Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
2008-9 STANDARDS AND BENCHMARKS
GRADE SEVEN
Seventh grade students use oral language, written language, and other media/technology for
expressive, informative, persuasive, critical, and literary purposes. Students also explore the
structure of language and study grammatical rules in order to speak and write effectively. While
emphasis in seventh grade is placed on persuasion, students also:
•
Express individual perspectives in
response to personal, social, cultural,
and historical issues.
SE/TE: Understanding the Big Question 4-5, 9899, 192-193, 278-279, 370-371, 454-455;
Literature Circles 50-51, 144-145, 266-267,
318-319, 402-403; Connect to the Informational
texts 18, 107, 144-145, 148, 149, 153, 322325, 461; Reflect On and Explain Personal
Connections to the Fiction Text 166, 167, 168170, 171, 412; Free-Choice Book Reflection 89,
183, 269, 361, 445, 525; Anchor Book projects,
88-89, 182-183, 268-269, 360-361, 444-445,
524-525; Reader’s Journal Responses, 13, 1617, 29, 41, 71, 79, 89, 107, 110-111, 135, 165,
171, 183, 199, 211, 229, 243, 251, 257, 269,
285, 297, 303, 309, 325, 333, 339, 343, 351,
361, 379, 395, 409, 423, 433, 445, 461, 464,
477, 483, 499, 505, 525; Thinking About the
Selection, 13, 29, 41, 70-71, 79, 107, 125, 135,
165, 171, 211, 229, 243, 251, 257, 297, 303,
325, 333, 339, 343, 351, 379, 395, 409, 423,
433, 461, 499; Writer’s Workshop, Response to
Literature: Literary Review, 314-317;
Historical/Cultural Influences 21, 22-28, 29, 3240, 41, 74-78, 114-124, 125, 130-134, 135,
158-164, 165, 167, 168-170, 171, 206-210,
211, 214-220, 221-228, 229, 246-250, 251,
254-256, 257, 307, 308, 309, 324, 350, 386394, 395, 413-422, 423, 426-427, 428-432,
433, 460, 461, 478-482, 483, 496-498, 499
•
Interpret and synthesize information.
SE/TE: Synthesize 171, 199, 309, 379, 464,
469, 502, 505, 511; Anchor Book projects, 8889, 182-183, 268-269, 360-361, 444-445, 524525; Thinking About the Selection, 13, 29, 41,
70-71, 79, 107, 125, 135, 165, 171, 211, 229,
243, 251, 257, 297, 303, 325, 333, 339, 343,
351, 379, 395, 409, 423, 433, 461, 499;
Writer’s Workshop, Response to Literature:
Literary Review, 314-317; Writer’s Workshop,
Exposition: Writing for Assessment 356-359
1
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
•
Critically analyze print and other forms
of communication.
SE/TE: Analyze, 29, 31, 41, 43, 55, 59, 70-71,
73, 79, 111, 113, 125, 127, 129, 135, 149, 153,
155, 157, 165, 167, 171, 199, 203, 211, 213,
229, 240, 243, 245, 251, 253, 257, 285, 289,
290, 297, 303, 305, 309, 339, 341, 343, 345,
351, 383, 395, 412, 423, 433, 461, 469, 483,
484, 504, 505, 509, 514; Introduction to Fiction
and Nonfiction 6-7; Introduction to the Novel
100-101; Introduction to Nonfiction 194-195;
Introduction to Prose and Poetry 280-281;
Introduction to Drama 372-373; Literary
Analysis, Narrative Texts 18-21; from Nisei
Daughter 22-28; Thinking About the Selection,
Nisei Daughter 29; Literary Analysis, Reflective
Writing 202-203; Author’s Style 204-206; from
Melting Pot 206-210; Thinking About the
Selection, Melting Pot 211; Literary Analysis,
Expository Writing 244-245; The Shutout 246250; Thinking About the Selection, The Shutout,
251; Literary Analysis, Persuasive Writing 252253; All Together Now 254-256; Thinking About
the Selection, All Together Now 257; Literary
Analysis, Forms of Poetry 344-345; Annabel Lee
346-347; Describe Somebody 348-349; Three
Haiku 351; Thinking About the Selections,
Annabel Lee, Describe Somebody, and Three
Haiku 351
•
Use effective sentence construction and
edit for improvements in sentence
formation, usage, mechanics, and
spelling.
SE/TE:Author’s Style, Directions, Rewrite the
second original sentence using your own style
204-205; Language Coach, Sentence Functions,
Include dialogue in your description that includes
each of the four sentence types, 230; Avoiding
Sentence Fragments and Run-On Sentences
231; Language Coach, Simple and Compound
Sentences 260; Complex Sentences 261;
Language Coach, Coordinating Conjunctions
310; Subordinating Conjunctions 311; The
Research Process, Revising Checklist, Sentence
Structure 506; Unit Review, Standardized Test
Practice, Language Coach: Grammar 273;
Writer’s Workshop, Editing – Be Your Own
Language Coach 49, 87, 143, 181, 235, 265,
317, 359, 401, 443, 491, 511, 523
2
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
•
Interpret and evaluate a wide range of
literature.
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE/TE: Unit Book Choices, xx-3, 94-97, 188191, 274-277, 366-369, 450-453; Reading
Selections 10-12, 19, 20, 22-28, 31, 32-40, 42,
55, 56-58, 61, 62-63, 64-69, 73, 74-78, 103,
105-106, 111, 113, 114-124, 130-134, 151152, 155, 158-164, 167, 168-170, 198, 203,
205, 206-210, 213, 214-220, 221-228, 239,
241-242, 245, 246-250, 253, 254-256, 284,
289, 290, 291-292, 293-294, 295-296, 298302, 305, 306, 307, 324, 327, 328-329, 330,
332, 334-338, 341, 342, 345, 346-347, 348349, 350, 377-378, 383, 385, 386-394, 408,
411-412, 413-422, 426-427, 428-432, 459,
460, 470, 475-476, 479-480, 481-482, 485,
496-498; Ready for a Free-Choice Book, 59,
153, 243, 325, 409, 499; Free-Choice Book
Reflection 89, 183, 269, 361, 445, 525
Strands: Oral Language, Written Language, and Other Media/Technology
S1.0 The student will construct meaning from a wide range of texts and create multiple
forms of communication.
Expressive Communication
B1.01 The student will use language to express individual perspectives in response to
personal, social, cultural, and historical issues.
CI 1 The student will narrate (write or tell) an expressive account (fictional or nonfictional) which:
a.
demonstrates a coherent organizing
structure appropriate to purpose,
audience, and context.
SE/TE: Writer’s Workshop, Description:
Descriptive Essay, 46-49; Writer’s Workshop,
Narration: Short Story 140-143; Writer’s
Workshop, Narration: Autobiographical 232-235;
Writer’s Workshop, Research: Multimedia
Presentation 520-523; Listening and Speaking
Workshop, Reader’s Theater 172-173; Listening
and Speaking Workshop, Reading Poetry Aloud
352-353; Listening and Speaking Workshop,
Reading Drama Aloud 434-435
b.
engages the reader/listener through
personal perspectives.
SE/TE: Language Coach, Show, Don’t Tell 44;
Drafting- Get It on Paper, Provide Elaboration,
47; Drafting – Get It on Paper 141; Listening
and Speaking Workshop, Reading Drama Aloud,
Select a Scene 434; Writer’s Workshop,
Research: Multimedia Presentation 520-523
c.
establishes the significance of events.
SE/TE: Prewriting – Plan It Out 46; Identify a
Conflict 140; Create the Plot 141; List Ideas
232; Shape Your Writing 233; Provide
Elaboration 233; Listening and Speaking
Workshop, Reading Drama Aloud, Select a Scene
434
3
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
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CI 2 The student will respond to expressive materials that are read, heard, and/or viewed by:
a.
monitoring comprehension and applying
fix-up strategies.
SE/TE: Writing About Your Anchor Book,
Reader’s Journal 16-17; Literary Analysis,
Narrative Texts, Guidelines for Marking a
Narrative Text 19; from The Medicine Bag 2021; from Nisei Daughter 22-28; Thinking About
the Selection, from Nisei Daughter 29;
Introduction to Nonfiction, Reflective Writing
194; Literary Analysis, Reflective Writing 202204; from Melting Pot 206-210; From the Novel
Dragonwings 426-427; From the Dramatization
of Dragonwings 428-432; Thinking About the
Selection, from Melting Pot 211; Thinking About
the Selections, from the Novel Dragonwings and
from the Dramatization of Dragonwings, 433
b.
visualizing.
SE/TE: Thinking About the Selections, In Just-,
A Child’s Painting, and Who Burns for the
Perfection of Paper 297; Question 3, Analyze
305; Listening and Speaking Workshop,
Analyzing Media Messages 516-517
c.
making connections text-to-text, text-toself and text-to-world.
SE/TE: Comparing Literary Works, Setting and
Mood 72-73; from An American Childhood 7478; Thinking About the Selections, from An
American Childhood and The War of the Wall 79;
Comparing Literary Works, Theme 166-167; The
Luckiest Time of All 168-170; Thinking About the
Selections, An Hour With Abuelo and The
Luckiest Time of All 171; Comparing Literary
Works, Biography and Autobiography 212-213;
from Harriet Tubman, Conductor on the
Underground Railroad 214-220; from Red Scarf
Girl, A Memoir of the Cultural Revolution 221228; Thinking About the Selections, Harriet
Tubman, Conductor on the Underground
Railroad and Red Scarf Girl, A Memoir of the
Cultural Revolution 229; Comparing Literary
Works, Figurative Language 304-305; Fame Is a
Bee and Fog 306; Mother to Son 307; Thinking
About the Selections, Fame Is a Bee, Fog, and
Mother to Son 309; Comparing Literary Works,
Dramatization 424-425; Reflect on and Explain
Personal Connections to the Fiction text 166,
167, 168-170, 171, 412; Free-Choice Book
Reflection 89, 183, 269, 361, 445, 525
4
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
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d.
making inferences during and after.
SE/TE: Thinking About the Selection, from Nisei
Daughter, Question 3, Infer 29; Question 3,
Infer 63; Question 7, Infer 71; Thinking About
the Selection, Trombones and Colleges, Question
3, Infer 135; Reading Skills, Making Inferences
148-150; Thinking About the Selection, An Hour
With Abuelo, Question 2, Infer 165; Thinking
About the Selections, Harriet Tubman,
Conductor on the Underground Railroad and Red
Scarf Girl, A Memoir of the Cultural Revolution,
Question 2, Infer 229; Thinking About the
Selection, from Novio Boy, Question 5, Infer
395; Thinking About the Selection, The White
Umbrella, Question 2, Infer 423; Thinking About
the Selections, from the Novel Dragonwings and
from the Dramatization of Dragonwings,
Question 3, Infer 433
e.
determining the main idea and/or
significance of events.
SE/TE: Reading Skills, Main idea and
Supporting Details, 238; Using Self-Stick Notes
to Track Supporting Details, 110-111
f.
making and adjusting predictions.
SE/TE: Question 3, Predict 61; Reading Skills,
Making Predictions 102; Question 5, Predict 125;
Question 1, Predict 129
g.
synthesizing information within and across
text and other media.
SE/TE: Anchor Book projects, 88-89, 182-183,
268-269, 360-361, 444-445, 524-525; Thinking
About the Selections, An Hour With Abuelo and
The Luckiest Time of All, Question 4, Synthesize
171; Thinking About the Selections, Fame Is a
Bee, Fog, and Mother to Son, Question 4,
Synthesize 309
h.
asking questions of themselves, the
authors they encounter, and the
information they process.
SE/TE: Literature Circles 50-51, 144-145, 266267, 318-319, 402-403; Understanding the Big
Question 4-5, 98-99, 192-193, 278-279, 370371, 454-455
CI 3 The student will interact appropriately in group settings by:
a.
responding to comments and questions.
SE/TE: Discussion Guidelines 51; Understanding
the Big Question 4-5, 98-99, 192-193, 278-279,
370-371, 454-455; Literature Circles 50-51,
144-145, 266-267, 318-319, 402-403
b.
offering personal opinions confidently
without dominating.
SE/TE: Discussion Guidelines 51; Understanding
the Big Question 4-5, 98-99, 192-193, 278-279,
370-371, 454-455; Literature Circles 50-51,
144-145, 266-267, 318-319, 402-403
c.
giving valid reasons that support opinions.
SE/TE: Discussion Guidelines 51; Understanding
the Big Question 4-5, 98-99, 192-193, 278-279,
370-371, 454-455; Literature Circles 50-51,
144-145, 266-267, 318-319, 402-403; Literary
Analysis, Narrative Texts, Partner Activity 18
5
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
d.
requesting and respecting another
person’s opinion.
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE/TE: Discussion Guidelines 51; Understanding
the Big Question 4-5, 98-99, 192-193, 278-279,
370-371, 454-455; Literature Circles 50-51,
144-145, 266-267, 318-319, 402-403
CI 4 The student will reflect on learning experiences by:
a.
analyzing learning growth and changes in
personal perspective.
SE/TE: Monitoring Your Progress 52-53, 146147, 236-237, 321-322, 404-405, 492-493;
Understanding the Big Question 4-5, 98-99,
192-193, 278-279, 370-371, 454-455;
Literature Circles 50-51, 144-145, 266-267,
318-319, 402-403
b.
interpreting how personal circumstances
and background shape interaction with
text.
SE/TE: Understanding the Big Question 4-5, 9899, 192-193, 278-279, 370-371, 454-455;
Literature Circles 50-51, 144-145, 266-267,
318-319, 402-403; Anchor Book projects, 8889, 182-183, 268-269, 360-361, 444-445, 524525
c.
generating a learning log or journal.
SE/TE: Reader’s Journal 13, 16-17, 29, 41, 71,
79, 89, 107, 110-111, 135, 165, 171, 183, 199,
211, 229, 243, 251, 257, 269, 285, 297, 303,
309, 325, 333, 339, 343, 351, 361, 379, 395,
409, 423, 433, 445, 461, 464, 477, 483, 499,
505, 525
d.
maintaining an annotated list of works
read/viewed.
SE/TE: Opportunities to Address, Reader’s
Journal 13, 16-17, 29, 41, 71, 79, 89, 107, 110111, 135, 165, 171, 183, 199, 211, 229, 243,
251, 257, 269, 285, 297, 303, 309, 325, 333,
339, 343, 351, 361, 379, 395, 409, 423, 433,
445, 461, 464, 477, 483, 499, 505, 525
Informative Communication
B1.02 The student will synthesize and use information from a variety of sources.
CI 1 The student will respond to informative materials that are read, heard, and/or viewed by:
a. monitoring comprehension and applying
fix-up strategies.
SE/TE: Informational Texts/Selections
(informational text, journal, essay, memoir,
biographies, autobiographies, speeches, internet
text/page), Marking the Text 10-12, 19, 22-28,
42, 55, 56-58, 74-78, 103, 105-106, 151-152,
198, 203, 205, 206-210, 213, 214-220, 221228, 239, 241-242, 245, 246-250, 253, 254256, 284, 324, 377-378, 408, 459, 460, 470,
475-476, 479-480, 481-482, 485, 496-498;
Literary Analysis, Expository Writing 244-245;
Analyzing an Informational Text, Reading a
Science Article 484-485; Reading Skills,
Summarizing 494-495; The Ancient Ones 496498; Thinking About the Selection, The Ancient
Ones 499
6
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
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b. making connections text-to-text, text-toself and text-to-world.
SE/TE: Organizing Nonfiction 195; Comparing
Literary Works, Biography and Autobiography
212-213; from Harriet Tubman, Conductor on
the Underground Railroad 214-220; from Red
Scarf Girl, A Memoir of the Cultural Revolution
221-228; Thinking About the Selections, from
Harriet Tubman, Conductor on the Underground
Railroad 229; What Should We Learn? 188-191;
What Is the Best Way to Communicate? 274277; Community or Individual: Which is More
Important? 450-453; Understanding the Big
Question 192-193, 278-279, 454-455; Link to
Real Life, 103-104, 324; The Research Process,
Finding Reliable Sources, 470-471; Comparing
Source Texts, Primary and Secondary Sources
478; Achieving the Dream 479-480; from The
American Dream 481-482; Thinking About the
Research Process, Achieving the Dream and
from The American Dream 483
a.
making inferences during and after.
SE/TE: Thinking About the Selection, Nisei
Daughter, Question 3, Infer 29; Reading Skills,
Making Inferences 148-150; What Are Memories
Made of? 151-152; Thinking About the Selection,
What Are Memories Made of? 153; Thinking
About the Selections, from Harriet Tubman,
Conductor on the Underground Railroad,
Question 2, Infer 229; Thinking About the
Selection, Chico Mendes and the Amazon Rain
Forest, Question 2, Infer 325; Thinking About
the Selection, Kabuki and Noh Plays, Question 3,
Infer 461
b.
determining the importance and accuracy
of information.
SE/TE: Question 4, Evaluate 13; Analyzing an
Informational Text, Step-by-Step Instructions
42-43; Introduction to Nonfiction 194; Literary
Analysis, Expository Writing 244-245; The
Shutout 246-250; Thinking About the Selection,
The Shutout 251; Determine What Information
Is Factual and What Is Not 198; The Research
Process, Finding Reliable Sources, 470-471;
Analyzing an Informational Text, Reading a
Science Article, Question 4, Assess 484
c.
making and adjusting predictions.
SE/TE: Reading Skills, Making Predictions 102104; Surfing’s Dynamic Duo 105-106; Thinking
About the Selection, Surfing’s Dynamic Duo 107;
Question 3, Predict 153
d.
restating and summarizing information.
SE/TE: Question 1, Summarize 251; Reading
Skills, Summarizing 494-495; The Ancient Ones
496-498; Thinking About the Selection, The
Ancient Ones, 499
7
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
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e.
synthesizing information within and across
text and other media.
SE/TE: Question 2, Synthesize 199; Thinking
About the Selection, The Human Eye, Question
5, Synthesize 379; Compare and Contrast 89,
183, 269, 361, 445, 525; The Research Process,
Choosing Your Topic 464; Question 1,
Synthesize 466; Thinking About the Research
Process, Choosing and Narrowing Your Topic,
Question 3, Synthesize 469; Graphic Organizer
Method 502-503; Thinking About the Research
Process, Drafting 505
f.
asking questions of themselves, the
authors they encounter, and the
information they process.
SE/TE: Writing About Your Anchor Book,
Reader’s Journal 16-17; Literature Circles 50-51,
144-145, 266-267, 318-319, 402-403;
Understanding the Big Question 4-5, 98-99,
192-193, 278-279, 370-371, 454-455; Author’s
Purpose, The Shutout 246-250
g.
comparing and/or contrasting information.
SE/TE: Compare and Contrast 89, 183, 269,
361, 445, 525; Reading Skills, Compare and
Contrast 458-459; Kabuki and Noh Plays 460;
Thinking About the Selection, Kabuki and Noh
Plays 461
CI 2 The student will use multiple sources of print and different forms of information in developing
and presenting informative materials (such as brochures, newsletters, and power point
presentations) through:
a.
identifying and using appropriate primary
and secondary sources.
SE/TE: Comparing Source Texts, Primary and
Secondary Sources 478; Achieving the Dream
479-480; from The American Dream 481-482;
Thinking About the Research Process, Achieving
the Dream and from The American Dream 483
b.
comparing, contrasting, and evaluating
information from different sources about
the same topic.
SE/TE: Reading Skills Compare and Contrast
458; The Research Process, Choosing Your Topic
464; Narrowing Your Topic 465; Research,
Question 4, Apply 467; Thinking About the
Research Process, Choosing and Narrowing Your
Topic 469; The Research Process, Finding
Reliable Sources, 470-471; Comparing Source
Texts, Primary and Secondary Sources 478;
Achieving the Dream 479-480; from The
American Dream 481-482; Thinking About the
Research Process, Achieving the Dream and
from The American Dream 483
c.
evaluating information for insignificant
details, inconsistencies, relevant facts, and
organization.
SE/TE: The Research Process, Finding Reliable
Sources, 470-471; Analyzing an Informational
Text, Reading a Science Article, Question 4,
Assess 484
8
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
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Persuasive Communication
B1.03 The student will refine the understanding and use of persuasion.
CI 1 The student will explore and analyze persuasive works that are read, heard and/or viewed by:
a.
monitoring comprehension and applying
fix-up strategies.
SE/TE: Reading Skills, Fact and Opinion 196197; Literary Analysis, Persuasive Writing 252253; All Together Now 254-256; Thinking About
the Selection, All Together Now 257
b.
making connections text-to-text, text-toself and text-to-world.
SE/TE: Reading Skills, Fact and Opinion 196197; Literary Analysis, Persuasive Writing 252253; All Together Now 254-256; Thinking About
the Selection, All Together Now, Question 4,
Compare 257
c.
making inferences.
SE/TE: Reading Skills, Making Inferences 148149
d.
determining the importance and accuracy
of information.
SE/TE: Literary Analysis, Persuasive Writing
252-253; Listening and Speaking Workshop,
Delivering a Persuasive Speech 258-259
e.
synthesizing information within and across
text and other media.
SE/TE: Thinking About the Selection, Hanging
Up On Cell Phones, Question 2, Synthesize 199;
Thinking About the Selection, All Together Now,
Question 4, Compare 257; Listening and
Speaking Workshop, Analyzing Media Messages
516-517
f.
comparing and/or contrasting information.
SE/TE: Thinking About the Selection, All
Together Now, Question 4, Compare 257;
Comparing Source Texts, Primary and
Secondary Sources 478; Achieving the Dream
479-480; from The American Dream 481-482;
Listening and Speaking Workshop, Analyzing
Media Messages, 2 Research and Analyze the
Messages 516
g.
summarizing the author’s purpose and
stance.
SE/TE: Reading Skills, Author’s Purpose 54-55;
Laptop vs. Learning 56-59; Thinking About the
Selection, Laptop vs. Learning 59; Reading
Skills, Summarizing 494
h.
distinguishing between fact and opinion.
SE/TE: Reading Skills, Fact and Opinion 196197; In the News, Hanging Up on Cell Phones
198; Thinking About the Selection, Hanging Up
On Cell Phones 199
i.
identifying the arguments and positions
stated or implied and the evidence used to
support them.
SE/TE: Laptop vs. Learning 56-59; Thinking
About the Selection, Laptop vs. Learning 59;
Reading Skills, Fact and Opinion 197; In the
News, Hanging Up on Cell Phones 198; Thinking
About the Selection, Hanging Up On Cell Phones
199; Literary Analysis, Persuasive Writing 252253; All Together Now 254-256; Thinking About
the Selection, All Together Now 257
9
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
j.
recognizing bias, emotional factors, and/or
semantic slanting.
SE/TE: Laptop vs. Learning 56-59; Thinking
About the Selection, Laptop vs. Learning 59;
Reading Skills, Fact and Opinion 197; In the
News, Hanging Up on Cell Phones 198; Thinking
About the Selection, Hanging Up On Cell Phones
199; Literary Analysis, Persuasive Writing 252253; All Together Now 254-256; Thinking About
the Selection, All Together Now 257
k.
examining the effectiveness of style, tone,
and use of language.
SE/TE: Laptop vs. Learning 56-59; Thinking
About the Selection, Laptop vs. Learning 59;
Reading Skills, Fact and Opinion 197; In the
News, Hanging Up on Cell Phones 198; Thinking
About the Selection, Hanging Up On Cell Phones
199; Literary Analysis, Persuasive Writing 252253; All Together Now 254-256; Thinking About
the Selection, All Together Now 257
l.
examining the importance and impact of
establishing a position or point-of-view.
SE/TE: Listening and Speaking Workshop,
Delivering a Persuasive Speech 258-259;
Writer’s Workshop, Persuasion: Persuasive Essay
262-265; Connecting to Your Anchor Book,
Anchor Book Projects, Letter to the Editor 524
m. making connections between works, self
and related topics.
SE/TE: Listening and Speaking Workshop,
Delivering a Persuasive Speech 258-259;
Writer’s Workshop, Persuasion: Persuasive Essay
262-265; Connecting to Your Anchor Book,
Anchor Book Projects, Letter to the Editor 524
n.
SE/TE: Editorial, In the News, Hanging Up on
Cell Phones 198; Discussing Your Anchor Book,
Literature Circles, Asking Questions 402-403;
Writer’s Workshop, Research: Interview Report:
Asking Questions, 398-401
questioning and responding to public
documents (such as, but not limited to,
editorials, reviews, local/state/national
policies/issues).
CI 2 The student will explore and analyze the problem-solution process by:
a.
studying problems and solutions within
various texts and situations.
SE/TE: Literary Analysis, Types of Organization,
Problem-and-solution 244
b.
utilizing the problem-solution process
within various contexts/situations.
SE/TE: Listening and Speaking Workshop,
Delivering a Persuasive Speech 258-259;
Writer’s Workshop, Persuasion: Persuasive Essay
262-265; Connecting to Your Anchor Book,
Anchor Book Projects, Letter to the Editor 524
c.
constructing essays/presentations that
respond to a given problem by proposing a
solution that includes relevant details.
SE/TE: Listening and Speaking Workshop,
Delivering a Persuasive Speech 258-259;
Writer’s Workshop, Persuasion: Persuasive Essay
262-265; Connecting to Your Anchor Book,
Anchor Book Projects, Letter to the Editor 524
10
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
d.
recognizing and/or creating an organizing
structure appropriate to purpose,
audience, and context.
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE/TE: Listening and Speaking Workshop,
Delivering a Persuasive Speech 258-259;
Writer’s Workshop, Persuasion: Persuasive Essay
262-265; Connecting to Your Anchor Book,
Anchor Book Projects, Letter to the Editor 524
CI 3 The student will study and create arguments that persuade by:
a.
understanding the importance of
establishing a firm judgment.
SE/TE: Writer’s Workshop, Student Model:
Writing 180; Listening and Speaking Workshop,
Delivering a Persuasive Speech 258-259;
Writer’s Workshop, Persuasion: Persuasive Essay
262-265; Connecting to Your Anchor Book,
Anchor Book Projects, Letter to the Editor 524
b.
justifying the judgment with logical,
relevant reasons, clear examples, and
supporting details.
SE/TE: Connecting to Your Anchor Book, Anchor
Book Projects, Hold a Debate 182; Listening and
Speaking Workshop, Delivering a Persuasive
Speech 258-259; Writer’s Workshop,
Persuasion: Persuasive Essay 262-265;
Connecting to Your Anchor Book, Anchor Book
Projects, Letter to the Editor 524
c.
creating an organizing structure
appropriate to purpose, audience, and
context.
SE/TE: Connecting to Your Anchor Book, Anchor
Book Projects, Hold a Debate 182; Writer’s
Workshop, Workplace Writing: Business Letter,
178-181; Listening and Speaking Workshop,
Delivering a Persuasive Speech 258-259;
Writer’s Workshop, Persuasion: Persuasive Essay
262-265; Connecting to Your Anchor Book,
Anchor Book Projects, Letter to the Editor 524
Critical Communication
B1.04 The student will refine critical thinking skills and create criteria to evaluate print
and other media materials.
CI 1 The student will analyze the purpose of the author or creator by:
a.
monitoring comprehension.
SE/TE: Reading Skills, Author’s Purpose 54-55;
Laptop vs. Learning 56-59; Thinking About the
Selection, Laptop vs. Learning 59
b.
examining and evaluating any bias,
apparent or hidden messages, emotional
factors, and/or propaganda techniques.
SE/TE: Laptop vs. Learning 56-59; Thinking
About the Selection, Laptop vs. Learning 59;
Reading Skills, Fact and Opinion 197; In the
News, Hanging Up on Cell Phones 198; Thinking
About the Selection, Hanging Up On Cell Phones
199; Literary Analysis, Persuasive Writing 252253; All Together Now 254-256; Thinking About
the Selection, All Together Now 257
c.
understanding the effects of author’s craft
on the reader/viewer/listener.
SE/TE: Writer’s Workshop, Response to
Literature: Literary Review 314-317
11
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
CI 2 The student will analyze, develop, and apply (with assistance) appropriate criteria to evaluate
the quality of the communication by:
a.
using knowledge of language structure and
literary or media techniques.
SE/TE: Writer’s Workshop, Response to
Literature: Literary Review 314-317; Listening
and Speaking Workshop, Analyzing Media
Messages 516-517
b.
drawing conclusions based on relevant
evidence, reasons, and information.
SE/TE: Writer’s Workshop, Response to
Literature: Literary Review 314-317; Reading
Skills, Drawing Conclusions, 322-323
c.
considering the impact of those
conclusions.
SE/TE: Writer’s Workshop, Response to
Literature: Literary Review 314-317; Reading
Skills, Drawing Conclusions, 322-323
CI 3 The student will recognize and develop the stance of a critic by:
a.
considering and presenting alternative
points of view or reasons.
SE/TE: Timed Writing: Evaluation (Critical
Stance) 493
b.
creating a critical response/review of a
work/topic.
SE/TE: Free-Choice Book Reflection 89, 183,
269, 361, 445, 525; Writer’s Workshop,
Response to Literature: Literary Review 314317; Timed Writing: Evaluation (Critical Stance)
493
Literary Genres
B1.05 The student will respond to various literary genres using interpretive and
evaluative processes.
CI 1 The student will increase fluency, comprehension, and insight through a
comprehensive literacy program by:
a.
reading self-selected literature and other
materials of individual interest.
meaningful and
SE/TE: Unit Book Choices xx, 1-3, 94, 95-97,
188, 189-191, 274, 275-277, 366, 367-369,
450, 451-453; Ready for a Free-Choice Book,
59, 153, 243, 325, 409, 499; Reading Selections
10-13, 20, 22-26, 27-28, 31, 32-40, 55, 56-58,
61, 62-63, 64-69, 73, 74-78, 105-106, 111,
113, 114-124, 130-134, 151-152, 155, 158164, 167, 168-170, 198, 203, 205, 206-210,
213, 214-220, 221-228, 239, 241-242, 245,
246-250, 253, 254-256, 284, 289, 291-292,
293-294, 295-296, 298-302, 305, 307, 324,
327, 328-329, 330, 332, 334-336, 337-338,
341, 342, 345, 346-347, 348-349, 350, 375,
377-378, 383, 385, 386-394, 408, 411-412,
413-422, 424, 426-427, 428-430, 431-432,
460, 475-476, 478, 479-480, 481-482, 485,
496-498
12
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
b.
reading literature and other materials
selected by the teacher.
SE/TE: Reading Selections 10-13, 20, 22-26,
27-28, 31, 32-40, 55, 56-58, 61, 62-63, 64-69,
73, 74-78, 105-106, 111, 113, 114-124, 130134, 151-152, 155, 158-164, 167, 168-170,
198, 203, 205, 206-210, 213, 214-220, 221228, 239, 241-242, 245, 246-250, 253, 254256, 284, 289, 291-292, 293-294, 295-296,
298-302, 305, 307, 324, 327, 328-329, 330,
332, 334-336, 337-338, 341, 342, 345, 346347, 348-349, 350, 375, 377-378, 383, 385,
386-394, 408, 411-412, 413-422, 424, 426427, 428-430, 431-432, 460, 475-476, 478,
479-480, 481-482, 485, 496-498; Unit Book
Choices xx, 1-3, 94, 95-97, 188, 189-191, 274,
275-277, 366, 367-369, 450, 451-453
c.
assuming an active role in teacher-student
conferences.
SE/TE: Discussing Your Anchor Book, Literature
Circles 50-51, 144-145, 266-267, 318-319, 402403
d.
engaging in small group discussions.
SE/TE: Discussing Your Anchor Book, Literature
Circles 50-51, 144-145, 266-267, 318-319, 402403; Discussion Guidelines, 51
e.
taking an active role in whole class
discussions.
SE/TE: Understanding the Big Question 4-5, 9899, 192-193, 278-279, 370-371, 454-455;
Getting Ready for Your Anchor Book 6-7, 100101, 194-195, 280-281, 372-373, 456-457
13
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
f.
analyzing the effects on texts of such
literary devices as figurative language,
dialogue, flashback, allusion and irony.
SE/TE: Introduction to Prose and Poetry,
Figurative Language, 280; Comparing Literary
Works, Figurative Language 304-309; Literary
Analysis: Sound Devices, Rhythm, and Meter
326-339; Unit Review, Standardized Test
Practice, Literary Analysis: Elements of Prose
and Poetry, 363-364; Monitoring Your Progress,
Standardized Test Practice, Question 2, Simile
320; Literary Analysis: Elements of Prose and
Poetry 321; Literary Analysis, Dialogue and
Stage Directions 382-383; from Novio Boy 386394; Thinking About the Selection from Novio
Boy 395; Comparing Literary Works,
Dramatization 424; from the dramatization of
Dragonwings 428-432; Thinking About the
Selection from the novel Dragonwings and the
dramatization of Dragonwings 433; Literary
Analysis, Flashback 126-127; Foreshadowing,
128-129, Trombones and Colleges, Flashback
and Foreshadowing, 130-134; Thinking About
the Selection, Trombones and Colleges 135;
Literary Analysis, Allusion 340-341;
Understanding Irony, 156-157; An Hour with
Abuelo, Irony 158-164; Thinking About the
Selection, An Hour with Abuelo 165; Author’s
Style, Tone, 204-205; Understanding Tone 290;
In Just 291-292; A Child’s Painting 293-294;
Who Burns for the Perfection to Paper 294-296;
Thinking About the Selections, In Just, A Child’s
Painting, Who Burns for the Perfection to Paper
297; The Trout 298-302; Thinking About the
Selection, The Trout 303
g.
analyzing examples of distortion and
stereotypes.
SE/TE: Opportunities to address: Reading Skills,
Fact and Opinion, 196-199
14
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
h.
analyzing the effects of such elements as
plot, theme, point of view,
characterization, mood, and style.
SE/TE: Introduction to Fiction and Nonfiction,
Elements of Fiction 6; Literary Analysis,
Narrative Texts, Elements 18-19; Introduction to
the Novel 100-101; Literary Analysis, Learning
About Plot 112-113, Rules of the Game 114124; Thinking About the Selection, from Rules of
the Game 125; Comparing Literary Works,
Theme 166-167; The Luckiest Time of All, 168170; Thinking About the Selections, An Hour
With Abuelo and The Luckiest Time of All 171;
Thinking About the Selection, Question 5,
Analyze 343; Point of view, 62-63; Literary
Analysis, Character 60-61; Stolen Day 64-69;
Thinking About the Selection, Stolen Day 70-71;
Literary Analysis, Characterization 154-155; An
Hour with Abuelo 158-164; Thinking About the
Selection, An Hour with Abuelo 165;
Introduction to Drama, Tragic Hero 373; Literary
Analysis, Character Motivation 410-412; The
White Umbrella 413-422; Thinking About the
Selection, The White Umbrella 423; Comparing
Literary Works, Setting and Mood, 72-73; from
An American Childhood 74-78; Thinking About
the Selections, from An American Childhood and
The War of the Wall, 79; Literary Analysis,
Imagery 288, 289; Author’s Style, 204-205;
from Melting Pot 206-210; Thinking About the
Selection, from Melting Pot 211
i.
analyzing themes and central ideas in
literature and other texts in relation to
personal issues/experiences.
SE/TE: Comparing Literary Works, Theme 166167; The Luckiest Time of All, 168-170; Thinking
About the Selections, An Hour With Abuelo and
The Luckiest Time of All 171; Thinking About the
Selection, Question 5, Analyze 343; Connect to
the Informational texts 18, 107, 144-145, 148,
149, 153, 322-325, 461; Reflect on and explain
personal connections to the Fiction text 166,
167, 168-170, 171, 412
j.
extending understanding by creating
products for different purposes, different
audiences and within various contexts.
SE/TE: Anchor Book Projects 88-89, 182-183,
268-269, 360-361, 444-445, 524-525; Reader’s
Journal Responses, 13, 16-17, 29, 41, 71, 79,
89, 107, 110-111, 135, 165, 171, 183, 199,
211, 229, 243, 251, 257, 269, 285, 297, 303,
309, 325, 333, 339, 343, 351, 361, 379, 395,
409, 423, 433, 445, 461, 464, 477, 483, 499,
505, 525; Writer’s Workshops 46-49, 84-87,
140-143, 178-181, 232-235, 262-265, 314-317,
356-359, 398-401, 440-443, 488-491, 520-523
15
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
k.
analyzing the connections of relationships
between and among characters, ideas,
concepts, and/or experiences.
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE/TE: Comparing Literary Works 72-79, 166171, 212-229, 304-309; Connect to the
Informational Texts 18, 107, 144-145, 148, 149,
153, 322-325, 461; Reflect on and Explain
Personal Connections to the Fiction text 166,
167, 168-170, 171, 412; Free-Choice Book
Reflection 89, 183, 269, 361, 445, 525
CI 2 The student will study the characteristics of literary genres (fiction, nonfiction, drama, and
poetry) through:
a.
reading a variety of text (e.g. mysteries,
novels, science fiction, historical
documents, newspapers, skits, lyric
poems).
SE/TE: Unit Book Choices, xx-3, 94-97, 188191, 274-277, 366-369, 450-453; Reading
Selections 10-12, 19, 20, 22-28, 31, 32-40, 42,
55, 56-58, 61, 62-63, 64-69, 73, 74-78, 103,
105-106, 111, 113, 114-124, 130-134, 151152, 155, 158-164, 167, 168-170, 198, 203,
205, 206-210, 213, 214-220, 221-228, 239,
241-242, 245, 246-250, 253, 254-256, 284,
289, 290, 291-292, 293-294, 295-296, 298302, 305, 306, 307, 324, 327, 328-329, 330,
332, 334-338, 341, 342, 345, 346-347, 348349, 350, 377-378, 383, 385, 386-394, 408,
411-412, 413-422, 426-427, 428-432, 459,
460, 470, 475-476, 479-480, 481-482, 485,
496-498; Ready for a Free-Choice Book, 59,
153, 243, 325, 409, 499
b.
analyzing what genre-specific
characteristics have on the meaning of the
work.
SE/TE: Introduction to Fiction and Nonfiction 67; Introduction to the Novel 100-101;
Introduction to Nonfiction 194-195; Introduction
to Prose and Poetry 280-281; Introduction to
Drama 372-373; Literary Analysis, Narrative
Texts 18-21; from Nisei Daughter 22-28;
Thinking About the Selection, Nisei Daughter 29;
Literary Analysis, Reflective Writing 202-203;
Author’s Style 204-206; from Melting Pot 206210; Thinking About the Selection, Melting Pot
211; Literary Analysis, Expository Writing 244245; The Shutout 246-250; Thinking About the
Selection, The Shutout, 251; Literary Analysis,
Persuasive Writing 252-253; All Together Now
254-256; Thinking About the Selection, All
Together Now 257; Literary Analysis, Forms of
Poetry 344-345; Annabel Lee 346-347; Describe
Somebody 348-349; Three Haiku 351; Thinking
About the Selections, Annabel Lee, Describe
Somebody, and Three Haiku 351
16
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
c.
analyzing how the author’s choice and use
of a genre shapes the meaning of the
literary work.
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE/TE: Discussing Your Anchor Book, Author’s
Perspective 266-267; Reading Skills, Author’s
Purpose, 54-55; Laptops vs. Learning 56-58;
Thinking About the Selection, Laptops vs.
Learning 59; Literary Analysis, Narrative Texts
18-21; from Nisei Daughter 22-28; Thinking
About the Selection, Nisei Daughter 29; Literary
Analysis, Reflective Writing 202-203; Author’s
Style 204-206; from Melting Pot 206-210;
Thinking About the Selection, Melting Pot 211;
Literary Analysis, Expository Writing 244-245;
The Shutout 246-250; Thinking About the
Selection, The Shutout, 251; Literary Analysis,
Persuasive Writing 252-253; All Together Now
254-256; Thinking About the Selection, All
Together Now 257; Literary Analysis, Forms of
Poetry 344-345; Annabel Lee 346-347; Describe
Somebody 348-349; Three Haiku 351; Thinking
About the Selections, Annabel Lee, Describe
Somebody, and Three Haiku 351; Introduction
to Fiction and Nonfiction 6-7; Introduction to the
Novel 100-101; Introduction to Nonfiction 194195; Introduction to Prose and Poetry 280-281;
Introduction to Drama 372-373
17
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
d.
analyzing what impact literary elements
have on the meaning of the text, such as
the influence of setting on the problem
and its resolution.
SE/TE: Introduction to Fiction and Nonfiction,
Elements of Fiction 6; Literary Analysis,
Narrative Texts, Elements 18-19; Introduction to
the Novel 100-101; Literary Analysis, Learning
About Plot 112-113, Rules of the Game 114124; Thinking About the Selection, from Rules of
the Game 125; Comparing Literary Works,
Theme 166-167; The Luckiest Time of All, 168170; Thinking About the Selections, An Hour
With Abuelo and The Luckiest Time of All 171;
Thinking About the Selection, Question 5,
Analyze 343; Point of view, 62-63; Literary
Analysis, Character 60-61; Stolen Day 64-69;
Thinking About the Selection, Stolen Day 70-71;
Literary Analysis, Characterization 154-155; An
Hour with Abuelo 158-164; Thinking About the
Selection, An Hour with Abuelo 165;
Introduction to Drama, Tragic Hero 373; Literary
Analysis, Character Motivation 410-412; The
White Umbrella 413-422; Thinking About the
Selection, The White Umbrella 423; Comparing
Literary Works, Setting and Mood, 72-73; from
An American Childhood 74-78; Thinking About
the Selections, from An American Childhood and
The War of the Wall, 79; Literary Analysis,
Imagery 288, 289; Author’s Style, 204-205;
from Melting Pot 206-210; Thinking About the
Selection, from Melting Pot 211
e.
identifying and analyzing text structures
(descriptive, sequence, cause and effect,
compare and contrast, and problemsolution).
SE/TE: Analyzing an Informational Text, Stepby-Step Instructions 42-43; Thinking About the
Selection, Laptops vs. Learning, Question 2,
Analyze Cause and Effect 59; Introduction to
Nonfiction, Organizing Nonfiction 195; Literary
Analysis, Narrative Texts 18-21; from Nisei
Daughter 22-28; Thinking About the Selection,
Nisei Daughter 29; Literary Analysis, Reflective
Writing 202-203;Literary Analysis, Expository
Writing 244-245; The Shutout 246-250;
Thinking About the Selection, The Shutout, 251
f.
identifying and analyzing text features
(e.g. layout, captions, headings).
SE/TE: Analyzing an Informational Text, Stepby-Step Instructions 42-43; Introduction to
Nonfiction 194-195; Analyzing an Informational
Text, Reading a Science Article, 484-485
18
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
S2.0 The student will apply knowledge of language structure and language conventions to
create, critique, and discuss print and other media.
Grammar and Language Usage
B2.01 The student will apply conventions of grammar and language usage.
CI 1 The student will model an understanding of conventional written and spoken expression by:
a.
using a variety of sentences correctly,
punctuating them properly, and avoiding
fragments and run-ons.
SE/TE: Author’s Style, Directions, Rewrite the
second original sentence using your own style
204-205; Language Coach, Sentence Functions,
Include dialogue in your description that includes
each of the four sentence types, 230; Avoiding
Sentence Fragments and Run-On Sentences
231; Language Coach, Simple and Compound
Sentences 260; Complex Sentences 261;
Language Coach, Coordinating Conjunctions
310; Subordinating Conjunctions 311; The
Research Process, Revising Checklist, Sentence
Structure 506; Unit Review, Standardized Test
Practice, Language Coach: Grammar 273
b.
using subject-verb agreement and verb
tense that are appropriate for the meaning
of the sentence.
SE/TE: Language Coach, Subject-Verb
agreement, 80; Unit Review, Standardized Test
Practice, Language Skills: Grammar 93
c.
applying the parts of speech to clarify
language usage.
SE/TE: Language Coach, Adjectives and
Articles, 174; Adverbs, 175; Degrees of
Adjectives and Adverbs 176; Coordinating
Conjunctions 310; Subordinating Conjunctions
311; Correlative Conjunctions 312; Interjection
313; Prepositions and Prepositional Phrases 354;
Singular and Plural Pronouns 81; Possessive
Pronouns and Pronoun-Antecedent Agreement
82; Indefinite Pronouns and Use of Who and
Whom 83; Subject-Verb Agreement 80; Active
and Passive Voice 136; Regular and Irregular
Verbs 137; Verb Tenses 138-139; Unit Review,
Standardized Test Practice, Language Skills:
Grammar 93, 187, 364-365
d.
using pronouns correctly, including clear
antecedents and correct case.
SE/TE: Singular and Plural Pronouns 81;
Possessive Pronouns and Pronoun-Antecedent
Agreement 82; Indefinite Pronouns and Use of
Who and Whom 83
e.
using phrases and clauses correctly,
including proper punctuation (e.g.
prepositional phrases, appositives,
dependent and independent clauses).
SE/TE: Language Coach, Adjective Clause 174;
Adverb Phrase 175; Infinitive Phrase 355;
Participial Phrases, 436-437; Prepositional
Phrases 354; Independent clause, 260-261;
Subordinate Clause, 261; Unit Review,
Standardized Test Practice, Language Skills:
Grammar 273, 365, 449
19
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
f.
determining the meaning of unfamiliar
vocabulary words using context clues, a
dictionary, a glossary, a thesaurus, and/or
structural analysis (roots, prefixes,
suffixes) of words.
SE/TE: Reading Skills, Context Clues 8-13;
Vocabulary Builder, Use Context Clues, As You
Read and After You Read 22, 28, 32, 40, 64, 69,
74, 78, 114, 124, 130, 134, 158, 164, 168, 170,
206, 210, 214, 220, 246, 250, 254, 256, 291,
296, 298, 302, 306, 307, 328, 332, 334, 338,
342, 346, 350, 386, 394, 413, 422, 426, 427,
428, 432, 479, 482; Vocabulary Building
Strategies, Use Context Clues 201, 287, 380,
381; Vocabulary Building Strategies, Use a
Dictionary 14, 108, 109, 201, 286, 380, 381,
462-463; Vocabulary Builder, After You Read,
Use a Dictionary 28, 40, 69, 78, 124, 134, 164,
170, 210, 220, 228, 250, 256, 296, 302, 307,
332, 338, 342, 350, 394, 422, 427, 432, 482;
Language Coach, Use a Dictionary 439, 519;
Vocabulary Builder, After You Read, Use a
Glossary 28, 40, 69, 78, 124, 134, 164, 170,
210, 220, 228, 250, 256, 296, 302, 307, 332,
338; Language Coach, Use a Glossary 519;
English and Spanish Glossary 530-534;
Vocabulary Builder, After You Read, Use a
Thesaurus 14, 28, 40, 47, 69, 78, 109, 124,
134, 164, 170, 210, 220, 228, 250, 256, 296,
302, 307, 332, 338, 342, 350, 394, 422, 427,
432, 519; Vocabulary Building Strategies, Use a
Thesaurus 380; Vocabulary Building Strategies,
Greek and Latin Roots, 200; Vocabulary Building
Strategies, Prefixes, 108-109; Vocabulary
Building Strategies, Suffixes, 14-15; Unit
Review, Standardized Test Practice, Language
Skills: Vocabulary 92, 186, 272-273, 364, 448
g.
extending vocabulary knowledge by
learning and using new words.
SE/TE: Academic Vocabulary 8, 54, 102, 148,
196, 238, 282, 322, 374, 406, 458, 494;
Vocabulary Building Strategies 14-15, 108-109,
200-201, 286-287, 380-381, 462-463Vocabulary
Builder 22-24, 27-28, 32-34, 38-40, 64-66, 69,
74-76, 78, 114-117, 124, 130-134, 158, 160,
162, 164, 168-170, 206-207, 210, 214-218,
220-221, 223-225, 227-228, 246-247, 249-250,
254-256, 291, 293, 295-296, 298-299, 301302, 306-307, 328, 330, 332, 334-336, 338,
342, 346-348, 350, 386, 391, 394, 413-415,
421-422, 426-430, 432, 479-480, 482;
Monitoring Your Progress, Standardized Test
Practice, Reading Skills: Context Clues 52; Unit
Review, Standardized Test Practice, Language
Skills: Vocabulary 92, 186, 272-273, 364, 448
20
SE = Student Edition
Literature, The Reader’s Journey, Grade 7 © 2009
Correlated to:
Sioux City Community Schools 2008-2009 Standards and Benchmarks for
Language Arts
(Grade 7)
SIOUX CITY COMMUNITY SCHOOLS
2008-2009 STANDARDS AND
BENCHMARKS FOR LANGUAGE ARTS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
h.
determining when and where dialects and
standard/nonstandard English usage are
appropriate.
SE/TE: Language Coach, Formal and Informal
Language, 396; Writer’s Workshop, Revising –
Make It Better 399; Editing – Be Your Own
Language Coach 401; Unit Review, Standardized
Test Practice, Language Skills: Grammar 449
i.
applying language conventions and usage
during oral presentations.
SE/TE: Listening and Speaking Workshop,
Delivering a Persuasive Speech 258-259;
Organize and Present Your Analysis 516-517;
Writer’s Workshop, Publishing – Share It! 87,
143, 265, 317, 443, 511, 523
j.
choosing language that is precise,
engaging, and well suited to topic and
audience.
SE/TE: Writer’s Workshop, Revising – Make It
Better 47, 85, 142, 179, 234, 263, 315, 358,
399, 441, 457, 489, 506-509, 521
k.
experiment with figurative language and
speech patterns.
SE/TE: Introduction to Prose and Poetry,
Figurative Language, 280; Comparing Literary
Works, Figurative Language 304-309; Listening
and Speaking Workshops 172-173, 258-259,
352-353, 434-435, 516-517; Literary Analysis:
Sound Devices, Rhythm, and Meter 326-339;
Unit Review, Standardized Test Practice, Literary
Analysis: Elements of Prose and Poetry, 363364; Monitoring Your Progress, Standardized
Test Practice, Question 2, Simile 320; Literary
Analysis: Elements of Prose and Poetry 321
CI 2 The student will continue to identify and edit errors in spoken and written English by:
a.
using common spelling rules, applying
common spelling patterns, and developing
and mastering an individualized list of
words that are commonly misspelled.
SE/TE: Language Coach, Spelling Tricky or
Difficult Words 177, 439; Spelling HighFrequency Words, 397; Unit Review,
Standardized Test Practice, Language Skills:
Spelling 187, 449; The Research Process,
Proofreading Checklist 511
b.
mastering proofreading symbols for
editing.
SE/TE: Writer’s Workshop, Editing – Be Your
Own Language Coach 49, 87, 143, 181, 235,
265, 317, 359, 401, 443, 491, 511, 523
c.
producing final drafts/presentations that
demonstrate accurate spelling and the
correct use of punctuation, capitalization,
and format.
SE/TE: Writer’s Workshop, Editing – Be Your
Own Language Coach 49, 87, 143, 181, 235,
265, 317, 359, 401, 443, 491, 511, 523;
Listening and Speaking Workshops 172-173,
258-259, 352-353, 434-435, 516-517
d.
listening to and monitoring self to correct
errors.
SE/TE: Discussing Your Anchor Book, Literature
Circles, Discussion Guidelines, Listen 51;
Literature Circles, Active Listening 319; Listening
and Speaking Workshop, Listen: Rubric for
Audience Self-Assessment 173, 259, 353, 435,
517
21
SE = Student Edition