade 07 ELAR Unit 01 PA 01
Click on the PA title to view related rubric.
Compare and contrast an autobiography, diary, or
memoir with its fictional adaptation. Using a Venn
diagram, describe the structural and meaningful
similarities and differences between the works.
Standard(s): 7.7A , 7.Fig19A , 7.Fig19B , 7.Fig19C
ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K ,
ELPS.c.5G
Readers create connections to make text personally relevant and
useful.
Perspective
Interpretation – Connections,
Relevance
Last Updated 06/10/2014
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UNIT UNDERSTANDINGS
page 1 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 20 days
OVERARCHING CONCEPTS
UNIT CONCEPTS
Structures – Graphic Elements
Grade 07 ELAR Unit 01 PA 02
Click on the PA title to view related rubric.
After reading various examples of poetry, use effective
literary techniques and graphic elements to write a
poem introducing yourself to your classmates.
Standard(s): 7.4A , 7.8A , 7.15B.i , 7.15B.ii , 7.15B.iii
ELPS.c.1G , ELPS.c.1H , ELPS.c.4E , ELPS.c.4F ,
ELPS.c.4G , ELPS.c.5F , ELPS.c.5G
Using the writing process and effective written
conventions, write a one-page personal narrative about
a time when you did something that took a lot of
courage, a time when you didn’t follow the crowd, or a
time when you stood up for your beliefs.
Standard(s): 7.14A , 7.14B , 7.14C , 7.14D , 7.14E ,
7.16A ELPS.c.5B , ELPS.c.5C , ELPS.c.5D ,
ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Audience/Purpose
Interpretation – Connections
Interpretation – Connection,
Clarification
Conventions – Grammar, Punctuation,
Capitalization, Spelling
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Authors choose techniques, form, and structure to enable the reader to
experience and connect with the events and characters.
Techniques – Poetic Technique,
Figurative Language, Sensory Details
Perspective – Ideas, Feelings
Grade 07 ELAR Unit 01 PA 03
Click on the PA title to view related rubric.
UNIT UNDERSTANDINGS
Authors communicate their ideas and feelings about their own lives and
the world around them in order to connect with others and to clarify
their own thinking.
Authors use conventions of written language to communicate clearly
and effectively.
page 2 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 20 days
OVERARCHING CONCEPTS
UNIT CONCEPTS
Interpretation – Connections
Grade 07 ELAR Unit 01 PA 04
Click on the PA title to view related rubric.
UNIT UNDERSTANDINGS
Readers use strategies to support interpretation of text.
Perception – Thoughts Write multiple response entries including thoughts,
connections, and/or strategies that deepen
understanding of literary nonfiction, poetry, and media.
Provide evidence from the text to support ideas.
Standard(s): 7.17C , 7.Fig19A , 7.Fig19B , 7.Fig19C
, 7.Fig19D , 7.Fig19E , 7.Fig19F ELPS.c.1E ,
ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I ,
ELPS.c.4J , ELPS.c.4K , ELPS.c.5F , ELPS.c.5G
Grade 07 ELAR Unit 01 PA 05
Click on the PA title to view related rubric.
Interpretation – Vocabulary,
Comprehension
Understanding new words and concepts enhances comprehension and
oral and written communication.
Record multiple entries in a Vocabulary Notebook that
demonstrate knowledge of new words and their
meanings.
Standard(s): 7.2A , 7.2B , 7.2E ELPS.c.1A ,
ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H ,
ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS
MISCONCEPTIONS:
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page 3 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
None identified
UNDERDEVELOPED CONCEPT:
Poetry can be intimidating to students because the meaning of a poem is found in layers of figurative language and often requires multiple readings.
UNIT VOCABULARY
Meter – the basic rhythmic structure in verse, composed of stressed and unstressed syllables
Rhyme scheme – the pattern of rhyming lines (e.g. ABAB, ABBA)
Personification - figurative language in which non-human things or abstractions are represented as having human qualities (e.g., necessity is the mother
of invention)
Idiom – an expression that has a different meaning from the literal meaning of its individual words (e.g., have the upper hand or under the weather). Idioms
are particular to a given language and usually cannot be translated literally.
Hyperbole – an intentional and extreme exaggeration for emphasis or effect (e.g., this book weighs a ton)
Graphic elements of poetry - capital letters, line length, and word position; also called the "shape" of a poem
UNIT ASSESSMENT ITEMS
SYSTEM RESOURCES
ELAR Grade 7 Unit 01: Understanding Literary Nonfiction and Poetry
Conventions Alignment Tool: Grade 6-EI Capitalization
Conventions Alignment Tool: Grade 6-EI Grammar
Conventions Alignment Tool: Grade 6-EI Punctuation
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY')
INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group
instruction or applied by students through meaningful practice.
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page 4 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY')
INSTRUCTIONAL COMPONENTS
Word Study
TEKS
ONGOING TEKS
Observation Data
TEKS
Vocabulary
Development:
7.2A, 7.2B,
7.2E
Teacher-Student Conference
Checklist
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FORMATIVE ASSESSMENT EXAMPLES
page 5 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY')
INSTRUCTIONAL COMPONENTS
Reading
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
Rubric
TEKS
Vocabulary
Development:
7.2B
Theme and
Genre: 7.3C
Poetry: 7.4A
Literary
Nonfiction: 7.7A
Sensory
Language: 7.8A
Media Literacy:
7.13A, 7.13B,
7.13C
Expository and
Procedural
Texts: 7.17C
Teamwork:
7.28A
Comprehension
Skills.:
7.Fig19A,
7.Fig19B,
7.Fig19C,
7.Fig19D,
7.Fig19E,
7.Fig19F
Ongoing TEKS
Fluency: 7.1A
Vocabulary Notebook
Reader’s Notebook
Oral Reading Fluency Check
Oral Quiz
Written Quiz
Portfolio
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Writer’s Notebook
page 6 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY')
INSTRUCTIONAL COMPONENTS
Writing
7.Fig19F
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
TEKS
Writing
Process:
7.14A, 7.14B,
7.14C, 7.14D,
7.14E
Literary
Texts.: 7.15B.i,
7.15B.ii,
7.15B.iii
Personal:
7.16A
Conventions:
7.19A.i,
7.19A.iv,
7.19A.vii,
7.19A.viii
Handwriting,
Capitalization,
and
Punctuation:
7.20A, 7.20B.i
Spelling: 7.21A
Teamwork:
7.28A
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page 7 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY')
INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English
Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills.
TEKS#
TEKS
SE#
Legend:
Bold black text in italics: Knowledge and
Skills Statement (TEKS)
Texas College and Career Readiness
Standard (TxCCRS)
UNIT LEVEL SPECIFICITY
Legend:
Blue text: Supporting Information / Clarifications from TCMPC (Specificity)
Bold blue text: Standards for Ensuring Success from Kindergarten to College and
Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System
Blue text in italics: Unit-specific clarification
Bold black text: Student Expectation
(TEKS)
Black text: Texas Education Agency (TEA)
Bolded red text in italics: Student
Expectation identified by TEA as a
Readiness Standard for STAAR
Bolded green text in italics: Student
Expectation identified by TEA as a
Supporting Standard for STAAR
Strike-through: Indicates portions of the
Student Expectation that are not included in
this unit but are taught in previous or future
unit(s)
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Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
TEKS
SE#
7.2
Reading/Vocabulary Development. Students
understand new vocabulary and use it when
reading and writing. Students are expected to:
TxCCRS
Reading
TxCCRS
E/LAS.II.B - English/Language Arts/Reading.
Understand new vocabulary and concepts and use
them accurately in reading, speaking, and
writing.
7.2A
Determine the meaning of grade-level academic
English words derived from Latin, Greek, or
other linguistic roots and affixes.
Readiness Standard
UNIT LEVEL SPECIFICITY
Determine
THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS DERIVED FROM LATIN,
GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES
Possible examples:
Latin: e.g., vis (vision, invisible)
Greek: e.g., hydro (hydrogen, hydroplane)
Affixes and roots as found in grade-level academic words and texts
Affix – a word element, such as a prefix or suffix, that occurs before or after a root or base
word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable)
Academic English words
1. words used in the learning of academic subject matter in formal educational context that
are associated with literacy and academic achievement, including specific academic
terms, technical language, and speech registers related to each field of study
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page 9 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
2. words used during instruction and exams, and in textbooks
These could include words that are specific to content (e.g., hyperbole, metaphor, and meter)
or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer).
STAAR Note:
Questions associated with 7.2A may refer students back to the paragraph in the passage that
contains the word being assessed. Context, along with word parts, is important in determining word
meaning. Refer to 7.2B for the standard addressing context clues.
Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in
determining word meaning. Refer to 7.2E for the standard addressing dictionary skills.
7.2B
Use context (within a sentence and in larger
sections of text) to determine or clarify the
meaning of unfamiliar or ambiguous words.
Readiness Standard
Use
CONTEXT
Context – the words, sentences, or passages that precede or follow a specific word, sentence,
or passage
To determine or clarify
THE MEANING OF UNFAMILIAR OR AMBIGUOUS WORDS
Including, but not limited to:
Identify and use relationships among surrounding words, phrases, sentences, and paragraphs
Use examples within the sentence, paragraph, or larger sections of text
Use definition within the sentence and/or paragraph
Use restatement within the sentence
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page 10 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
TEKS
SE#
UNIT LEVEL SPECIFICITY
Ambiguous – vague, unclear
STAAR Note:
Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in
determining word meaning. Refer to 7.2E for the standard addressing dictionary skills. However,
students should consider the dictionary definitions in conjunction with contextual meaning.
7.2E
Use a dictionary, a glossary, or a thesaurus
(printed or electronic) to determine the
meanings, syllabication, pronunciations,
alternate word choices, and parts of speech of
words.
Readiness Standard
Use
A DICTIONARY
To determine
MEANINGS AND PARTS OF SPEECH OF WORDS
Including, but not limited to:
Use guide words and/or knowledge of alphabetical order to locate words in print resources; use
search features to find words in electronic resources
Read the definition(s) and determine the meaning of the word (using context as applicable)
Determine the appropriate part of speech using context if applicable
Part of speech – e.g., noun, pronoun, verb, adjective, adverb, conjunction, appositive, interjection
7.Fig19
Reading/Comprehension Skills. Students use a
flexible range of metacognitive reading skills in
both assigned and independent reading to
understand an author’s message. Students will
continue to apply earlier standards with greater
depth in increasingly more complex texts as they
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page 11 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
TEKS
SE#
UNIT LEVEL SPECIFICITY
become self-directed, critical readers. The student
is expected to:
TxCCRS
Key Cognitive Skills
TxCCRS
CDS.I.D - Cross-Disciplinary Standards/Key
Cognitive Skills. Academic behaviors
TxCCRS
Foundational Skills
TxCCRS
CDS.II.A - Cross-Disciplinary
Standards/Foundational Skills. Reading across
the curriculum
7.Fig19A
Establish purposes for reading selected texts
based upon own or others’ desired outcome to
enhance comprehension.
Establish
PURPOSES FOR READING SELECTED TEXTS BASED UPON OWN AND OTHERS’ DESIRED
OUTCOME TO ENHANCE COMPREHENSION
Possible examples:
To learn
To interpret or follow directions
To solve problems
For enjoyment
7.Fig19B
Ask literal, interpretive, evaluative, and
universal questions of text.
Ask
LITERAL, INTERPRETIVE, EVALUATIVE, AND UNIVERSAL QUESTIONS OF TEXT
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page 12 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Including, but not limited to:
Before, during, and after reading
Literal question – knowledge level, fact­based question (e.g., who, what, when, where, why, and how
questions), questions asked for clarification
Interpretive question – may have more than one answer and requires that the answer(s) be supported
with evidence from the text (e.g., What does this mean?)
Evaluative question – asks for an opinion, a belief, or a point of view. Responses may represent
different perspectives and should be supported with evidence from the text. (e.g., Do you agree or
disagree? What do you feel about this? What do you believe about this? What is your opinion about
this?)
Universal question – an open­ended question that is raised by ideas in the text and transcend social
and cultural boundaries and speak to a common human experience (e.g., What does the character
believe in? What is the main character willing to fight for? How does this story give you a better
understanding of human nature?)
7.Fig19C
Reflect on understanding to monitor
comprehension (e.g., summarizing and
synthesizing; making textual, personal, and
world connections; creating sensory images).
Reflect
ON UNDERSTANDING TO MONITOR COMPREHENSION
Including, but not limited to:
Summarize and synthesize (refer to 7.Fig19E)
Make connections – textual, personal, and world (refer to 7.Fig19F)
Create sensory images (pictures created by using the five senses- sight, smell, sound, touch,
taste)
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page 13 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Summarize – to reduce large sections of text to their essential points and main idea. Note: It is
still important to attribute summarized ideas to the original source.
Synthesize – combine elements and parts to form a coherent whole
7.Fig19D
Make complex inferences about text and use
textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry,
and Drama, Persuasive)
Make
COMPLEX INFERENCES ABOUT TEXT
Including, but not limited to:
Literary Text (e.g., poetry, drama, fiction, literary nonfiction)
Structural elements
Literary elements
Sensory language
Figurative language
Purpose of elements and language in sections of text and/or specific sentences
Note:
Refer to the specificity of the Knowledge and Skills Statements for each literary genre for additional
information on inferring in each type of literary text.
Informational Text (e.g., expository, persuasive, embedded procedural text/graphics)
Purpose of informational text
Main idea of whole texts and sections of texts
Details that support the central idea or controlling idea
Note:
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page 14 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Refer to the specificity of the Knowledge and Skills Statements for each informational genre for
additional information on inferring in each type of informational text.
Complex inference – goes beyond the explicit text. A complex inference can be a subtle inference.
Subtle inference – is one in which the bits of information are not as easily connected
Generalization – a conclusion about a group of persons, places, or things
Drawing conclusions – a form of inference in which the reader gathers information, considers
the general thoughts or ideas that emerge from the information, and comes to a decision.
The conclusion is generally based on more than one piece of information.
Inductive reasoning – the process of determining general principles by logic or observation
from specific data; reasoning from parts to whole (e.g., all ice I’ve ever felt is cold; therefore,
all ice is cold)
Deductive reasoning – the process of logical reasoning from general principles to specific
instances based on the assumed truth of the principle; reasoning from wholes to parts.
Use
TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING
Textual evidence – specific details or facts found in the text that support what is inferred
7.Fig19E
Summarize, paraphrase, and synthesize texts in
ways that maintain meaning and logical order
within a text and across texts.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry,
Summarize, Paraphrase, Synthesize
TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS
TEXTS
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page 15 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
SE#
TEKS
and Drama, Persuasive)
UNIT LEVEL SPECIFICITY
Summary includes, but is not limited to:
Brief, coherent sentences that communicate the key information, ideas, or events in logical
order
Main ideas from the beginning, middle, and end
Summarize – to reduce large sections of text to their essential points and main idea. Note: It
is still important to attribute summarized ideas to the original source.
Paraphrase – restate the meaning of something in different words. Paraphrasing alters the
exact wording of the source and transmits its ideas or information without evaluation or
interpretation.
Synthesize – combine elements and parts to form a coherent whole
STAAR Note:
Students may be required to summarize in multiple genres, including drama, literary nonfiction,
expository text, and fiction.
7.Fig19F
Make connections between and across texts,
including other media (e.g., film, play), and
provide textual evidence.
Readiness Standard
Make
CONNECTIONS BETWEEN AND ACROSS TEXTS, INCLUDING OTHER MEDIA
Including, but not limited to:
Similarities and differences in:
ideas
details
theme
organization
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page 16 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
purpose
mood
tone
Possible texts and media:
Fiction
Literary nonfiction
Poetry
Film (drama)
Play (drama)
Expository text
Persuasive text
Web-based article
Documentary
Advertisement
Provide
TEXTUAL EVIDENCE
Textual evidence – specific details or facts found in text that support what is inferred
7.3
Reading/Comprehension of Literary Text/Theme
and Genre.
Students analyze, make inferences and draw
conclusions about theme and genre in different
cultural, historical, and contemporary contexts
and provide evidence from the text to support
their understanding. Students are expected to:
Analyze, Make inferences, Draw conclusions
ABOUT THEME IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS
Including, but not limited to:
Determine the theme in various literary genres (e.g., poetry, drama, fiction, literary nonfiction)
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page 17 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
TEKS
SE#
UNIT LEVEL SPECIFICITY
Analyze, Make inferences, Draw conclusions
ABOUT GENRE IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS
Including, but not limited to:
Distinguish characteristics of various genres
Provide
EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING
STAAR Note:
This Knowledge and Skills Statement may be assessed with Figure 19D.
TxCCRS
Reading
TxCCRS
E/LAS.II.C - English/Language Arts/Reading.
Describe, analyze, and evaluate information
within and across literary and other texts from a
variety of cultures and historical periods.
7.3C
Analyze how place and time influence the
theme or message of a literary work.
Supporting Standard
Analyze
HOW PLACE AND TIME INFLUENCE THE THEME OR MESSAGE OF A LITERARY WORK
Including, but not limited to:
Steps in analysis
Identify the setting
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page 18 of 51 INSTRUCTIONAL FOCUS DOCUMENT
Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
TEKS
SE#
UNIT LEVEL SPECIFICITY
Identify the purpose, significance, and elements of setting
Explain the influences of the setting on the theme or message
Setting – the time and place in which a narrative occurs. Elements of setting may include the
physical, psychological, cultural, or historical background against which the story takes
place.
7.4
Reading/Comprehension of Literary Text/Poetry.
Students understand, make inferences and draw
conclusions about the structure and elements of
poetry and provide evidence from text to support
their understanding. Students are expected to:
Understand, Make inferences, Draw conclusions
ABOUT THE STRUCTURE AND ELEMENTS OF POETRY
Including, but not limited to:
Make inferences related to the whole poem
Make inferences related to a section (e.g., specific lines or stanzas) of the poem
Make inferences related to particular techniques (e.g., punctuation, dialogue, organization, word
choice, figurative language) in the poem
Provide
EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING
STAAR Note:
This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E.
TxCCRS
Reading
TxCCRS
E/LAS.II.A - English/Language Arts/Reading.
Locate explicit textual information and draw
complex inferences, analyze, and evaluate the
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information within and across texts of varying
lengths.
7.4A
Analyze the importance of graphical elements
(e.g., capital letters, line length, word position)
on the meaning of a poem.
Supporting Standard
Analyze
THE IMPORTANCE OF GRAPHICAL ELEMENTS ON THE MEANING OF A POEM
Including, but not limited to:
Steps in analysis
Identify/locate/recognize capital letters, line length, and/or word position
Determine why the author uses the graphic element(s)
Explain how the graphic element(s) contribute to the meaning
Graphical element – capital letters, line length, and word position; also called the “shape” of
the poem
7.7
Reading/Comprehension of Literary Text/Literary
Nonfiction.
Students understand, make inferences and draw
conclusions about the varied structural patterns
and features of literary nonfiction and provide
evidence from text to support their understanding.
Students are expected to:
Understand, make inferences, draw conclusions
ABOUT THE VARIED STRUCTURAL PATTERNS AND FEATURES OF LITERARY NONFICTION
Including, but not limited to:
Make inferences related to the whole literary nonfiction text
Make inferences related to a part of the literary nonfiction text
Make inferences related to the structure of literary nonfiction text (e.g., organization, paragraph)
Make inferences related to features (elements) of literary nonfiction text (e.g., characterization,
point of view, setting, events)
Summarize literary nonfiction text in ways that maintain meaning and logical order
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Respond by providing
EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING
STAAR Note:
This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E.
TxCCRS
Reading
TxCCRS
E/LAS.II.A - English/Language Arts/Reading.
Locate explicit textual information and draw
complex inferences, analyze, and evaluate the
information within and across texts of varying
lengths.
7.7A
Describe the structural and substantive
differences between an autobiography or a diary
and a fictional adaptation of it.
Supporting Standard
Describe
THE STRUCTURAL AND SUBSTANTIVE DIFFERENCES BETWEEN AN AUTOBIOGRAPHY OR A
DIARY AND A FICTIONAL ADAPTATION OF IT
Autobiography – the life story of a person, as told by himself or herself
Diary – tells a person’s actions, feelings, beliefs, and perceptions at a particular time. It can be written
in either first- or third-person point of view typically in the style of journal writing.
Fictional adaptation – based on a real event. The adaptation can be fictional, true, or an elaboration of
the original text. The adaptation may be written in the same style as an autobiography or diary.
Literary nonfiction – a type of narrative based on actual persons, places, and things. In literary
nonfiction, a writer may construct text in any number of ways and is not limited to the
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organizational patterns normally associated with nonfiction texts. (e.g., biography,
autobiography, memoir)
Note:
When comparing for structure, consider how the pieces are constructed or put together including
examining organizational patterns. When comparing for substantive differences, consider the most
important elements that create meaning in each piece (e.g., theme, character, setting, conflict, etc.).
7.8
Reading/Comprehension of Literary Text/Sensory
Language.
Students understand, make inferences and draw
conclusions about how an author's sensory
language creates imagery in literary text and
provide evidence from text to support their
understanding. Students are expected to:
STAAR Note:
This Knowledge and Skills Statement may be assessed with Figure 19D.
Understand, Make inferences, Draw conclusions
ABOUT HOW AN AUTHOR’S SENSORY LANGUAGE CREATES IMAGERY IN LITERARY TEXT
Including, but not limited to:
Make inferences related to sensory language
Make inferences related to figurative language (e.g., idiom, simile, metaphor, personification)
Sensory language – words an author uses to help the reader experience the sense elements of
the story. Sensory language is language that appeals to one or more of the five senses: sight,
sound, touch, smell, and taste.
Figurative language – language not intended to be taken literally but layered with meaning
through the use of imagery, metaphors, and other literary devices
Provide
EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING
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7.8A
TEKS
Determine the figurative meaning of phrases
and analyze how an author's use of language
creates imagery, appeals to the senses, and
suggests mood.
Readiness Standard
UNIT LEVEL SPECIFICITY
Determine
THE FIGURATIVE MEANING OF PHRASES
Analyze
HOW AN AUTHOR’S USE OF LANGUAGE CREATES IMAGERY, APPEALS TO THE SENSES,
AND SUGGESTS MOOD
Including, but not limited to:
Steps in analysis
Identify the figurative meaning of phrases
Identify the sense(s) the language appeals to and its(their) role in imagery
Identify the words or phrases that contribute to the overall mood
Explain how the literary language appeals to the senses and mood
Examples of literary language/devices:
Simile
Metaphor
Hyperbole
Personification
Idiom
Oxymoron
Pun
Irony
Mood – the atmosphere or feeling created by the writer in a literary work or passage. Mood
can be expressed through imagery, word choice, setting, voice, and theme. For example,
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the mood evoked in Edgar Allen Poe’s work is gloomy and dark.
Oxymoron – combines two contradictory terms (e.g., sweet sorrow)
Pun – a play on words, sometimes on different senses of the same word and sometimes on the
similar sense or sound of different words (e.g., The ballet shoes made a point.)
7.13
Reading/Media Literacy.
Students use comprehension skills to analyze
how words, images, graphics, and sounds work
together in various forms to impact meaning.
Students will continue to apply earlier standards
with greater depth in increasingly more complex
texts. Students are expected to:
Use
COMPREHENSION SKILLS
Analyze
HOW WORDS, IMAGES, GRAPHICS, AND SOUNDS WORK TOGETHER IN VARIOUS FORMS TO
IMPACT MEANING
Including, but not limited to:
Interpret words, images, and sounds in media and consider their effect on meaning
Determine the purpose of embedded media
Determine how details within embedded media support information in the text
STAAR Note:
This Knowledge and Skills Statement may be assessed with Figure 19D.
TxCCRS
Listening
TxCCRS
E/LAS.IV.A - English/Language Arts/Listening.
Apply listening skills as an individual and as a
member of a group in a variety of settings (e.g.,
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lectures, discussions, conversations, team
projects, presentations, interviews).
TxCCRS
Key Cognitive Skills
TxCCRS
CDS.I.B - Cross-Disciplinary Standards/Key
Cognitive Skills. Reasoning
TxCCRS
Foundational Skills
TxCCRS
CDS.II.E - Cross-Disciplinary
Standards/Foundational Skills. Technology
7.13A
Interpret both explicit and implicit messages in
various forms of media.
Supporting Standard
Interpret
BOTH EXPLICIT AND IMPLICIT MESSAGES IN VARIOUS FORMS OF MEDIA
Including, but not limited to:
Explicit message – specific, clear, detailed (leaves little room for interpretation)
Implicit message – uses visuals, body language, etc. to communicate meaning. The meaning
must be inferred.
Possible forms of media:
Advertisement – print and electronic (e.g., flyers, brochures, posters, signs)
Newspaper
Magazine
Radio program (songs, lyrical music)
Web page – online information
Televised news
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Documentary
Commercial
Product label
Grade-appropriate political cartoon
Educational cartoon
Photograph (with and without caption)
7.13B
Interpret how visual and sound techniques (e.g.,
special effects, camera angles, lighting, music)
influence the message.
Interpret
HOW VISUAL AND SOUND TECHNIQUES INFLUENCE THE MESSAGE
Including, but not limited to:
Steps in interpretation
Identify the visual and sound technique(s)
Identify the intended message
Identify the intended audience
Explain the influence of the specific techniques on message
Visual techniques include, but are not limited to:
Special effects – illusions used to simulate imagined events
Camera angles (e.g., close-ups, multiple exposures, digital composing)
Lighting
Other possible visual techniques:
Movement
Graphics
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Shape
Color
Bold words
Word position
Sound techniques include, but are not limited to:
Music (e.g., background music)
Other possible sound techniques:
Sound effects – simulate imagined events
7.13C
Evaluate various ways media influences and
informs audiences.
Supporting Standard
Evaluate
VARIOUS WAYS MEDIA INFLUENCES AND INFORMS AUDIENCES
Including, but not limited to:
Steps in evaluation
Determine the purpose
Identify the technique(s) used by media to influence and inform audiences
Identify the intended audience
Determine whether the media informs and/or influences the audience and explain its
effectiveness.
7.14
Writing/Writing Process. Students use elements of
the writing process (planning, drafting, revising,
editing, and publishing) to compose text.
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Students are expected to:
TxCCRS
Writing
TxCCRS
E/LAS.I.A - English/Language Arts/Writing.
Compose a variety of texts that demonstrate clear
focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate
language that advances the author's purpose.
TxCCRS
Foundational Skills
TxCCRS
CDS.II.B - Cross-Disciplinary
Standards/Foundational Skills. Writing across the
curriculum
7.14A
Plan a first draft by selecting a genre
appropriate for conveying the intended meaning
to an audience, determining appropriate topics
through a range of strategies (e.g., discussion,
background reading, personal interests,
interviews), and developing a thesis or
controlling idea.
Plan
A FIRST DRAFT
Including, but not limited to:
Determine appropriate topics through a range of strategies (e.g., discussion, background
reading, personal interests, interviews, etc.)
Select a focused topic
Determine the purpose or intended meaning of the topic
Determine an appropriate audience
Generate and categorize ideas and details about the selected topic (e.g., webbing, graphic
organizer, listing, etc.)
Purpose – the intended goal of a piece of writing; the reason a person writes
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Audience – the intended target group for a message, regardless of the medium
Genre – the type or class of a work, usually categorized by form, technique, or content
Examples of purposes for writing:
To entertain
To explain
To describe
To inform
To persuade
To respond
Develop
A THESIS OR CONTROLLING IDEA
Thesis – a statement or premise supported by arguments; the subject or theme of a speech or
composition
Controlling idea – the main point or underlying direction of a piece of writing. A controlling
idea makes the reader ask a question that will be answered by reading more or helps the
reader understand the author’s purpose for writing the paragraph or essay.
Note:
This is the first step in the writing process, often referred to as prewriting or planning.
7.14B
Develop drafts by choosing an appropriate
organizational strategy (e.g., sequence of
events, cause-effect, compare-contrast) and
building on ideas to create a focused,
Develop
DRAFTS
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organized, and coherent piece of writing.
Readiness Standard
UNIT LEVEL SPECIFICITY
Including, but not limited to:
Construct a draft using a selected organizational strategy according the genre and purpose
Include and build upon ideas and details that are strongly related and contribute to the thesis or
controlling idea of the piece
Develop a coherent draft that is focused, organized, and well controlled with meaningful
transitions and connections
Choose words that are purposeful and precise and support the overall meaning (or purpose) of
the piece
Examples of possible organizational patterns (strategies):
Sequential order
Chronological order
Order of importance
Cause-and-effect
Compare and contrast
Problem/solution
Description
Organizational pattern (strategy) – the pattern an author constructs as he organizes his or her
ideas and provides supporting details
Organization of a paper – the development of ideas in a coherent manner. In a well-organized
paper, main points should be supported, each idea should flow sequentially and logically to
the next idea, transitions should connect ideas, and extraneous sentences should not be
included.
Transitional words and phrases – words or phrases that help to sustain a thought or idea
through the writing. They link sentences and paragraphs together smoothly so that there are
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no abrupt jumps or breaks between ideas.
Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to
the reader
Note:
This is the second step in the writing process, often referred to as drafting. The focus is on developing
ideas and the message not on mechanics.
7.14C
Revise drafts to ensure precise word choice and
vivid images; consistent point of view; use of
simple, compound, and complex sentences;
internal and external coherence; and the use of
effective transitions after rethinking how well
questions of purpose, audience, and genre have
been addressed.
Readiness Standard
After rethinking
HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE HAVE BEEN ADDRESSED
Purpose – the intended goal of a piece of writing; the reason a person writes
Audience – the intended target group for a message, regardless of the medium
Genre – the type or class of a work, usually categorized by form, technique, or content
Revise
DRAFTS
Revise – changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the
message to ensure the purpose, audience, and genre have been addressed
Revisions may include, but are not limited to:
Ensure precise word choice and vivid images
Maintain consistent point of view
Use varied sentences, simple, compound, and complex, that are purposeful and well controlled
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to enhance the effectiveness of the piece
Check internal (within the paragraph) and external (within the complete piece) coherence
Improve transitions and sentence-to-sentence connections to enhance the flow of the piece
Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherent
essay)
Internal coherence – a logical organization and fluid progression of ideas and /or sentences; a
piece of writing with internal coherence does not contradict itself
External coherence – organizing the major components of a written composition- introduction,
body, conclusion, or in the case of a multi-paragraph essay, the paragraphs- in a logical
sequence so that they flow easily and progress from one idea to another while still holding
true to the central idea of the composition
Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to
the reader
Revisions may include, but are not limited to:
Revise entire sentences including, but not limited to:
Run-on sentences
Fragments
Order of words and phrases (e.g., misplaced prepositional phrases)
Repetition
Transitional sentence
Revise/change/replace single words and phrases including, but not limited to:
General vs. specific
Formal vs. informal
Synonym vs. antonym
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Transitional words/phrases
Pronoun specificity (antecedents)
Add/insert entire sentences including, but not limited to:
Closing/concluding sentences that emphasizes the overall message or controlling idea
Relevant details in appropriate places
Add/insert single words and/or phrases including, but not limited to:
Transitions
Delete unnecessary sentences/details
Combine sentences into a single sentence while maintaining meaning and clarity
Note:
While this is considered the third step in the writing process, revision may be ongoing throughout the
writing process.
7.14D
Edit drafts for grammar, mechanics, and
spelling.
Readiness Standard
Edit
DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING
Including, but not limited to:
Conventions/Grammar (refer to 7.19Ai-viii,B,C)
Capitalization (refer to 7.20A)
Punctuation (refer to 7.20Bi-ii)
Spelling (refer to 7.21A)
Previously taught expectations in grammar, capitalization, punctuation, and spelling
Note:
This is the fourth step in the writing process. The focus is on grammar, capitalization, punctuation, and
spelling.
STAAR Note:
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Questions related to editing may include the following written conventions in the correct answer and/or
the distractors:
Pronoun use (e.g., I vs. me)
Plural vs. possessive (apostrophe use)
Subject/verb agreement
Consistent verb tense
Double negatives
Parts of speech (e.g., intentional vs. intentionally)
Comma usage (e.g., in a series, in compound sentences, etc.)
Capitalization of proper nouns
Common spelling errors (e.g., then/than, its/it’s, there/their)
7.14E
Revise final draft in response to feedback from
peers and teacher and publish written work for
appropriate audiences.
Revise
FINAL DRAFT IN RESPONSE TO FEEDBACK FROM PEERS AND TEACHER
Refer to 7.14C for revision expectations
Publish
WRITTEN WORK FOR APPROPRIATE AUDIENCES
Including, but not limited to:
Use legible handwriting with appropriate spacing and/or use available technology to publish
written work
Share published work with an appropriate audience
Audience – the intended target group for a message, regardless of the medium
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Note:
This is the last step in the writing process.
7.15
Writing/Literary Texts. Students write literary texts
to express their ideas and feelings about real or
imagined people, events, and ideas. Students are
expected to:
TxCCRS
Writing
TxCCRS
E/LAS.I.A - English/Language Arts/Writing.
Compose a variety of texts that demonstrate clear
focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate
language that advances the author's purpose.
TxCCRS
Foundational Skills
TxCCRS
CDS.II.B - Cross-Disciplinary
Standards/Foundational Skills. Writing across the
curriculum
7.15B
Write a poem using:
Write
A POEM USING:
7.15B.i
poetic techniques (e.g., rhyme scheme, meter)
Including, but not limited to:
Rhyme scheme – the pattern of rhyming lines (e.g., ABAB, ABBA)
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Meter – the basic rhythmic structure in verse, composed of stressed and unstressed
syllables. The most common meter in English verse is iambic pentameter.
7.15B.ii
figurative language (e.g., personification,
idioms, hyperbole)
Figurative language – language not intended to be taken literally but layered with meaning
through the use of imagery, metaphors, and other literary devices
Including, but not limited to:
Hyperbole – an intentional and extreme exaggeration for emphasis or effect (e.g., this
book weighs a ton)
Personification – figurative language in which non-human things or abstractions are
represented as having human qualities (e.g., necessity is the mother of invention)
Idiom – an expression that has a different meaning from the literal meaning of its
individual words (e.g., have the upper hand or under the weather). Idioms are particular
to a given language and usually cannot be translated literally.
7.15B.iii
graphic elements (e.g., word position)
Including, but not limited to:
Capital letters
Line length
Word position
Graphical element – capital letters, line length, and word position; also called the “shape” of
the poem
Note:
Refer to 7.4A for related poetry reading skills.
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7.16
Writing/Personal. Students write about their own
experiences. Students are expected to:
TxCCRS
Writing
TxCCRS
E/LAS.I.A - English/Language Arts/Writing.
Compose a variety of texts that demonstrate clear
focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate
language that advances the author's purpose.
TxCCRS
Foundational Skills
TxCCRS
CDS.II.B - Cross-Disciplinary
Standards/Foundational Skills. Writing across the
curriculum
7.16A
Write a personal narrative that has a clearly
defined focus and communicates the importance
of or reasons for actions and/or consequences.
Readiness Standard
UNIT LEVEL SPECIFICITY
Write
A PERSONAL NARRATIVE
Including, but not limited to:
Focus on a realistic personal experience
Use an organizational structure that is appropriate to the purpose (e.g., sequential,
cause/effect, problem/solution, logical order, etc.)
Use literary devices that contribute to the overall meaning
Convey the experience and communicate its importance or meaning
Communicate changes and/or insights that developed as a result of the experience
Provide details that are vivid and expressive and contribute to understanding the personal
experience
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Personal narrative – an expressive literary piece written in first person that centers on a
particular event in the author’s life and may contain vivid description as well as personal
commentary and observations
Literary device – a specific convention or structure—such as imagery, irony, or foreshadowing
—that is employed by the author to produce a given effect. Literary devices are important
aspects of an author’s style.
7.17
Writing/Expository and Procedural Texts.
Students write expository and procedural or workrelated texts to communicate ideas and
information to specific audiences for specific
purposes. Students are expected to:
TxCCRS
Writing
TxCCRS
E/LAS.I.A - English/Language Arts/Writing.
Compose a variety of texts that demonstrate clear
focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate
language that advances the author's purpose.
TxCCRS
Foundational Skills
TxCCRS
CDS.II.B - Cross-Disciplinary
Standards/Foundational Skills. Writing across the
curriculum
7.17C
Write responses to literary or expository texts
that demonstrate the writing skills for multi-
Write
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paragraph essays and provide sustained
evidence from the text using quotations when
appropriate.
UNIT LEVEL SPECIFICITY
RESPONSES TO LITERARY OR EXPOSITORY TEXTS THAT DEMONSTRATE THE WRITING
SKILLS FOR MULTI-PARAGRAPH ESSAYS
Provide
SUSTAINED EVIDENCE FROM THE TEXT USING QUOTATIONS WHEN APPROPRIATE
Sustained evidence – textual evidence or argumentation in support of the thesis that is
unflawed and remains strong throughout the paper
7.19
Oral and Written Conventions/Conventions.
Students understand the function of and use the
conventions of academic language when
speaking and writing. Students will continue to
apply earlier standards with greater complexity.
Students are expected to:
TxCCRS
Writing
TxCCRS
Edit writing for proper voice, tense, and syntax,
assuring that it conforms to standard English,
when appropriate.
TxCCRS
Foundational Skills
TxCCRS
CDS.II.B - Cross-Disciplinary
Standards/Foundational Skills. Writing across the
curriculum
TxCCRS
Write clearly and coherently using standard
writing conventions.
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Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
SE#
7.19A
TEKS
Identify, use, and understand the function of the
following parts of speech in the context of
reading, writing, and speaking:
Readiness Standard
UNIT LEVEL SPECIFICITY
Identify, Use, Understand
THE FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE CONTEXT OF READING,
WRITING, AND SPEAKING:
STAAR Note:
Questions related to parts of speech may include the following:
Subject/verb agreement
Consistent verb tense
7.19A.i
verbs (perfect and progressive tenses) and
participles
Supporting Standard
Perfect tense – verb form that indicates an act that has been completed. In the present perfect
tense, the auxiliary verb has or have is used (e.g., has taken). In the past perfect tense, the
auxiliary verb had is used (e.g., had taken). In the future perfect tense, the auxiliary verb
shall have or will have is used (e.g., shall have taken).
Present perfect – action that is completed (e.g., They have walked.) Past perfect – action that was completed (e.g., They had walked.)
Future perfect – action that will be completed (e.g., They will have walked.) Progressive tense – a verb tense that indicates an action is ongoing (e.g., is taking). The
progressive tense may also be combined with the perfect tense (e.g., has been taking or will
have been taking).
Present progressive (e.g., He is standing by the door.)
Past progressive (e.g., He was standing by the door.)
Future progressive (e.g., He will be standing by the door.)
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Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Participle – a verb form incorporating the use of -ed or -ing for regular verbs and using the
third principle part of the verb for irregular verbs. These verb forms are used to make the
perfect tenses (e.g., speaking in Jim was speaking) or to serve as modifiers (e.g., writing in
the writing assignment).
Present participle – verb that ends in ­ing (e.g., The crying baby was hungry.) Past participle – regular or irregular verbs written in past tense form (e.g., a chained prisoner; a
written letter; a sunken ship)
7.19A.iv
conjunctive adverbs (e.g., consequently,
furthermore, indeed)
Supporting Standard
Conjunctive adverb – an adverb (e.g., however, nonetheless, therefore) that introduces or
connects independent clauses and that shows cause and effect, comparison, contrast, or
some other relationship between clauses
Examples of conjunctive adverbs:
consequently
furthermore
indeed
however
nonetheless
therefore
meanwhile
7.19A.vii
subordinating conjunctions (e.g., because, since)
Supporting Standard
Subordinating conjunction – introduces a dependent clause and connects it to an independent
clause (e.g., because, when, unless)
Examples of subordinating conjunctions:
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Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
while
because
although
if
when
unless
since
whereas
Example of usage:
Both students and teachers were at the assembly because of a special guest.
Independent clause – a group of words containing a subject and a verb that can stand alone as
a complete sentence; also called a main clause
Dependent clause – a group of words with a subject and a verb that modifies a main or
independent clause to which it is joined (e.g., until you leave in I will wait until you leave);
also called a subordinate clause
7.19A.viii
transitions for sentence to sentence or
paragraph to paragraph coherence
Supporting Standard
Transitional word/phrase – words or phrases that help to sustain a thought or idea through the
writing. They link sentences and paragraphs together smoothly so that there are no abrupt
jumps or breaks between ideas.
Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherent
essay)
7.20
Oral and Written Conventions/Handwriting,
Capitalization, and Punctuation. Students write
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Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
legibly and use appropriate capitalization and
punctuation conventions in their compositions.
Students are expected to:
7.20A
Use conventions of capitalization.
Readiness Standard
Use
CONVENTIONS OF CAPITALIZATION
Including, but not limited to:
Apply previously learned standards for capitalization
7.20B
Recognize and use punctuation marks including:
Readiness Standard
Recognize, Use
PUNCTUATION MARKS INCLUDING:
STAAR Note:
Questions related to punctuation may include:
Semicolons
Apostrophes in possessives
Quotation marks
Commas (e.g., in quotations, after introductory phrases, in compound sentences, etc.)
7.20B.i
commas after introductory words, phrases, and
clauses
Supporting Standard
Including, but not limited to:
Words and/or phrases used at the beginning of a sentence (e.g., After the game, the team went
for pizza.)
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Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
TEKS
SE#
UNIT LEVEL SPECIFICITY
Set off transitional word or expression that begins a sentence (e.g., Additionally, do not forget
about the fundraiser.)
Separate introductory phrases in a series (e.g., In the gym, near the bleachers, we found the
lost cell phone.)
Set off nominative address/direct address (e.g., Principal Jones, are you coming to the
meeting?)
7.21
Oral and Written Conventions/Spelling. Students
spell correctly. Students are expected to:
7.21A
Spell correctly, including using various
resources to determine and check correct
spellings.
Readiness Standard
Spell
CORRECTLY, INCLUDING USING VARIOUS RESOURCES TO DETERMINE AND CHECK
CORRECT SPELLINGS
Possible examples of resources:
Word wall
Personal dictionary
Printed or electronic dictionary
Printed or electronic thesaurus
Glossary
7.28
Listening and Speaking/Teamwork. Students
work productively with others in teams. Students
will continue to apply earlier standards with
greater complexity. Students are expected to:
TxCCRS
Speaking
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Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
TEKS
SE#
TxCCRS
E/LAS.III.A - English/Language Arts/Speaking.
Understand the elements of communication both
in informal group discussions and formal
presentations (e.g., accuracy, relevance, rhetorical
features, and organization of information).
TxCCRS
Listening
TxCCRS
E/LAS.IV.A - English/Language Arts/Listening.
Apply listening skills as an individual and as a
member of a group in a variety of settings (e.g.,
lectures, discussions, conversations, team
projects, presentations, interviews).
TxCCRS
Key Cognitive Skills
TxCCRS
CDS.I.E - Cross-Disciplinary Standards/Key
Cognitive Skills. Work habits
7.28A
Participate productively in discussions, plan
agendas with clear goals and deadlines, set
time limits for speakers, take notes, and vote on
key issues.
UNIT LEVEL SPECIFICITY
Participate
PRODUCTIVELY IN DISCUSSIONS
Plan
AGENDAS WITH CLEAR GOALS AND DEADLINES
Set
TIME LIMITS FOR SPEAKERS
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Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
SUGGESTED DURATION : 20 days
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Take
NOTES
Vote
ON KEY ISSUES
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language
proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of
each subject in the required curriculum.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated
commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the
ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
Choose appropriate ELPS to support instruction.
ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to
meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is
expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
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Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
ELPS#
SUGGESTED DURATION : 20 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and
grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying
ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept
and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one
commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and
analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly
acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language
acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's
level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant
clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
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Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
ELPS#
SUGGESTED DURATION : 20 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language
attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and
contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken
messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary
with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced
high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and
enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce
English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing
people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using
routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as
more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and
expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended
speaking assignments
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Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
ELPS#
SUGGESTED DURATION : 20 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a
variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and
language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level
learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1,
certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as
recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used
routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to
enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly
challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding
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Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
ELPS#
SUGGESTED DURATION : 20 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of
supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with
content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between
ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content
area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and
performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may
be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1,
certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing
system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English
is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses
commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
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Grade 7 English Language Arts And Reading
TITLE : Unit 01: Understanding Literary Nonfiction and Poetry
ELPS#
SUGGESTED DURATION : 20 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in
increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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