Curriculum Package
2011-2012
English Language
Arts (7th Grade)
English Language Arts 7 is an integrated approach to reading, writing, and speaking
curriculum based on the Reading/Language Arts Frameworks for the California Public
Schools and the objectives contained within the STAR Achievement Test. This year
long class was originally created by Twin Rivers Unified School District Teachers for
use at the junior high school level.
Included
♦ Course Outline
...................
♦Unpacked Standards . . . . . . . . . . . . . . . . …
♦7th Grade Subject Area Standards
Assessment Skills Tested . . . .. . . . .
♦Subject Area Standards
Assessment Guide . . . . . . . .. . . . .
♦Testing Protocols . . . . . . . . . . . . . . . . . . .....
♦ On-Demand Auto-I Materials . . . ……….
♦ Character Analysis Materials . … … ……
♦ Oral Expository Speech Materials . . . . . . .
♦ELA Roots and Affixes. . . . . . . . . . . . . . .
♦7th Grade CST Blueprints
............
♦ CST and CAHSEE Comparison Chart….
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9
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“To inspire students to extraordinary achievement everyday!”
Dear TRUSD Educator,
Welcome to a new academic year!
This curriculum package has been created to help teachers and other instructional support personnel
plan instruction and prepare students for the subject area standards assessments. Additionally, this
curriculum package was written to promote high quality, standards-based instruction in all subject
areas.
Included you will find Expected Learning Outcomes, Course Outline, Unpacked Standards to help
establish the breadth and depth to which each content standard must be addressed, Subject Area
Standards Assessment Guides, and an appendix. The appendix contains a selection of helpful
instructional resources.
Curriculum development is a continuous process. As such, these packages are subject to periodic
revisions to reflect possible changes in student population and future amendments as the State
Educational Frameworks are being rewritten. Through the hard work and commitment of passionate
educators over many years, this curriculum package was made a reality. This document reflects the
common vision of these dedicated educators.
For questions about any section of this package, or to offer comments and suggestions for
improvements, please contact the Secondary Curriculum and Instruction Office.
Thank you.
Curriculum and Instruction
Secondary Division
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DEPARTMENT:
English Language Arts
COURSE TITLE:
ELA 7
GRADE LEVEL:
7
LENGTH:
1 Academic School Year
CREDITS:
N/A
PREREQUISITES: Consult Site Counselor
OTHER:
This course prepares students to meet A-G requirements
Course Description: English Language Arts 7 is a course designed for benchmark and strategic
students which focuses on the California Content Standards for seventh grade instruction. This is a
year long course. The areas covered are reading, writing, written and oral language conventions, and
listening and speaking.
TEXTBOOK:
The Language of Literature, McDougal Littell (adopted 2002)
SUPPLEMENTAL MATERIALS:
McDougal Littell support materials
District approved audio visual materials
COURSE OBJECTIVES:
Teachers are responsible for covering all the standards in the frameworks; however, in this
curriculum packet, the essential standards based on the California STAR Blueprints are highlighted
throughout the school year and will be assessed through Subject Area Standards Assessments
(SASA) and writing tests. These culminating tests will focus on the essential standards as a means to
measure mastery of those standards deemed critical for TRUSD students.
Instruction should be designed to cover multiple standards that will be measured in the culminating
assessment. This packet includes suggested prompts, culminating assessments, and complementary
rubrics outlining proficiency levels with corresponding California Content Standards in reading,
writing, written and oral conventions, and speaking and listening.
Teachers are expected to plan instruction in writing, written and oral conventions, vocabulary
development, reading comprehension. The following is a list of suggested instructional strategies
and assessment techniques.
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Suggested Teaching Strategies and Evaluation Techniques
SUGGESTED TEACHING
STRATEGIES:
Whole-group instructions and
discussions
Mini-lessons
Cooperative learning groups:
response groups for writing;
and literature
Modeling/imitative writing and
speaking
Role playing and dramatization
Individualized instruction
Independent practice
Meta-cognitive evaluations of
processes
Teacher/student conferencing
Group conferencing
Audio-visual assisted
instruction
Thematic approach
Individual and/or group
projects
Outside guest speakers
EVALUATION TECHNIQUES:
Teacher evaluation of student
writing
Self-assessment of writing
Teacher/student/parent
conferences
Portfolios
SAT 9
Publications
Participation
Assignments completed
Teacher assessment of
improvement
Observation
NOTE: A list of varied formative
assessments with descriptions and examples
can be found in the Appendix Section.
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ELA Standards for Grade 7
Mastery of a given standard will be achieved the year it is specified as key. Key
Standards are in bold and highlighted in grey. If a standard is not in bold, it is not
to imply that the standard is not to be taught.
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and
literary context clues, to determine the meaning of specialized vocabulary and to understand the
precise meaning of grade-level-appropriate words.
Vocabulary and Concept Development
1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.
1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand
content-area vocabulary.
1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the
essential ideas, arguments, and perspectives of the text by using their knowledge of text
structure, organization, and purpose.
Structural Features of Informational Materials
2.1 Understand and analyze the differences in structure and purpose between various
categories of informational materials (e.g., textbooks, newspapers, instructional manuals,
signs).
2.2 Locate information by using a variety of consumer, workplace, and public documents.
2.3 Analyze text that uses the cause-and-effect organizational pattern.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.4 Identify and trace the development of an author’s argument, point of view, or perspective
in text.
2.5 Understand and explain the use of a simple mechanical device by following technical
directions.
Expository Critique
2.6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support
claims and assertions, noting instances of bias and stereotyping.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect
and enhance their studies of history and social science. They clarify the ideas and connect them
to other literary works
3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short
story, novel, novella, essay).
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify events that advance the plot and determine how each event explains past or
present action(s) or foreshadows future action(s).
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3.3 Analyze characterization as delineated through a character’s thoughts, words, speech
patterns, and actions; the narrator’s description; and the thoughts, words, and actions of
other characters.
3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty,
and friendship; the effects of loneliness).
3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective
and objective) in narrative text and explain how they affect the overall theme of the work.
Literary Criticism
3.6 Analyze a range of responses to a literary work and determine the extent to which the literary
elements in the work shaped those responses.
WRITING
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of
the audience and purpose. Essays contain formal introductions, supporting evidence, and
conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus
1.1 Create an organizational structure that balances all aspects of the composition and uses
effective transitions between sentences to unify important ideas.
1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific
examples.
1.3 Use strategies of notetaking, outlining, and summarizing to impose structure on composition
drafts.
Research and Technology
1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation,
and research.
1.5 Give credit for both quoted and paraphrased information in a bibliography by using a
consistent and sanctioned format and methodology for citations.
1.6 Create documents by using word-processing skills and publishing programs; develop simple
databases and spreadsheets to manage information and prepare reports.
Evaluation and Revision
1.7 Revise writing to improve organization and word choice after checking the logic of the
ideas and the precision of the vocabulary.
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700
words in each genre. The writing demonstrates a command of standard American English and
the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.1 Write fictional or autobiographical narratives:
a. Develop a standard plot line (having a beginning, conflict, rising action, climax, and
denouement) and point of view.
b. Develop complex major and minor characters and a definite setting.
c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative
action, including movement, gestures, and expressions).
2.2 Write responses to literature:
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a. Develop interpretations exhibiting careful reading, understanding, and insight.
b. Organize interpretations around several clear ideas, premises, or images from the literary
work.
c. Justify interpretations through sustained use of examples and textual evidence.
2.3 Write research reports:
a. Pose relevant and tightly drawn questions about the topic.
b. Convey clear and accurate perspectives on the subject.
c. Include evidence compiled through the formal research process (e.g., use of a card catalog,
Reader’s Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries).
d. Document reference sources by means of footnotes and a bibliography.
2.4 Write persuasive compositions:
a. State a clear position or perspective in support of a proposition or proposal.
b. Describe the points in support of the proposition, employing well-articulated evidence.
c. Anticipate and address reader concerns and counterarguments.
2.5 Write summaries of reading materials:
a. Include the main ideas and most significant details.
b. Use the student’s own words, except for quotations.
c. Reflect underlying meaning, not just the superficial details.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
The standards for written and oral English language conventions have been placed between those
for writing and for listening and speaking because these conventions are essential to both sets of
skills.
1.0 Written and Oral English Language Conventions
Sentence Structure
1.1 Place modifiers properly and use the active voice.
Grammar
1.2 Identify and use infinitives and participles and make clear references between pronouns
and antecedents.
1.3 Identify all parts of speech and types and structure of sentences.
1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of
dependent clauses) and appropriate English usage (e.g., pronoun reference).
Punctuation
1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly.
Capitalization
1.6 Use correct capitalization.
Spelling
1.7 Spell derivatives correctly by applying the spellings of bases and affixes.
LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies
Deliver focused, coherent presentations that convey ideas clearly and relate to the background
and interests of the audience. Students evaluate the content of oral communication.
Comprehension
1.1 Ask probing questions to elicit information, including evidence to support the speaker’s claims
and conclusions.
1.2 Determine the speaker’s attitude toward the subject.
1.3 Respond to persuasive messages with questions, challenges, or affirmations.
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Organization and Delivery of Oral Communication
1.4 Organize information to achieve particular purposes and to appeal to the background and
interests of the audience.
1.5 Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in
relation to the audience.
1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye
contact, for effective presentations.
Analysis and Evaluation of Oral and Media Communications
1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speech’s
content and delivery and its overall impact upon the listener.
1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the
techniques used to achieve the effects in each instance studied.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical strategies
(e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command
of standard American English and the organizational and delivery strategies outlined in Listening
and Speaking.
2.1 Deliver narrative presentations:
a. Establish a context, standard plot line (having a beginning, conflict, rising action, climax,
and denouement), and point of view.
b. Describe complex major and minor characters and a definite setting.
c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific
narrative action (e.g., movement, gestures, expressions).
2.2 Deliver oral summaries of articles and books:
a. Include the main ideas of the event or article and the most significant details.
b. Use the student’s own words, except for material quoted from sources.
c. Convey a comprehensive understanding of sources, not just superficial details.
2.3 Deliver research presentations:
a. Pose relevant and concise questions about the topic.
b. Convey clear and accurate perspectives on the subject.
c. Include evidence generated through the formal research process (e.g., use of a card
catalog, Reader’s Guide to Periodical Literature, computer databases, magazines, news-papers,
dictionaries).
d. Cite reference sources appropriately.
2.4 Deliver persuasive presentations by:
a. stating a clear position or perspective in support of an argument or proposal, and
b. describing the points in support of the argument and employ well-articulated evidence.
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Deconstructing and Unpacking the Standards (Word Analysis)
*Only identified key standards are unpacked.
Course:
ELA 7
Key Standard: 1.1
Main Strand/ Unit:
1.0. Word Analysis, Fluency, and Systematic Vocabulary Development
Standard: (Deconstruct - Identify skill, topic, context)
1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.
Key Elements: (Unpack)
1. Identify idioms in prose.
2. Identify idioms in poetry.
3. Identify analogies in prose.
4. Identify analogies in poetry.
5. Identify metaphors in prose.
6. Identify metaphors in poetry.
7. Identify similes in prose.
8. Identify similes in poetry.
Course:
ELA 7
Key Standard: 1.2
Main Strand/ Unit:
1.0. Word Analysis, Fluency, and Systematic Vocabulary Development
Standard: (Deconstruct - Identify skill, topic, context)
1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area
vocabulary.
Key Elements: (Unpack)
1. Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand content-area vocabulary.
2. Use knowledge of Greek, Latin, and Anglo-Saxon affixes to understand content-area vocabulary.
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Deconstructing and Unpacking the Standards
Course:
ELA 7
Key Standard: 1.3
Main Strand/ Unit:
1.0. Word Analysis, Fluency, and Systematic Vocabulary Development
Standard: (Deconstruct - Identify skill, topic, context)
1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.
Key Elements: (Unpack)
1. Clarify word meanings through the use of definition context clues.
2. Clarify word meanings through the use of example context clues.
3. Clarify word meanings through the use of restatement context clues.
4. Clarify word meanings through the use of contrast context clues.
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Deconstructing and Unpacking the Standards (Reading)
Course:
ELA 7
Key Standard: 2.1
Main Strand/ Unit:
2.0 Reading Comprehension (Focus on Informational Materials)
Standard: (Deconstruct - Identify skill, topic, context)
2.1 Understand and analyze the differences in structure and purpose between various categories of
informational materials (e.g., textbooks, newspapers, instructional manuals, signs).
Key Elements: (Unpack)
1. Identify the differences in structure between various categories of informational materials (e.g.,
textbooks, newspapers, instructional manuals, signs).
2. Identify the differences in purpose between various categories of informational materials (e.g.,
textbooks, newspapers, instructional manuals, signs).
3. Analyze the differences in structure between various categories of informational materials (e.g.,
textbooks, newspapers, instructional manuals, signs).
4. Analyze the differences in purpose between various categories of informational materials (e.g.,
textbooks, newspapers, instructional manuals, signs).
Course:
ELA 7
Key Standard: 2.2
Main Strand/ Unit:
2.0 Reading Comprehension (Focus on Informational Materials)
Standard: (Deconstruct - Identify skill, topic, context)
2.2 Locate information by using a variety of consumer, workplace, and public documents.
Key Elements: (Unpack)
1. Locate information by using a variety of consumer, workplace, and public documents.
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Deconstructing and Unpacking the Standards
Course:
ELA 7
Key Standard: 2.4
Main Strand/ Unit:
2.0 Reading Comprehension (Focus on Informational Materials)
Standard: (Deconstruct - Identify skill, topic, context)
2.4 Identify and trace the development of an author’s argument, point of view, or perspective in
text.
Key Elements: (Unpack)
1. Identify the development of an author’s argument, point of view, or perspective in text.
2. Trace the development of an author’s argument, point of view, or perspective in text.
Course:
ELA 7
Key Standard: 2.5
Main Strand/ Unit:
2.0 Reading Comprehension (Focus on Informational Materials)
Standard: (Deconstruct - Identify skill, topic, context)
2.5 Understand and explain the use of a simple mechanical device by following technical directions.
Key Elements: (Unpack)
1. Describe the use of a simple mechanical device by following technical directions.
2. Explain the use of a simple mechanical device by following technical directions.
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Deconstructing and Unpacking the Standards
Course:
ELA 7
Key Standard: 2.6
Main Strand/ Unit:
2.0 Reading Comprehension (Focus on Informational Materials)
Standard: (Deconstruct - Identify skill, topic, context)
2.6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims
assertions, noting instances of bias and stereotyping.
Key Elements: (Unpack)
1. Assess the adequacy of the author’s evidence to support claims assertions, noting instances of bias
and stereotyping.
2. Assess the accuracy of the author’s evidence to support claims assertions, noting instances of bias
and stereotyping.
3. Assess the appropriateness of the author’s evidence to support claims assertions, noting instances
of bias and stereotyping.
Course:
ELA 7
Main Strand/ Unit:
3.0 Literary Response and Analysis
Key Standard: 3.2
Standard: (Deconstruct - Identify skill, topic, context)
3.2 Identify events that advance the plot and determine how each event explains past or present
action(s) or foreshadows future action(s).
Key Elements: (Unpack)
1. Identify events that advance the plot.
2. Determine how each event explains past or present action(s) or foreshadows future action(s).
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Deconstructing and Unpacking the Standards
Course:
ELA 7
Main Strand/ Unit:
3.0 Literary Response and Analysis
Key Standard: 3.3
Standard: (Deconstruct - Identify skill, topic, context)
3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns,
and actions; the narrator’s description; and the thoughts, words, and actions of other characters.
Key Elements: (Unpack)
1. Analyze characterization as delineated through a character’s thoughts.
2. Analyze characterization as delineated through a character’s words and speech patterns.
3. Analyze characterization as delineated through a character’s actions.
4. Analyze characterization as delineated through the narrator’s description.
5. Analyze characterization as delineated through the thoughts, words, and actions of other
characters.
Course:
ELA 7
Main Strand/ Unit:
3.0 Literary Response and Analysis
Key Standard: 3.4
Standard: (Deconstruct - Identify skill, topic, context)
3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and
friendship; the effects of loneliness).
Key Elements: (Unpack)
1. Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the
effects of loneliness).
2. Analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the
effects of loneliness).
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Deconstructing and Unpacking the Standards
Course:
ELA 7
Main Strand/ Unit:
3.0 Literary Response and Analysis
Key Standard: 3.5
Standard: (Deconstruct - Identify skill, topic, context)
3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective
and objective) in narrative text and explain how they affect the overall theme of the work.
Key Elements: (Unpack)
1. Contrast points of view (e.g., first and third person, limited and omniscient, subjective and
objective) in narrative text.
2. Explain how point of view affects the overall theme of the work.
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Deconstructing and Unpacking the Standards (Writing Strategies)
Course:
ELA 7
Main Strand/ Unit:
1.0. Writing Strategies
Key Standard: 1.1
Standard: (Deconstruct - Identify skill, topic, context)
1.1 Create an organizational structure that balances all aspects of the composition and uses
effective transitions between sentences to unify important ideas.
Key Elements: (Unpack)
1. Create an organizational structure that balances all aspects of the composition.
2. Create an organizational structure that uses effective transitions between sentences to unify
important ideas.
Course:
ELA 7
Main Strand/ Unit:
1.0. Writing Strategies
Key Standard: 1.5
Standard: (Deconstruct - Identify skill, topic, context)
1.5 Give credit for both quoted and paraphrased information in a bibliography by using a
consistent and
sanctioned format and methodology for citations.
Key Elements: (Unpack)
**1. Give credit for both quoted and paraphrased information in a bibliography.
2. Use a consistent and sanctioned format and methodology for citations.
Course:
ELA 7
Main Strand/ Unit:
1.0. Writing Strategies
Key Standard: 1.7
Standard: (Deconstruct - Identify skill, topic, context)
1.7 Revise writing to improve organization and word choice after checking the logic of the ideas
and the
precision of the vocabulary.
Key Elements: (Unpack)
1. Revise writing to improve organization after checking the logic of the ideas. (consistent point of
view, parallelism, sequencing of transitions)
2. Revise writing to improve word choice after checking the precision of the vocabulary.
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Deconstructing and Unpacking the Standards
(Written and Oral Language Conventions)
Course:
ELA 7
Key Standard: 1.1
Main Strand/ Unit:
1.0 Written and Oral English Language Conventions
Standard: (Deconstruct - Identify skill, topic, context)
1.1 Place modifiers properly and use the active voice.
Key Elements: (Unpack)
1. Place modifiers properly.
2. Use the active voice.
Course:
ELA 7
Key Standard: 1.2
Main Strand/ Unit:
1.0 Written and Oral English Language Conventions
Standard: (Deconstruct - Identify skill, topic, context)
1.2 Identify and use infinitives and participles and make clear references between pronouns and
antecedents.
Key Elements: (Unpack)
1. Identify infinitives and participles.
2. Use infinitives and participles.
3. Make clear references between pronouns and antecedents.
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Deconstructing and Unpacking the Standards
(Written and Oral Language Conventions)
Course:
ELA 7
Key Standard: 1.3
Main Strand/ Unit:
1.0 Written and Oral English Language Conventions
Standard: (Deconstruct - Identify skill, topic, context)
1.3 Identify all parts of speech and types and structure of sentences.
Key Elements: (Unpack)
1. Identify all parts of speech.
2. Identify all types of sentences. (declarative, imperative, interrogative, exclamatory)
3. Identify all structures of sentences. (simple, compound, complex, compound-complex)
Course:
ELA 7
Key Standard: 1.4
Main Strand/ Unit:
1.0 Written and Oral English Language Conventions
Standard: (Deconstruct - Identify skill, topic, context)
1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent
clauses) and appropriate English usage (e.g., pronoun reference).
Key Elements: (Unpack)
1. Demonstrate the mechanics of writing (e.g., quotation marks, commas at the end of dependent
clauses).
2. Demonstrate appropriate English usage (e.g., pronoun reference).
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Deconstructing and Unpacking the Standards
(Written and Oral Language Conventions)
Course:
ELA 7
Key Standard: 1.5
Main Strand/ Unit:
1.0 Written and Oral English Language Conventions
Standard: (Deconstruct - Identify skill, topic, context)
1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly.
Key Elements: (Unpack)
1. Identify hyphens.
2. Identify dashes.
3. Identify brackets.
4. Use semicolons correctly.
5. Use hyphens correctly.
6. Use dashes correctly.
7. Use semicolons correctly.
Course:
ELA 7
Key Standard: 1.6
Main Strand/ Unit:
1.0 Written and Oral English Language Conventions
Standard: (Deconstruct - Identify skill, topic, context)
1.6 Use correct capitalization.
Key Elements: (Unpack)
1. Use correct capitalization.
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Deconstructing and Unpacking the Standards
(Written and Oral Language Conventions)
Course:
ELA 7
Key Standard: 1.7
Main Strand/ Unit:
1.0 Written and Oral English Language Conventions
Standard: (Deconstruct - Identify skill, topic, context)
1.7 Spell derivatives correctly by applying the spellings of bases and affixes.
Key Elements: (Unpack)
1. Spell derivatives correctly by applying the spellings of bases and affixes.
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ELA 7 Assessment Overview 2010-2011
Quarter 1
Quarter 2
Performance
On-Demand Autobiographical
Incident
Character Analysis
One Fictional Story
9.
10.
11.
12.
13.
14.
15.
1.
2.
3.
Objective Test #3
3.
4.
5.
6.
7.
8.
Poetry
Reading
comprehension
Outlining (topic)
Revisions
Modifiers
Transitions
Supporting details
Punctuation – commas,
apostrophes
Analogies
Vocabulary in context
Spelling
Mechanics
Adjectives
Adverbs
Sentence types
a. purpose
b. structure
See CAHSEE Blueprint
4.
5.
6.
7.
Objective Test #2
Objective Test #1
Test
Vocabulary
Subjects / predicates
Parts of speech
a. nouns
b. verbs / verb
phrases
c. pronouns –
antecedent
agreement
Revision
Capitalization
Voice of verbs
Agreement
a. subject / verb
b. transitional words /
expressions
c. dangling /
misplaced
1.
2.
Quarter 4
Oral Expository Speech
One Poem
Fiction/Fable
Two Fictional Stories
1.
2.
3.
Quarter 3
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Spelling
Synonyms / antonyms
Homonyms, homophones,
homographs
Modifiers: misplaced,
dangling
Verbs voice
a. active
b. passive
Infinitive
Relative pronouns
Context clues
Dashes, quotation marks
Transitions
Pronouns / antecedent
Point of view
Conjunctions
Sentence types – structure
Reading comprehension
a. theme
b. point of view
Three Documents
Objective Test #4
Type
1.Punctuation (commas,
semi-colons, colons,
quotation marks)
2.Sentence rewriting
3.Spelling
4.Writer’s purpose
5.Organizational style
6.Parts of speech
7.Synonyms / antonyms
8.Capitalization
9.Greek / Latin roots
10.Bias / stereotyping
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modifiers
Figurative language
a. simile
b. metaphor
9. Roots / affixes
Reading Comprehension
10. Characterization
11. Foreshadowing
12. Theme
13. Plot
14. Conflict
15. Author’s perspective
16. conjunctions
8.
Reading Comprehension
17. Point of view
18. Theme
19. Author’s perspective
20. Idioms
22 | P a g e
Revised July 2011
ELA 7 SUBJECT AREA STANDARDS ASSESSMENT GUIDE
Quarters
Objective
Assessments
1
R
1.1.5
1.1.6
1.1.7
1.1.8
1.2.1
1.3.1
1.3.2
1.3.3
1.3.4
2.4.1
2.4.2
3.2.1
3.2.2
3.3.1
3.3.2
3.3.3
3.4.1
W
1.1.2
1.7.2
LC
1.1.1
1.1.2
1.2.1
1.2.2
1.2.3
1.3.1
1.4.1
1.4.2
1.6.1
1.7.1
2
R
1.1.1
1.1.2
1.1.3
1.1.4
1.2.2
1.3.1
1.3.2
1.3.3
1.3.4
2.4.1
2.4.2
3.2.1
3.2.2
3.3.3
3.3.4
3.4.1
3.5.1
3.5.2
W
1.1.1
1.1.2
1.7.2
LC
1.1.1
1.1.2
1.3.1
1.3.2
1.3.3
1.4.1
1.4.2
1.6.1
1.7.1
3
R
1.1.1
1.1.3
1.1.5
1.1.7
1.2.1
1.3.1
1.3.2
1.3.3
1.3.4
2.6.1
2.6.2
2.6.3
3.4.2
3.5.1
3.5.2
W
1.1.1
1.1.2
1.5.2
1.7.1
LC
1.1.1
1.1.2
1.2.1
1.2.2
1.2.3
1.4.1
1.4.2
1.5.2
1.5.6
1.7.1
4
R
1.2.2
2.1.1
2.1.2
2.1.3
2.1.4
2.2.1
2.5.1
2.5.2
2.6.1
2.6.2
2.6.3
W
1.5.2
1.7.1
LC
1.4.1
1.4.2
1.5.1
1.5.3
1.5.4
1.5.5
1.5.7
1.5.8
1.7.1
Note:
The district pacing matrix and pacing guide reflects the district ELA 7 Key Standards. ELA 7
standards which are not considered Key Standards for the district shall still be addressed in ELA 7
classes; however, they will be informally assessed at the classroom level.
23 | P a g e
Revised July 2011
ELA 7 Quarter 1 Key Standards At-a-Glance
R 1.1
R 1.2
R 1.3
R 2.4
R 3.2
R 3.3
R 3.4
W 1.1
W 1.7
LC 1.1
LC 1.2
LC 1.3
LC1.4
LC 1.6
LC 1.7
1.1.5 Identify metaphors in prose.
1.1.6 Identify metaphors in poetry.
1.1.7 Identify similes in prose.
1.1.8 Identify similes in poetry.
1.2.1 Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand
content-area vocabulary.
1.3.1 Clarify word meanings through the use of definition context clues.
1.3.2 Clarify word meanings through the use of example context clues.
1.3.3 Clarify word meanings through the use of restatement context clues.
1.3.4 Clarify word meanings through the use of contrast context clues.
2.4.1 Identify the development of an author’s argument, point of view, or
perspective in text.
2.4.2 Trace the development of an author’s argument, point of view, or
perspective in text.
3.2.1 Identify events that advance the plot.
3.2.2 Determine how each event explains past or present action(s) or
foreshadows future action(s).
3.3.1 Analyze characterization as delineated through a character’s thoughts.
3.3.2 Analyze characterization as delineated through a character’s words and
speech patterns.
3.3.3 Analyze characterization as delineated through a character’s actions.
3.4.1 Identify recurring themes across works (e.g., the value of bravery,
loyalty, and friendship; the effects of loneliness).
1.1.2 Create an organizational structure that uses effective transitions
between sentences to unify important ideas.
1.7.2 Revise writing to improve word choice after checking the precision of
the vocabulary.
1.1.1 Place modifiers properly.
1.1.2 Use the active voice.
1.2.1 Identify infinitives and participles.
1.2.2 Use infinitives and participles.
1.2.3 Make clear references between pronouns and antecedents.
1.3.1 Identify all parts of speech.
1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas
at end of dependent clauses).
1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference).
1.6.1 Use correct capitalization.
1.7.1 Spell derivatives correctly by applying the spellings of bases and
affixes.
24 | P a g e
Revised July 2011
ELA 7 Quarter 2 Key Standards At-a-Glance
R 1.1
R 1.2
R 1.3
R 2.4
R 3.2
R 3.3
R 3.4
R 3.5
W 1.1
W 1.7
LC 1.1
LC 1.3
LC 1.4
LC 1.6
LC 1.7
1.1.1 Identify idioms in prose.
1.1.2 Identify idioms in poetry.
1.1.3 Identify analogies in prose.
1.1.4 Identify analogies in poetry.
1.2.2 Use knowledge of Greek, Latin, and Anglo-Saxon affixes to
understand content-area vocabulary.
1.3.1 Clarify word meanings through the use of definition context clues.
1.3.2 Clarify word meanings through the use of example context clues.
1.3.3 Clarify word meanings through the use of restatement context clues.
1.3.4 Clarify word meanings through the use of contrast context clues.
2.4.1 Identify the development of an author’s argument, point of view, or
perspective in text.
2.4.2 Trace the development of an author’s argument, point of view, or
perspective in text.
3.2.1 Identify events that advance the plot.
3.2.2 Determine how each event explains past or present action(s) or
foreshadows future action(s).
3.3.3 Analyze characterization as delineated through a character’s actions.
3.3.4 Analyze characterization as delineated through the narrator’s
description.
3.4.1 Identify recurring themes across works (e.g., the value of bravery,
loyalty, and friendship; the effects of loneliness).
3.5.1 Contrast points of view (e.g., first and third person, limited and
omniscient, subjective and objective) in narrative text.
3.5.2 Explain how point of view affects the overall theme of the work.
1.1.1 Create an organizational structure that balances all aspects of the
composition.
1.1.2 Create an organizational structure that uses effective transitions
between sentences to unify important ideas.
1.7.2 Revise writing to improve word choice after checking the precision of
the vocabulary.
1.1.1 Place modifiers properly.
1.1.2 Use the active voice.
1.3.1 Identify all parts of speech.
1.3.2 Identify all types of sentences. (declarative, imperative, interrogative,
exclamatory).
1.3.3 Identify all structures of sentences. (simple, compound, complex,
compound-complex).
1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas
at end of dependent clauses).
1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference).
1.6.1 Use correct capitalization.
1.7.1 Spell derivatives correctly by applying the spellings of bases and
affixes.
25 | P a g e
Revised July 2011
ELA 7 Quarter 3 Key Standards At-a-Glance
R 1.1
R 1.2
R 1.3
R 2.6
R 3.4
R 3.5
W 1.1
W 1.5
W 1.7
LC 1.1
LC 1.2
LC 1.4
LC 1.5
LC 1.7
1.1.1 Identify idioms in prose.
1.1.3 Identify analogies in prose.
1.1.5 Identify metaphors in prose.
1.1.7 Identify similes in prose.
1.2.1 Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand
content-area vocabulary.
1.3.1 Clarify word meanings through the use of definition context clues.
1.3.2 Clarify word meanings through the use of example context clues.
1.3.3 Clarify word meanings through the use of restatement context clues.
1.3.4 Clarify word meanings through the use of contrast context clues.
2.6.1 Assess the adequacy of the author’s evidence to support claims
assertions, noting instances of bias and stereotyping.
2.6.2 Assess the accuracy of the author’s evidence to support claims
assertions, noting instances of bias and stereotyping.
2.6.3 Assess the appropriateness of the author’s evidence to support claims
assertions, noting instances of bias and stereotyping.
3.4.2 Analyze recurring themes across works (e.g., the value of bravery,
loyalty, and friendship; the effects of loneliness).
3.5.1 Contrast points of view (e.g., first and third person, limited and
omniscient, subjective and objective) in narrative text.
3.5.2 Explain how point of view affects the overall theme of the work.
1.1.1 Create an organizational structure that balances all aspects of the
composition.
1.1.2 Create an organizational structure that uses effective transitions
between sentences to unify important ideas.
1.5.2 Use a consistent and sanctioned format and methodology for citations.
1.7.1 Revise writing to improve organization after checking the logic of the
ideas. (consistent point of view, parallelism, sequencing of transitions).
1.1.1 Place modifiers properly.
1.1.2 Use the active voice.
1.2.1 Identify infinitives and participles.
1.2.2 Use infinitives and participles.
1.2.3 Make clear references between pronouns and antecedents.
1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas
at end of dependent clauses).
1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference).
1.5.2 Identify dashes.
1.5.6 Use dashes correctly.
1.7.1 Spell derivatives correctly by applying the spellings of bases and
affixes.
26 | P a g e
Revised July 2011
ELA 7 Quarter 4 Key Standards At-a-Glance
R 1.2
R 2.1
R 2.2
R 2.5
R 2.6
W 1.5
W 1.7
LC 1.4
LC 1.5
LC 1.7
1.2.2 Use knowledge of Greek, Latin, and Anglo-Saxon affixes to
understand content-area vocabulary.
2.1.1 Identify the differences in structure between various categories of
informational materials (e.g., textbooks, newspapers, instructional manuals,
signs).
2.1.2 Identify the differences in purpose between various categories of
informational materials (e.g., textbooks, newspapers, instructional manuals,
signs).
2.1.3 Analyze the differences in structure between various categories of
informational materials (e.g., textbooks, newspapers, instructional manuals,
signs).
2.1.4 Analyze the differences in purpose between various categories of
informational materials (e.g., textbooks, newspapers, instructional manuals,
signs).
2.2.1 Locate information by using a variety of consumer, workplace, and
public documents.
2.5.1 Describe the use of a simple mechanical device by following technical
directions.
2.5.2 Explain the use of a simple mechanical device by following technical
directions.
2.6.1 Assess the adequacy of the author’s evidence to support claims
assertions, noting instances of bias and stereotyping.
2.6.2 Assess the accuracy of the author’s evidence to support claims
assertions, noting instances of bias and stereotyping.
2.6.3 Assess the appropriateness of the author’s evidence to support claims
assertions, noting instances of bias and stereotyping.
1.5.2 Use a consistent and sanctioned format and methodology for citations.
1.7.1 Revise writing to improve organization after checking the logic of the
ideas (consistent point of view, parallelism, sequencing of transitions).
1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas
at end of dependent clauses).
1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference).
1.5.1 Identify hyphens.
1.5.3 Identify brackets.
1.5.4 Use semicolons correctly.
1.5.5 Use hyphens correctly.
1.5.7 Use brackets correctly.
1.5.8 Use semicolons correctly.
1.7.1 Spell derivatives correctly by applying the spellings of bases and
affixes.
27 | P a g e
Revised July 2011
ELA 7 Quarter 1 Unpacked Standards and Sample Test Questions for Subject Area Standards
Assessment (SASA)
Domain
Reading(R)
R 1.1
R 1.2
Standard
1.1.5 Identify metaphors in prose.
Sample Question
* 1. Which type of figurative language is used in line 5?
A. idiom
B. metaphor
C. simile
D. analogy
1.1.6 Identify metaphors in poetry.
* 1. Which type of figurative language is used in line 5?
A. idiom
B. metaphor
C. simile
D. analogy
1.1.7 Identify similes in prose.
* 1. Which type of figurative language is used in line 5?
A. idiom
B. metaphor
C. simile.
D. Analogy
1.1.8 Identify similes in poetry.
* 1. Which type of figurative language is used in line 5?
A. idiom
B. metaphor
C. simile
D. analogy
*Which word from the passage comes from the Latin root
meaning look or watch?
A. ascend
B. spectacle
C. urgent
D. figures
1.2.1 Use knowledge of Greek, Latin,
and Anglo-Saxon roots to understand
content-area vocabulary.
28 | P a g e
Revised July 2011
R 1.3
1.3.1 Clarify word meanings through
the use of definition context clues.
In the passage above, what does the word elated mean?
A. higher
B. excited
C. interested
D. late
1.3.2 Clarify word meanings through
the use of example context clues.
Read these sentences from the passage.
The sun bounced along behind the chariot like a basketball. It grazed the
stars and skidded along mountaintops, leaving charred remains behind.
Charred means
A. burnt.
B. dangerous.
C. filthy.
D. colorful.
1.3.3 Clarify word meanings through
the use of restatement context clues.
Read this sentence.
“Come on, Christopher!” Laura cried as Christopher continued to scrutinize
the menu. “You’ve been looking at the menu all day—just pick something!”
To scrutinize means
A. to study carefully.
B. to read with difficulty.
C. to skim quickly.
D. to read carelessly.
1.3.4 Clarify word meanings through
the use of contrast context clues.
Read this sentence. Choose the meaning based on the
context clues.
Sarah wanted a prominent place in the class picture;
however, I preferred to be in the background.
A. hiding in the background
B. place in the picture
C. I preferred
D. not in the background
Quarter 1
29 | P a g e
Revised July 2011
R 2.4
2.4.1 Identify the development of an
author’s argument, point of view, or
perspective in text.
2.4.2 Trace the development of an
author’s argument, point of view, or
perspective in text.
R 3.2
R 3.3
* The author’s attitude toward Mary
Breckinridge is best described as
A. respectful.
B. humorous.
C. objective.
D. indifferent.
What is the author’s perspective in the passage above?
A. hostile
B. frustrated
C. encouraged
D. discouraged
3.2.1 Identify events that advance the
plot.
* What happens at the end of the poem?
A. The speaker is bitten by a rattlesnake.
B. The speaker picks up a stray twig.
C. The speaker kills a rattlesnake.
D. The rattlesnake rattles its tail as a warning.
3.2.2 Determine how each event
explains past or present action(s) or
foreshadows future action(s).
Which event in the story foreshadows Mike’s death?
A. the light turning green
B. the dove landing
C. daybreak
D. breakfast conversation
3.3.1 Analyze characterization as
delineated through a character’s
thoughts.
* How does the speaker of the poem feel about the snake?
A. cautious
B. disinterested
C. disgusted
D. angry
Quarter 1
30 | P a g e
Revised July 2011
3.3.2 Analyze characterization as
delineated through a character’s words
and speech patterns.
What caused Apollo to allow Phaëthon to drive the chariot?
A. Apollo wanted to protect Phaëthon from teasing.
B. Phaëthon dared to approach Apollo’s
throne.
C. Apollo was bound by his promise to Phaëthon.
D. Apollo asked Phaëthon to do it as a favor.
3.3.3 Analyze characterization as
delineated through a character’s
actions.
Dillon’s actions cannot hide his…
A. evil intent
B. physical challenges
C. dislike of summer
D. challenges with conflict
R 3.4
3.4.1 Identify recurring themes across
works (e.g., the value of bravery,
loyalty, and friendship; the effects of
loneliness).
Writing
Strategies
(W)
W 1.1
1.1.2 Create an organizational structure Read this sentence.
that uses effective transitions between Puppet theaters can be traced back to ancient Egypt,
sentences to unify important ideas.
Greece, Rome, and China; _________________, some
people believe that puppet theaters may have been the first
theater of any kind.
* What is the theme, or underlying message, of the poem?
A. Rattlesnakes hunt at night.
B. Always be alert for hidden dangers.
C. Walking at dusk is a bad idea.
D. Poisonous snakes are everywhere.
* Which word or phrase could best provide an effective
transition between the two parts of the sentence?
A. in fact
B. even so
C. besides
D. additionally
Quarter 1
31 | P a g e
Revised July 2011
W 1.7
1.7.2 Revise writing to improve word
choice after checking the precision of
the vocabulary.
Written and
Oral English
Language
Conventions
(LC)
LC 1.1
1.1.1 Place modifiers properly.
1.1.2 Use the active voice.
Which word most improves the underlined word as a way to
best illustrate disbelief?
A. befuddled
B. angry
C. crazy
D. incredulous
* How should sentence 7 be revised to correct the
misplaced modifier?
A. Since as an adult he had endured many hardships during
his youth, Hampleton knew the importance of taking his
formal education seriously.
B. Since he had endured many hardships as an adult during
his youth, Hampleton knew the importance of taking his
formal education seriously.
C. Since he had endured many hardships during his youth,
as an adult Hampleton knew the importance of taking
his formal education seriously.
D. Since he had endured, as an adult, many hardships
during his youth, Hampleton knew the importance of
taking his formal education seriously.
Read the following sentence.
He was driving all day long.
What would be a way to revise the sentence using active
voice?
A. He had been driving all day long.
B. He drove all day long.
C. All day he was driving.
D. All day he had been driving.
Quarter 1
32 | P a g e
Revised July 2011
LC 1.2
1.2.1 Identify infinitives and
participles.
Which verb uses the past participle form?
A. bringing
B. sing
C. helped
D. jumping
1.2.2 Use infinitives and participles.
Which form of the verb best completes the sentence?
I will wait until you are ready ________.
A. to leave
B. leaving
C. leave
D. left
1.2.3 Make clear references between
pronouns and antecedents.
* Read this sentence from the editorial.
The cascading light will almost make people think you are sitting
in the library by the table! ____ is big enough to be seen from
far.
Which word or words should be used to match the
underlined pronoun to its antecedent?
A.
B.
C.
D.
LC 1.3
1.3.1 Identify all parts of speech.
he
she
it
they
Identify the adjectives in the sentence below.
Sharon, bright-eyed and smiling, arrived.
A.
B.
C.
D.
Sharon, arrived
bright-eyed, smiling
arrived
smiling
Quarter 1
33 | P a g e
Revised July 2011
LC 1.4
1.4.1 Demonstrate the mechanics of
writing (e.g., quotation marks, commas
at end of dependent clauses).
* In sentence 2, a comma should be placed after the word-
1.4.2 Demonstrate appropriate English
usage (e.g., pronoun reference).
* Which of the following best improves the writing in the
underlined section in sentence?
A. Norwood Junior High School is a school within the
TRUSD District.
B. Norwood Junior High School, a school within the
TRUSD District,
C. Norwood Junior High School, being a school within
the TRUSD District,
D. Correct as is.
LC 1.6
1.6.1 Use correct capitalization.
Read this sentence.
The biggest earthquake on record is one that happened in 1964
in the city of Anchorage, Alaska.
What is the correct way to write the underlined words?
A. in the City Of Anchorage, Alaska
B. in the City of Anchorage, Alaska
C. in The City of Anchorage, Alaska
D. Leave as is.
LC 1.7
1.7.1 Spell derivatives correctly by
applying the spellings of bases and
affixes.
A.
B.
C.
D.
reasons
class
meetings
longer
Pick the phrase containing the misspelled word.
A. believeable story
B. nighttime snack
C. necessary precaution
D. no mistake
Quarter 1
34 | P a g e
Revised July 2011
ELA 7 Quarter 2 Unpacked Standards and Sample Test Questions for Subject Area Standards
Assessment (SASA)
Domain
Standard
1.1.1 Identify idioms in prose.
Reading (R)
R 1.1
R 1.2
Sample Question
* 1. Which type of figurative language is used in line 5?
A. idiom
B. metaphor
C. simile
D. analogy
1.1.2 Identify idioms in poetry.
* 1. Which type of figurative language is used in line 5?
A. idiom
B. metaphor
C. simile
D. analogy
1.1.3 Identify analogies in prose.
* 1. Which type of figurative language is used in line 5?
A. idiom
B. metaphor
C. simile
D. analogy
1.1.4 Identify analogies in poetry.
* 1. Which type of figurative language is used in line 5?
A. idiom
B. metaphor
C. simile
D. analogy
1.2.2 Use knowledge of Greek, Latin, and
Anglo-Saxon affixes to understand contentarea vocabulary.
Which word from the passage comes from the Greek affix
meaning life?
A. biology
B. anthropology
C. chronology
D. physiology
35 | P a g e
Revised July 2011
R 1.3
1.3.1 Clarify word meanings through the use
of definition context clues.
.
In the passage above, what does the word elated mean?
A. higher
B. excited
C. interested
D. late
1.3.2 Clarify word meanings through the use
of example context clues.
Read these sentences from the passage.
The sun bounced along behind the chariot like a basketball. It grazed the
stars and skidded along mountaintops, leaving charred remains behind.
Charred means
A. burnt.
B. dangerous.
C. filthy.
D. colorful.
1.3.3 Clarify word meanings through the use
of restatement context clues
Read this sentence.
“Come on, Christopher!” Laura cried as Christopher continued to
scrutinize the menu. “You’ve been looking at the menu all day—just pick
something!”
To scrutinize means
A. to study carefully.
B. to read with difficulty.
C. to skim quickly.
D. to read carelessly.
1.3.4 Clarify word meanings through the use
of contrast context clues.
Read this sentence. Choose the meaning based on the
context clues.
Sarah wanted a prominent place in the class picture;
however, I preferred to be in the background.
A. hiding in the background
B. place in the picture
C. I preferred
D. not in the background
Quarter 2
36 | P a g e
Revised July 2011
R 2.4
R 3.2
2.4.1 Identify the development of an author’s
argument, point of view, or perspective in
text.
* The author’s attitude toward Mary
Breckinridge is best described as
A. respectful.
B. humorous.
C. objective.
D. indifferent.
2.4.2 Trace the development of an author’s
argument, point of view, or perspective in
text.
What is the author’s perspective in the passage above?
A. hostile
B. frustrated
C. encouraged
D. discouraged
* What happens at the end of the poem?
A. The speaker is bitten by a rattlesnake.
B. The speaker picks up a stray twig.
C. The speaker kills a rattlesnake.
D. The rattlesnake rattles its tail as a warning
3.2.1 Identify events that advance the plot.
3.2.2 Determine how each event explains past
or present action(s) or foreshadows future
action(s).
R 3.3
3.3.3 Analyze characterization as delineated
through a character’s actions.
3.3.4 Analyze characterization as delineated
through the narrator’s description.
Which event in the story foreshadows Mike’s death?
A. the light turning green
B. the dove landing
C. daybreak
D. breakfast conversation
Dillon’s actions cannot hide his…
A. evil intent
B. physical challenges
C. dislike of summer
D. challenges with conflict
Why does the author of “The Old Juniper Tree” use a
narrative form?
A. to relate an experience
B. to argue a point
C. to share a feeling
D. to present an issue
Quarter 2
37 | P a g e
Revised July 2011
R 3.4
3.4.1 Identify recurring themes across works
(e.g., the value of bravery, loyalty, and
friendship; the effects of loneliness).
R 3.5
3.5.1 Contrast points of view (e.g., first and
third person, limited and omniscient,
subjective and objective) in narrative text.
3.5.2 Explain how point of view affects the
overall theme of the work.
Writing
Strategies
(W)
W 1.1
1.1.1 Create an organizational structure that
balances all aspects of the composition.
* What is the theme, or underlying message, of the poem?
A. Rattlesnakes hunt at night.
B. Always be alert for hidden dangers.
C. Walking at dusk is a bad idea.
D. Poisonous snakes are everywhere.
*From what point of view are events in the poem told?
A. first person, the speaker
B. first person, the rattlesnake
C. third person, limited
D. third person, omniscient
Which point of view does the author use to highlight the
theme of loneliness?
A. first person
B. objective
C. third person
D. omniscient
Which sentence below should be added to the end of the
second paragraph in order to most effectively transition to
the third paragraph?
A. Overall, the process of composting can be a lot of fun
to do with the whole family.
B. After that, the process of composting requires some
additional maintenance.
C. Then you will need to put a lid on your compost bin,
and you’re done.
D. Nevertheless, the new misture will need to blend
together over time.
Quarter 2
38 | P a g e
Revised July 2011
W 1.7
1.1.2 Create an organizational structure that
uses effective transitions between sentences
to unify important ideas.
Read this sentence.
Puppet theaters can be traced back to ancient Egypt,
Greece, Rome, and China; _________________, some
people believe that puppet theaters may have been the
first theater of any kind.
* Which word or phrase could best provide an effective
transition between the two parts of the sentence?
A. in fact
B. even so
C. besides
D. additionally
1.7.2 Revise writing to improve word choice
after checking the precision of the
vocabulary.
Which word most improves the underlined word as a way
to best illustrate disbelief?
A. befuddled
B. angry
C. crazy
D. incredulous
Written and 1.1.1 Place modifiers properly.
Oral
English
Language
Conventions
(LC)
LC 1.1
* How should sentence 7 be revised to correct the
misplaced modifier?
A. Since as an adult he had endured many hardships during his
youth, Hampleton knew the importance of taking his formal
education seriously.
B. Since he had endured many hardships as an adult during his
youth, Hampleton knew the importance of taking his formal
education seriously.
C. Since he had endured many hardships during his youth, as
an adult Hampleton knew the importance of taking his formal
education seriously.
D. Since he had endured, as an adult, many hardships during
his youth, Hampleton knew the importance of taking his
formal education seriously.
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Quarter 2
1.1.2 Use the active voice.
Read the following sentence.
He was driving all day long.
What would be a way to revise the sentence using active
voice?
A. He had been driving all day long.
B. He drove all day long.
C. All day he was driving.
D. All day he had been driving.
LC 1.3
1.3.1 Identify all parts of speech.
Identify the adjectives in the sentence below.
Sharon, bright-eyed and smiling, arrived.
A. Sharon, arrived
B. bright-eyed, smiling
C. arrived
D. smiling
1.3.2 Identify all types of sentences.
(declarative, imperative, interrogative,
exclamatory).
1.3.3 Identify all structures of sentences.
(simple, compound, complex, compoundcomplex).
Which type of sentence is highlighted above?
A. imperative
B. declarative
C. exclamatory
D. interrogative
The underlined word in sentence 12 represents which
grammatical part of the sentence?
A. simple subject
B. simple predicate
C. direct object
D. indirect object
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Quarter 2
LC 1.4
1.4.1 Demonstrate the mechanics of writing
(e.g., quotation marks, commas at end of
dependent clauses).
* In sentence 2, a comma should be placed after the wordA. reasons
B. class
C. meetings
D. longer
1.4.2 Demonstrate appropriate English usage
(e.g., pronoun reference).
* Which of the following best improves the writing in the
underlined section in sentence?
A. Norwood Junior High School is a school within the
TRUSD District.
B. Norwood Junior High School, a school within the
TRUSD District,
C. Norwood Junior High School, being a school within
the TRUSD District,
D. correct as is.
LC 1.6
1.6.1 Use correct capitalization.
Read this sentence.
The biggest earthquake on record is one that happened in 1964
in the city of Anchorage, Alaska.
What is the correct way to write the underlined words?
A. in the City Of Anchorage, Alaska
B. in the City of Anchorage, Alaska
C. in The City of Anchorage, Alaska
D. Leave as is.
LC 1.7
1.7.1 Spell derivatives correctly by applying
the spellings of bases and affixes.
Pick the phrase containing the misspelled word.
A. believeable story
B. nighttime snack
C. necessary precaution
D. no mistake
Quarter 2
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ELA 7 Quarter 3 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment
(SASA)
Domain
Reading (R)
R 1.1
R 1.2
Standard
1.1.1 Identify idioms in prose.
Sample Question
* 1. Which type of figurative language is used in line 5?
E. idiom
F. metaphor
G. simile
H. analogy
1.1.3 Identify analogies in prose.
* 1. Which type of figurative language is used in line 5?
A. idiom
B. metaphor
C. simile
D. analogy
1.1.5 Identify metaphors in prose.
* 1. Which type of figurative language is used in line 5?
A. idiom
B. metaphor
C. simile
D. analogy
1.1.7 Identify similes in prose.
* 1. Which type of figurative language is used in line 5?
A. idiom
B. metaphor
C. simile
D. analogy
1.2.1 Use knowledge of Greek, Latin, and
Anglo-Saxon roots to understand contentarea vocabulary.
*Which word from the passage comes from the Latin root meaning
look or watch?
A. ascend
B. spectacle
C. urgent
D. figures
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R 1.3
1.3.1 Clarify word meanings through the use
of definition context clues.
In the passage above, what does the word elated mean?
A. higher
B. excited
C. interested
D. late
1.3.2 Clarify word meanings through the use
of example context clues.
Read these sentences from the passage.
The sun bounced along behind the chariot like a basketball. It grazed the stars and
skidded along mountaintops, leaving charred remains behind.
Charred means
A. burnt.
B. dangerous.
C. filthy.
D. colorful.
1.3.3 Clarify word meanings through the use
of restatement context clues.
Read this sentence.
“Come on, Christopher!” Laura cried as Christopher continued to scrutinize the
menu. “You’ve been looking at the menu all day—just pick something!”
To scrutinize means
A. to study carefully.
B. to read with difficulty.
C. to skim quickly.
D. to read carelessly.
1.3.4 Clarify word meanings through the use
of contrast context clues.
Read this sentence. Choose the meaning based on the context
clues.
Sarah wanted a prominent place in the class picture; however, I
preferred to be in the background.
A. hiding in the background
B. place in the picture
C. I preferred
D. not in the background
Quarter 3
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R 2.6
2.6.1 Assess the adequacy of the author’s
evidence to support claims assertions, noting
instances of bias and stereotyping..
* There is enough information in this passage
to show that the author believes that Mary
Breckinridge
A. trained all of her assistants herself.
B. wiped out disease in the Kentucky mountains.
C. never had enough money for her work.
D. remains a major influence on health care today.
2.6.2 Assess the accuracy of the author’s
evidence to support claims assertions, noting
instances of bias and stereotyping.
*After reading Document C, which phrase in Document A proves
to be false?
A. America’s favorite and safest scooter!
B. Adjustable steering arm that ranges from 23” to 38”
C. Self-adjusting shoulder strap for comfortable carrying
D. Imagine being able to get a WINNING STREAK scooter for
ONLY $39.95
*What statement can be proved?
A. No one is certain as to why whales beach themselves.
B. Right whales are the most important of all whale species.
C. No one cares more about whales than the islanders of
Nantucket.
D. All whales deserve a chance at survival.
2.6.3 Assess the appropriateness of the
author’s evidence to support claims
assertions, noting instances of bias and
stereotyping.
R 3.4
3.4.2 Analyze recurring themes across works
(e.g., the value of bravery, loyalty, and
friendship; the effects of loneliness).
Which theme is most strongly emphasized in the two poems?
A. bravery
B. humanism
C. loyalty
D. friendship
R 3.5
3.5.1 Contrast points of view (e.g., first and
third person, limited and omniscient,
subjective and objective) in narrative text.
*From what point of view are events in the poem told?
A. first person, the speaker
B. first person, the rattlesnake
C. third person, limited
D. third person, omniscient
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Quarter 3
Writing
Strategies
(W)
W 1.1
3.5.2 Explain how point of view affects the
overall theme of the work.
Which point of view does the author use to highlight the theme of
loneliness?
A. first person
B. objective
C. third person
D. omniscient
1.1.1 Create an organizational structure that
balances all aspects of the composition.
Which sentence below should be added to the end of the second
paragraph in order to most effectively transition to the third
paragraph?
A. Overall, the process of composting can be a lot of fun to do
with the whole family.
B. After that, the process of composting requires some additional
maintenance.
C. Then you will need to put a lid on your compost bin, and
you’re done.
D. Nevertheless, the new mixture will need to blend together
over time.
1.1.2 Create an organizational structure that
uses effective transitions between sentences
to unify important ideas.
Read this sentence.
Puppet theaters can be traced back to ancient Egypt, Greece,
Rome, and China; _________________, some people believe that
puppet theaters may have been the first theater of any kind.
* Which word or phrase could best provide an effective transition
between the two parts of the sentence?
A. in fact
B. even so
C. besides
D. additionally
Quarter 3
45 | P a g e
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W 1.5
1.5.2 Use a consistent and sanctioned format
and methodology for citations.
How should the following Works Cited be revised?
Works Cited
Colvin, Hannah. Decorating Your Home. New Bremen, CT: Carillon
Publishing, 1999.
Henry Smith. Fun and Easy Pictures to Paint. Fort Laramie, WY: Ace
Publications, 2002.
A.
B.
C.
D.
W 1.7
Quarter 3
1.7.1 Revise writing to improve organization
after checking the logic of the ideas.
(consistent point of view, parallelism,
sequencing of transitions)
Remove the date the books were published.
Put the authors’ last names first in both entries.
Arrange the books alphabetically by the publisher.
Place quotation marks around the title of the second book.
* Which of the following sentences from
paragraph 3 would make the most logical concluding sentence for
that paragraph?
A. As a result, Hallidie began making wire cables.
B. He hired William E. Eppelsheimer, a German engineer, to design
the first cable-car line.
C. Now he was ready to “go onboard.”
D. Hallidie also needed a franchise to build the system.
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Written and 1.1.1 Place modifiers properly.
Oral
English
Language
Conventions
(LC)
LC 1.1
1.1.2 Use the active voice.
LC 1.2
* How should sentence 7 be revised to correct the misplaced
modifier?
A. Since as an adult he had endured many hardships during his
youth, Hampleton knew the importance of taking his formal
education seriously.
B. Since he had endured many hardships as an adult during his
youth, Hampleton knew the importance of taking his formal
education seriously.
C. Since he had endured many hardships during his youth, as an
adult Hampleton knew the importance of taking his formal
education seriously.
D. Since he had endured, as an adult, many hardships during his
youth, Hampleton knew the importance of taking his formal
education seriously.
Read the following sentence.
He was driving all day long.
What would be a way to revise the sentence using active voice?
A. He had been driving all day long.
B. He drove all day long.
C. All day he was driving.
D. All day he had been driving.
1.2.1 Identify infinitives and participles.
Which verb uses the past participle form?
A. bringing
B. sing
C. helped
D. jumping
1.2.2 Use infinitives and participles.
Which form of the verb best completes the sentence?
I will wait until you are ready ________.
A. to leave
B. leaving
C. leave
D. has left
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Quarter 3
1.2.3 Make clear references between
pronouns and antecedents.
LC 1.4
1.4.1 Demonstrate the mechanics of writing
(e.g., quotation marks, commas at end of
dependent clauses).
1.4.2 Demonstrate appropriate English usage
(e.g., pronoun reference).
LC 1.5
1.5.2 Identify dashes.
* Read this sentence from the editorial.
The cascading light will almost make people think you are sitting in the
library!
Which word or words should be used to match the underlined pronoun
to its antecedent?
A. he
B. they
C. we
D. us
* In sentence 2, a comma should be placed after the wordA. reasons
B. class
C. meetings
D. longer
* Which of the following best improves the writing in the
underlined section in sentence?
A. Norwood Junior High School is a school within the TRUSD
District.
B. Norwood Junior High School, a school within the TRUSD
District,
C. Norwood Junior High School, being a school within the TRUSD
District,
D. Correct as is.
Which version of sentence 11 shows the correct place to put a
dash?
A. If you have a talent and want to use it to reach others—in a
positive way, that’s one thing being a great performer or creative
artist can involve being seen and having people recognize your
face.
B. If you have a talent and want to use it to reach others in a
positive way, that’s one thing— being a great performer or
creative artist can involve being seen and having people
recognize your face.
C. If you have a talent and want to use it to reach others in a
positive way, that’s one thing being a great performer or creative
48 | P a g e
Revised July 2011
Quarter 3
artist can involve being seen—and having people recognize your
face.
D. If you have a talent and want to use it to reach others in a
positive way—that’s one thing being a great performer or
creative artist can involve being seen—and having people
recognize your face.
1.5.6 Use dashes correctly.
LC 1.7
Quarter 3
1.7.1 Spell derivatives correctly by applying
the spellings of bases and affixes.
Which sentence correctly uses a dash?
A. Steve—an athlete—loves to play baseball.
B. Steve is an athlete so he loves to play—baseball.
C. Steve loves to—play baseball.
D. Baseball—is Steve’s favorite sport.
Pick the phrase containing the misspelled word.
A. believeable story
B. nighttime snack
C. necessary precaution
D. no mistake
49 | P a g e
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ELA 7 Quarter 4 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA)
Domain
Standard
Sample Question
Reading (R) 1.2.2 Use knowledge of Greek, Latin, and
Which word from the passage comes from the Greek affix
R 1.2
Anglo-Saxon affixes to understand contentmeaning life?
area vocabulary.
A. Biology
B. Anthropology
C. Chronology
D. Physiology
R 2.1
2.1.1 Identify the differences in structure
between various categories of informational
materials (e.g., textbooks, newspapers,
instructional manuals, signs).
Which type of material would have the most critical information
at the beginning of the text?
A. textbook
B. newspaper
C. manual
D. poem
2.1.2 Identify the differences in purpose
between various categories of informational
materials (e.g., textbooks, newspapers,
instructional manuals, signs).
Which type of material would tend to be the least objective?
A. textbook
B. newspaper
C. manual
D. menu
2.1.3 Analyze the differences in structure
between various categories of informational
materials (e.g., textbooks, newspapers,
instructional manuals, signs).
*The article uses numbered headings in order toA. show the consumer the chronological steps to follow.
B. show the major components of the computer.
C. rank the computer components in order of importance.
D. explain what to buy first.
2.1.4 Analyze the differences in purpose
between various categories of informational
materials (e.g., textbooks, newspapers,
instructional manuals, signs).
*This article would most likely be found in aA. textbook about animal behavior.
B. popular science or health magazine.
C. newspaper’s local news section.
D. professional journal for eye doctors.
50 | P a g e
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R 2.2
2.2.1 Locate information by using a variety of
consumer, workplace, and public documents.
*If you want to find out if you have all parts of the microscope
you are using, where in the passage would you look?
A. In the introduction
B. Under the section labeled “Caution”
C. Under the section labeled “ How to Use the Microscope”
D. At the drawing
R 2.5
2.5.1 Describe the use of a simple mechanical
device by following technical directions.
*If you want to observe a strand of hair, which of the following
should you do first?
A. Cover the microscope.
B. Adjust the mirror.
C. Look through the eyepiece.
D. Place the hair on a glass slide.
2.5.2 Explain the use of a simple mechanical
device by following technical directions.
*The buttons to the right of the text on the Steven Spielberg
website will lead you toA. awards that Spielberg has won.
B. films that Spielberg has made.
C. facts about Spielberg’s life.
D. all of the above.
2.6.1 Assess the adequacy of the author’s
evidence to support claims assertions, noting
instances of bias and stereotyping.
* There is enough information in this passage
to show that the author believes that Mary
Breckinridge
A. trained all of her assistants herself.
B. wiped out disease in the Kentucky mountains.
C. never had enough money for her work.
D. remains a major influence on health care today.
2.6.2 Assess the accuracy of the author’s
evidence to support claims assertions, noting
instances of bias and stereotyping.
*After reading Document C, which phrase in Document A
proves to be false?
A. America’s favorite and safest scooter!
B. Adjustable steering arm that ranges from 23” to 38”
C. Self-adjusting shoulder strap for comfortable carrying
D. Imagine being able to get a WINNING STREAK scooter for
ONLY $39.95
R 2.6
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Quarter 4
2.6.3 Assess the appropriateness of the
author’s evidence to support claims
assertions, noting instances of bias and
stereotyping.
Writing
Strategies
(W)
W 1.5
1.5.2 Use a consistent and sanctioned format
and methodology for citations.
*What statement can be proved?
A. No one is certain as to why whales beach themselves.
B. Right whales are the most important of all whale species.
C. No one cares more about whales than the islanders of
Nantucket.
D. All whales deserve a chance at survival.
How should the following Works Cited be revised?
Works Cited
Colvin, Hannah. Decorating Your Home. New Bremen, CT: Carillon
Publishing, 1999.
Henry Smith. Fun and Easy Pictures to Paint. Fort Laramie, WY: Ace
Publications, 2002.
A.
B.
C.
D.
W 1.7
1.7.1 Revise writing to improve organization
after checking the logic of the ideas.
(consistent point of view, parallelism,
sequencing of transitions)
Remove the date the books were published.
Put the authors’ last names first in both entries.
Arrange the books alphabetically by the publisher.
Place quotation marks around the title of the second book.
* Which of the following sentences from
paragraph 3 would make the most logical concluding sentence
for that paragraph?
A. As a result, Hallidie began making wire cables.
B. He hired William E. Eppelsheimer, a German engineer, to
design the first cable-car line.
C. Now he was ready to “go onboard.”
D. Hallidie also needed a franchise to build the system.
52 | P a g e
Revised July 2011
Quarter 4
Written and
Oral
English
Language
Conventions
(LC)
LC 1.4
LC 1.5
1.4.1 Demonstrate the mechanics of writing
(e.g., quotation marks, commas at end of
dependent clauses).
* In sentence 2, a comma should be placed after the wordA. reasons
B. class
C. meetings
D. longer
1.4.2 Demonstrate appropriate English usage
(e.g., pronoun reference).
* Which of the following best improves the writing in the
underlined section in sentence?
A. Norwood Junior High School is a school within the TRUSD
District.
B. Norwood Junior High School, a school within the TRUSD
District,
C. Norwood Junior High School, being a school within the
TRUSD District,
D. Correct as is.
1.5.1 Identify hyphens.
Which combination contains a hyphen?
A. home-grown
B. home/grown
C. home:grown
D. home;grown
1.5.3 Identify brackets.
*Which sentence contains brackets?
A. sentence 1
B. sentence 3
C. sentence 4
D. sentence 9
1.5.4 Use semicolons correctly.
See 1.5.8
1.5.5 Use hyphens correctly.
Which sentence correctly uses a hyphen?
A. The house is freshly-painted.
B. The freshly-painted house is beautiful.
C. The house has fresh-paint.
D. The beautiful house has fresh-paint.
Quarter 4
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1.5.7 Use brackets correctly.
1.5.8 Use semicolons correctly.
LC 1.7
1.7.1 Spell derivatives correctly by applying
the spellings of bases and affixes.
No longer key element
*In sentence 3, a semicolon should be placed after the wordA. news
B. many
C. relatives
D. upset
Pick the phrase containing the misspelled word.
E. believeable story
F. nighttime snack
G. necessary precaution
H. no mistake
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Test Security Protocols of
Subject Area Standards
Assessments
In order to protect the validity and integrity of our Subject Area Standards
Assessments, appropriate and ethical testing practices are necessary. It is essential that
everyone understand the crucial need for test security so we may ensure that trends in
achievement results can be calculated accurately across years. The issue of test security
is also important as we aspire for a much-improved CST correlation.
The following protocols shall guide handling and administration of ALL
Subject Area Standards Assessments:
1. Before the assessment, items should not be used for review, quizzes, or warm
ups. There is to be no prior exposure to any part of the Subject Area Standards
Assessment with the sole exception of the ELA On-Demand narrative (not the
prompt).
2. Students may not take a test home under any circumstances.
3. Subject Area Standards Assessments should not be used for the creation of
formatives. Answer keys will not be made available to pupils under any
circumstance.
4. Assessment scantrons should remain free of staples, wrinkles, folding,
crumpling, etc. This ensures that the scores can be read accurately and without
compromise.
5. After the test is administered, scores returned, and the testing window is
closed, teachers may go over the test, particularly the items students found
challenging, to address misconceptions as well as to re-teach. Also, teachers
may use diagrams, tables, graphs, narratives, primary sources from the test to
emphasize some test taking strategies in anticipation of the CST.
It is everyone’s responsibility to maintain test security. We appreciate your
commitment towards this endeavor.
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COMMON EXPECTATIONS FOR JR. HIGH SCHOOL
On-DEMAND WRITING and OBJECTIVE TESTS:
1. This test will not be used for teacher evaluation purposes.
2. This purpose is to assure that all students have access to the most critical skills and knowledge at
grade level.
3. Data should be used to facilitate reteaching of key skills/standards.
On-Demand Writing Pre-testing Protocol:
1. Teachers should review the rubric with students during instructional time.
2. The reading material should be distributed beforehand.
3. Students may write on their test materials and use these notes on the essay test.
4. Students may not bring or make separate notes.
5. The teacher is not to read or discuss selection with students or provide any assistance with
comprehension or vocabulary.
6. Students are not to use dictionary or reference materials.
7. The only materials the students will be allowed to have on the test day are:
a. Prompt
b. Reading material
c. Essay-writing paper (binder paper or teacher-made)
d. Blue or black ink pen or pencil as mandated by instructor
e. Rubric
Writing Test Procedures:
1. Teachers may only read the directions. Do not read the prompt to the students.
2. Teachers may remind students what an essay is in simple terms.
3. Students will have one class period to complete the essay.
4. Absence or excessive tardy (teacher discretion) students must make up the test at a later date.
5. When tests are finished, use the rubrics to score them. It is highly recommended that two readers
score the students’ writing.
6. Select your anchor papers from your class and submit them to your department chair.
7. Official scores are due on or before the official testing day.
8. All students must take the test.
9. Make up tests scores should be given to department chair.
Essay Requirements:
1. Introductory paragraph
2. At least one body paragraph with textual evidence and analysis
3. Concluding paragraph
4. Non-Scorable = Blank, Written/Spoken in a language other than English, Off-Topic, Illegible or Unintelligible.
Objective Test Protocols:
1. The teacher is not to read or discuss selection with students or provide any assistance with
comprehension or vocabulary.
2. Students are not to use dictionary or reference materials.
3. The only materials the students will be allowed to have on the test day are:
1. Number two pencils
2. Scantron
3. Objective Test
Test Procedures:
1. Absence or excessive tardy (teacher discretion) students must make up the test at a later date.
2. When tests are finished, give the completed scantrons to your department chair.
3. Scantrons are due on or before the official testing day.
4. All students must take the test.
5. Make up tests should be given to department chair (teachers score make up tests).
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English Language Arts Grade 7 Writing Prompt
On-Demand Autobiographical Incident Narrative
Writing Task
Directions:
In this writing test, you will respond to the writing task below.
You will have time to plan, write, and proofread.
Only what you write on the lined paper provided to you will be scored.
Scoring:
Your writing will be scored on how well you
develop a plot with a beginning, a middle, and an end.
use appropriate strategies, for example: action, dialogue, suspense, and details that make the
reader feel that they were there as your experience unfolds.
clearly communicate the significance of the event.
use correct grammar, spelling, punctuation, and capitalization.
Read the following writing task. You must write a narrative about this topic.
Writing the Autobiographical Incident Narrative
Since this an on demand writing task, the writing situation and task will be provide on the
day of the examination.
Writing Situation:
Writing Task:
When you write about this experience, remember
to develop a plot with a beginning, a middle, and an end.
to use appropriate strategies, for example: action, dialogue, suspense, and details that make
the reader feel that they were there as your experience unfolds.
to clearly communicate the significance of the event.
to use correct grammar, spelling, punctuation, and capitalization.
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ELA 7
COMMENDABLE(4)
STANDARDS
I.)
ASSIGNMENT /
TOPIC
II.)
RESPONDING
TO THE TEXT
III.) FOCUS,
ORGANIZATIO
N & SUPPORT
IV.)
CONVENTIONS
OF THE
ENGLISH
LANGUAGE
V.)
OVERALL
SCORE
Writing 1.0
Autobiographical-Incident Narrative Rubric
PROFICIENT(3)
PROFICIENT(PASSING)
Clearly addresses all parts of
the writing tasks. Includes all
format requirements.
Demonstrates a clear
understanding of purpose and
audience.
Provides a thoroughly
developed plot line (having
beginning, conflict, rising
action, climax, denouement)
including major and minor
characters and a definite
setting in the context of an
autobiographical incident(s).
Includes appropriate strategies
(e.g. dialogue, suspense,
narrative action). Relates a
meaningful and engaging
story. Must be at least 500
words.
Maintains a strongly
consistent point of view, focus
and organized structure.
Addresses all parts of the writing
task. Demonstrates a general
understanding of purpose and
audience.
Writing
Applications 1.7
Conventions 1.1,
1.2, 1.4, 1.5, 1.6,
1.7
Contains few, if any, errors in
grammar, punctuations,
spelling, capitalization and
usage.
Writing 2.1
Score:
Writing
Applications 2.1
a, b, and c.
Writing 1.1
APPROACHING STANDARD(2)
NON-PROFICIENT(1)
NON-PROFICIENT(NOT PASSING)
Addresses minimally or only
parts of the writing task.
Includes most format
requirements. Demonstrates
some understanding of
purpose and audience.
Provides a minimally
developed plot line, including
characters and a setting.
Attempts to use strategies but
with minimal effectiveness
(e.g. dialogue, suspense,
narrative action.) Less than
500 words
Addresses only parts of the
writing task. Includes little, if
any, understanding of purpose
and audience.
Maintains a mostly consistent or
coherent point of view, focus and
organizational structure.
Maintains an inconsistent
point of view, focus, and/or
organizational structure.
Needs more coherence.
Lacks a point of view, focus,
organizational structure.
May contain some errors in
grammar, punctuation, spelling,
capitalization and usage, which do
not interfere with the reader’s
understanding of the essay.
May contain several errors in
grammar, punctuation,
spelling, capitalization and
usage, which detracts from
the reader’s understanding of
the essay.
May contain serious errors in
grammar, punctuation,
spelling, capitalization and
usage, which do interfere with
the reader’s understanding of
the essay.
Provides an adequately developed
plot line (having beginning,
conflict, rising action, climax,
denouement), including major and
minor characters and definite
setting in the context of
autobiographical incident(s).
Includes appropriate strategies (e.g.
dialogue, suspense, narrative
action). Effectively tells the story.
Must be at least 500 words.
Lacks a developed plot line.
Fails to use strategies (e.g.
dialogue, suspense, narrative
action.) Less than 500
words.
Comments:
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English Language Arts Grade 7 Writing Prompt
Character Analysis
Writing Task
Directions:
In this writing test, you will respond to the writing task below.
You will have time to plan, discuss, take notes, write, revise and proofread.
Only your final draft will be scored.
Scoring:
Your writing will be scored on how well you
write a clear explanation of how the character changed.
use specific examples from the character’s thoughts, words, and actions to support the main
idea.
use correct grammar, spelling, punctuation, and capitalization.
Read the following writing task. You must write about this topic.
Writing the Character Analysis
Writing Situation:
Throughout the course of our lives, we will change our perspectives, attitudes, and beliefs about
things many times. Often, these changes come about as a result of events and experiences. In the
literature that we read, a character often goes through this type of change as a result of his or her
own experiences in the story.
Writing Task:
Choose a character from the story “Thank You, Ma’m” by Langston Hughes. Write an essay where
you fully discuss how one of the story’s main characters (protagonist or antagonist) changes from
the beginning of the story to the end. Make sure you include examples from the story to support
your essay.
When you write your character analysis remember to
write a clear explanation of how the character changed.
use specific examples from the character’s thoughts, words, and actions to support the main
idea.
use correct grammar, spelling, punctuation, and capitalization.
Write at least 500 words.
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English Language Arts Grade 7 Story
Character Analysis
Thank you, Ma’m
by Langston Hughes
Text
Notes
She was a large woman with a large purse that had everything
in it but hammer and nails. It had a long strap, and she carried
it slung across her shoulder. It was about eleven o’clock at
night, and she was walking alone, when a boy ran up behind
her and tried to snatch her purse. The strap broke with the
single tug the boy gave it from behind. But the boy’s weight
and the weight of the purse combined caused him to lose his
balance so, instead of taking off full blast as he had hoped,
the boy fell on his back on the sidewalk, and his legs flew up.
The large woman simply turned around and kicked him right
square in his blue-jeaned sitter. Then she reached down,
picked the boy up by his shirt front, and shook him until his
teeth rattled.
After that the woman said, “Pick up my pocketbook, boy, and
give it here.” She still held him. But she bent down enough to
permit him to stoop and pick up her purse. Then she said, “Now
ain’t you ashamed of yourself?”
Firmly gripped by his shirt front, the boy said, “Yes’m.”
The woman said, “What did you want to do it for?”
The boy said, “I didn’t aim to.”
She said, “You a lie!”
By that time two or three people passed, stopped, turned to
look, and some stood watching.
“If I turn you loose, will you run?” asked the woman.
“Yes’m,” said the boy.
“Then I won’t turn you loose,” said the woman. She did not
release him.
“I’m very sorry, lady, I’m sorry,” whispered the boy.
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“Um-hum! And your face is dirty. I got a great mind to wash
your face for you. Ain’t you got nobody home to tell you to
wash your face?”
“No’m,” said the boy.
“Then it will get washed this evening,” said the large woman
starting up the street, dragging the frightened boy behind her.
He looked as if he were fourteen or fifteen, frail and willow-wild,
in tennis shoes and blue jeans.
The woman said, “You ought to be my son. I would teach you
right from wrong. Least I can do right now is to wash your face.
Are you hungry?”
“No’m,” said the being dragged boy. “I just want you to turn
me loose.”
“Was I bothering you when I turned that corner?” asked the
woman.
“No’m.”
“But you put yourself in contact with me,” said the woman. “If
you think that that contact is not going to last awhile, you got
another thought coming. When I get through with you, sir, you
are going to remember Mrs. Luella Bates Washington Jones.”
Sweat popped out on the boy’s face and he began to
struggle. Mrs. Jones stopped, jerked him around in front of her,
put a half-nelson about his neck, and continued to drag him
up the street. When she got to her door, she dragged the boy
inside, down a hall, and into a large kitchenette-furnished
room at the rear of the house. She switched on the light and
left the door open. The boy could hear other roomers laughing
and talking in the large house. Some of their doors were open,
too, so he knew he and the woman were not alone. The
woman still had him by the neck in the middle of her room.
She said, “What is your name?”
“Roger,” answered the boy.
“Then, Roger, you go to that sink and wash your face,” said the
woman, whereupon she turned him loose—at last. Roger
looked at the door—looked at the woman—looked at the
door—and went to the sink.
Let the water run until it gets warm,” she said. “Here’s a clean
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towel.”
“You gonna take me to jail?” asked the boy, bending over the
sink.
“Not with that face, I would not take you nowhere,” said the
woman. “Here I am trying to get home to cook me a bite to
eat and you snatch my pocketbook! Maybe, you ain’t been to
your supper either, late as it be. Have you?”
“There’s nobody home at my house,” said the boy.
“Then we’ll eat,” said the woman, “I believe you’re hungry—or
been hungry—to try to snatch my pocketbook.”
“I wanted a pair of blue suede shoes,” said the boy.
“Well, you didn’t have to snatch my pocketbook to get some
suede shoes,” said Mrs. Luella Bates Washington Jones. “You
could of asked me.”
“M’am?”
The water dripping from his face, the boy looked at her. There
was a long pause. A very long pause. After he had dried his
face and not knowing what else to do dried it again, the boy
turned around, wondering what next. The door was open. He
could make a dash for it down the hall. He could run, run, run,
run, run!
The woman was sitting on the day-bed. After a while she said,
“I were young once and I wanted things I could not get.”
There was another long pause. The boy’s mouth opened. Then
he frowned, but not knowing he frowned.
The woman said, “Um-hum! You thought I was going to say
but, didn’t you? You thought I was going to say, but I didn’t
snatch people’s pocketbooks. Well, I wasn’t going to say that.”
Pause. Silence. “I have done things, too, which I would not tell
you, son—neither tell God, if he didn’t already know. So you set
down while I fix us something to eat. You might run that comb
through your hair so you will look presentable.”
In another corner of the room behind a screen was a gas plate
and an icebox. Mrs. Jones got up and went behind the screen.
The woman did not watch the boy to see if he was going to
run now, nor did she watch her purse which she left behind her
on the day-bed. But the boy took care to sit on the far side of
the room where he thought she could easily see him out of the
corner of her eye, if she wanted to. He did not trust the woman
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not to trust him. And he did not want to be mistrusted now.
“Do you need somebody to go to the store,” asked the boy,
“maybe to get some milk or something?”
“Don’t believe I do,” said the woman, “unless you just want
sweet milk yourself. I was going to make cocoa out of this
canned milk I got here.”
“That will be fine,” said the boy.
She heated some lima beans and ham she had in the icebox,
made the cocoa, and set the table. The woman did not ask
the boy anything about where he lived, or his folks, or anything
else that would embarrass him. Instead, as they ate, she told
him about her job in a hotel beauty-shop that stayed open
late, what the work was like, and how all kinds of women
came in and out, blondes, red-heads, and Spanish. Then she
cut him a half of her ten-cent cake.
“Eat some more, son,” she said.
When they were finished eating she got up and said, “Now,
here, take this ten dollars and buy yourself some blue suede
shoes. And next time, do not make the mistake of latching
onto my pocketbook nor nobody else’s—because shoes come
by devilish like that will burn your feet. I got to get my rest now.
But I wish you would behave yourself, son, from here on in.”
She led him down the hall to the front door and opened it.
“Good-night! Behave yourself, boy!” she said, looking out into
the street.
The boy wanted to say something else other than “Thank you,
m’am” to Mrs. Luella Bates Washington Jones, but he couldn’t
do so as he turned at the barren stoop and looked back at the
large woman in the door. He barely managed to say “Thank
you” before she shut the door. And he never saw her again.
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Character Analysis Rubric
COMMENDABLE(4)
STANDARDS
PROFICIENT(3)
PROFICIENT(PASSING)
APPROACHING STANDARD(2)
NON-PROFICIENT(1)
NON-PROFICIENT(NOT PASSING)
I.) ASSIGNMENT
/ TOPIC
Writing 1.0
Clearly addresses all parts of the
writing. Includes all format
requirements. Demonstrates a
clear understanding of purpose
and audience
Addresses all parts of the
writing task. Includes all format
requirements. Demonstrates a
general understanding of
purpose and audience.
Minimally addresses parts of
the writing task. Minimally
includes format requirements.
Demonstrates limited
understanding of purpose and
audience.
Addresses only parts of the
writing task. Does not meet
format requirements.
Demonstrates little, if any,
understanding of purpose and
audience.
II.) RESPONDING
TO THE TEXT
Reading 2.4
Writing
Applications 2.2a,
b, c. Literary
Response and
Analysis 3.3
Develops interpretations that
exhibit reading, understanding
and insight. Organized
interpretations around several
ideas, premises or images.
Justifies interpretations through
sustained use of examples from
the character’s thoughts, words,
speech patterns and actions.
Must be at least 500 words.
Writing 1.1, 1.2,
1.3
Minimally develops
interpretations that exhibit
reading, understanding and
insight. Minimally organized
interpretations around ideas,
premises or images.
Minimally justifies
interpretations through use of
examples from the character’s
thoughts, words, speech
patterns and actions. Less
than 500 words.
Maintains an inconsistent
point of view, focus, and/or
organizational structure. May
support the focus and main
ideas with limited, if any,
details and/or examples.
Develops little or no
interpretation of text. No
examples from the character’s
thoughts, words, speech. Less
than 500 words.
III.) FOCUS,
ORGANIZATION
& SUPPORT
Thoroughly develops
interpretations that exhibit
careful reading, understanding
and insight. Thoroughly
organizes interpretations around
several clear ideas, premises and
images. Thoroughly justifies
interpretations through sustained
use of examples from the
character’s thoughts, words,
speech patterns and actions.
Must be at least 500 words.
Maintains a consistent point of
view, focus and organized
structure. Supports the focus and
main ideas with specific details
and examples.
Writing
Applications 1.7
Conventions 1.1,
1.2, 1.4, 1.5, 1.6,
1.7
Contains few, if any, errors in
grammar, punctuations, spelling,
capitalization and usage.
May contain some errors in
grammar, punctuation, spelling,
capitalization and usage, which
do not interfere with the
reader’s understanding of the
essay.
May contain several errors in
grammar, punctuation,
spelling, capitalization and
usage, which detracts from
the reader’s understanding of
the essay.
May contain serious errors in
grammar, punctuation,
spelling, capitalization and
usage, which do interfere with
the reader’s understanding of
the essay.
Writing 2.2
Score:
IV.)
CONVENTIONS
OF THE
ENGLISH
LANGUAGE
V.)
OVERALL
SCORE
Maintains a mostly consistent or
coherent point of view, focus
and organizational structure.
Supports the focus and main
ideas with details and examples.
Lacks a point of view, focus,
organizational structure. Fails
to support ideas with details
and/or examples.
Comments:
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English Language Arts Grade 7 Oral Presentation Prompt
Oral Expository Summary
Directions:
In this speech task, you will respond to the prompt below.
You will have time to plan, take notes and practice.
You will deliver your oral presentation to the class.
Scoring:
Your speech will be scored on how well you
addressed the prompt.
organized your information.
maintained eye-contact with the audience/ classmates.
met all requirements from the rubric.
prepared for this presentation.
Read the following task. You must write a narrative about this topic.
Speaking Task
Situation:
When we read an interesting article in a newspaper or magazine, we may want to share our new
knowledge with others. In order to communicate the information, we have to read the article
carefully, make note of the important details, and summarize in a way that others will understand.
Directions:
Please read a non-fiction article from a newspaper, magazine, or textbook that interests you. Take
notes on the important details. You will be asked to get up in front of the class and do a 2-3 minute
summary on your article. You may use an outline or note-cards, but may not read directly from the
article.
A well-delivered speech will include
the main idea & the most significant details from the article,
your own words unless quoting directly from the article, and
purposeful eye contact with the audience.
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ELA 7 Oral/Written Expository Summary Rubric
COMMENDABLE(4)
STANDARDS
I.) ASSIGNMENT /
TOPIC
Listening and Speaking
Strategies: 1.4, 1.5
II.) SUMMARY:
ORGANIZATION
Listening and Speaking
Strategies: 2.2 a,b,c
III.) DELIVERY OR
ORAL
COMMUNICATION
Listening and Speaking
Strategies: 1.5, 1.6
IV.) WRITTEN
COMPONENT
Writing Applications
1.1, 1.2, 1.3, 1.7, 2.5a,
b, c Conventions 1.1,
1.2, 1.4, 1.5, 1.6, 1.7
V.)
OVERALL SCORE
Speaking Applications
2.2
PROFICIENT(3)
PROFICIENT(PASSING)
APPROACHING
STANDARD(2)
NON-PROFICIENT(1)
NON-PROFICIENT(NOT PASSING)
Clearly addresses all parts of
the tasks. Demonstrates a clear
understanding of purpose and
audience. Appeals to the
interests of the audience.
Addresses all parts of the task.
Demonstrates understanding
of purpose and audience.
Considers the audience.
Minimally addresses all
parts of the task.
Demonstrates some
understanding of purpose
and audience.
Addresses only parts of
the task. Demonstrates
little, if any,
understanding of purpose
and audience.
Delivers focused, coherent
presentation that clearly
conveys the main idea and the
most significant details.
Conveys a comprehensive
understanding of sources.
Delivers coherent presentation
that sufficiently conveys the
main idea and significant
details. Conveys an
understanding of sources.
Presentation has minimal
organization, unsupported
main idea. Insufficient use
of understanding of sources.
Presentation lacks
organization, an
introduction or conclusion
may be missing.
Sustains precise language,
action verbs, sensory details,
active voice, voice
modulation, expression
(gestures); appropriate
grammar, word choice,
enunciation, purposeful eye
contact and (tempo) pace.
Uses action verbs, active
voice, expression (gestures);
appropriate word choice,
enunciation, eye contact is
sustained; nervous behavior
may be evident.
Chooses some action verbs,
may vary tone, eye contact
is sporadic, expression
(gestures) are forced;
nervous behavior is evident;
enunciation of generally
clear.
Enunciation is unclear,
does not vary tone or
inflection, gestures are
distracting, nervous
behavior interferes with
audience’s understanding;
little or no eye contact.
Includes main ideas and most
significant details. Uses
student’s own words except
for quotation. Clearly reveals
underlying meaning/message.
Draft contains evidence of
effective structure revision
and effective word choice.
Contains main ideas and
supporting details. Uses
student’s own words except
for quotations. Grasps
underlying meaning/message.
Has sufficient structure and
word choice to communicate
ideas.
Main idea unclearly
presented and/or insufficient
use of supporting details.
Imbalance between
student’s own words and
direct quotations. Vague on
understanding
meaning/message.
Insufficient structure and/or
word choice.
Lacks main idea and/or
supporting details.
Student expresses no
original wording.
Underlying meaning or
message unclear. Lacks
effective structure and/or
word choice.
Score:
Comments:
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Root
alter
aud
auto
bibl
bio
chron
cred
dict
geo
gram/graph
logy
man
ment
mob/mot
mono
ped
pend/pens
phon
photo
rupt
scop/scope
spec
struct
therm
vol/volv
Greek and Latin Roots
Master List for 7th Grade
Sample Words
alternate, alter, alternative
auditorium, audible, audience
autograph, automobile, autocracy
bibliography, Bible, bibliomania
biology, biome, biosphere
chronology, chronometer, synchronous
credit, creed, incredible
contradict, dictionary, diction
geology, geometry, geology
autograph, graphite, telegram
zoology, biology, geology
chairman, spokesman, manpower
mental, mentality, mention
motion, mobile, motive, motor
monologue, monarchy, monocle
pedal, pedestrian, pedestal
dependent, pendulum, suspension
telephone, cacophony, phonics
photograph, photogenic,
photosynthesis
erupt, rupture, corrupt, disrupt
stethoscope, telescope, microscope
specific, species, inspect, spectator
structure, instruct, destruct, construct
thermostat, hypothermia, themal
revolve, revolution, involve, revolt
Meaning of Root
other
sound; hear
self
book
life
time
belief; faith
speak; say
earth
write
study of
man; human
mind
move
one; single
foot
hang
sound; voice
light
break
see; watch
see, sort, kind
build
heat
roll; turn around
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COMPREHENSIVE LIST OF AFFIXES
Prefixes
7th
biexfor-/forehyperil-/imin-/irintrominimultinonpre-/postresubsupertrans-
8th
adananti-/antecode-/disextramismonoperteleun-
9th
circumconepihemimalmidoutoverparapolypro-
10th
comcounter-/contraequimagnperiretrosemisymultra-
11th
centhyperhypointerintramacromicroomniquasi-
10th
-ancy/-ency
-ance/-ence
-cide
-ic
-ism
-oid
-ular/-ulent
11th
-acious
-ade
-arium
-cy
-fy
-ice
-uous
Suffixes
7th
-ant/-ist/-ician
-ation
-ative
-en
-er/-est
-hood
-less
-ly/-ily
-tude
8th
-able/-ible
-al/-ic/-ish
-ant/-ive/-some
-arian
-ful/-ous
-ian
-ment
-ness
-ous
-ways
-wise
9th
-ate
-cy
-fy/-ify
-ile
-ion
-ish
-ity
-ive
-ize
-some
-ure
-ward
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CALIFORNIA STANDARDS TESTS
GRADE 7 ENGLISH-LANGUAGE ARTS
(Blueprints adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: READING
1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC
VOCABULARY DEVELOPMENT: Students use their
knowledge of word origins and word relationships, as well
as historical and literary context clues, to determine the
meaning of specialized vocabulary and to understand the
precise meaning of grade-level-appropriate words.
1.1 Vocabulary and Concept Development: Identify idioms,
analogies, metaphors, and similes in prose and poetry.
1.2 Vocabulary and Concept Development: Use knowledge of
Greek, Latin, and Anglo-Saxon roots and affixes to understand
content-area vocabulary.
1.3 Vocabulary and Concept Development: Clarify word
meanings through the use of definition, example, restatement, or
contrast.
2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL
MATERIALS): Students read and understand grade-levelappropriate material. They describe and connect the
essential ideas, arguments, and perspectives of the text by
using their knowledge of text structure, organization, and
purpose. The selections in Recommended Readings in
Literature, Kindergarten Through Grade Eight illustrate the
quality and complexity of the materials to be read by
students. In addition, by grade eight, students read one
million words annually on their own, including a good
representation of grade-level-appropriate narrative and
expository text (e.g., classic and contemporary literature,
magazines, newspapers, online information). In grade
seven, students make substantial progress toward this goal.
2.1 Structural Features of Informational Materials: Understand
and analyze the differences in structure and purpose between
various categories of informational materials (e.g., textbooks,
newspapers, instructional manuals, signs).
2.2 Structural Features of Informational Materials: Locate
information by using a variety of consumer, workplace, and
public documents.
2.3 Structural Features of Informational Materials: Analyze text
that uses cause-and-effect organizational pattern.
2.4 Comprehension and Analysis of Grade-Level-Appropriate
Text: Identify and trace the development of an author’s
argument, point of view, or perspective in text.
# of
Items
%
11
15%
3
3
5
18
24%
3
4
2
3
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CALIFORNIA CONTENT STANDARDS: READING
2.5 Comprehension and Analysis of Grade-Level-Appropriate
Text: Understand and explain the use of a simple mechanical
device by following technical directions.
2.6 Expository Critique: Assess the adequacy, accuracy, and
appropriateness of the author’s evidence to support claims and
assertions, noting instances of bias and stereotyping.
3.0 LITERARY RESPONSE AND ANALYSIS: Students read and
respond to historically or culturally significant works of
literature that reflect and enhance their studies of history
and social science. They clarify the ideas and connect them
to other literary works. The selections in Recommended
Readings in Literature, Kindergarten Through Grade Eight
illustrate the quality and complexity of the materials to be
read by students.
3.1 Structural Features of Literature: Articulate the expressed
purposes and characteristics of different forms of prose (e.g.,
short story, novel, novella, essay).
3.2 Narrative Analysis of Grade-Level-Appropriate Text: Identify
events that advance the plot, and determine how each event
explains past or present action(s) or foreshadows future
action(s).
3.3 Narrative Analysis of Grade-Level-Appropriate Text: Analyze
characterization as delineated through a character’s thoughts,
words, speech patterns, and actions; the narrator’s description;
and the thoughts, words, and actions of other characters.
3.4 Narrative Analysis of Grade-Level-Appropriate Text: Identify
and analyze recurring themes across works (e.g., the value of
bravery, loyalty, and friendship; the effects of loneliness).
3.5 Narrative Analysis of Grade-Level-Appropriate Text:
Contrast points of view (e.g., first and third person, limited and
omniscient, subjective and objective) in narrative text and explain
how they affect the overall theme of the work.
3.6 Literary Criticism: Analyze a range of responses to a literary
work and determine the extent to which the literary elements in
the work shaped those responses.
# of
Items
%
3
3
13
17%
1
2
3
2
3
2
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CALIFORNIA CONTENT STANDARDS: WRITING
1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS:
Students write and speak with a command of standard
English conventions appropriate to the grade level.
1.1 Sentence Structure: Place modifiers properly, and use the
active voice.
1.2 Grammar: Identify and use infinitives and participles and make
clear references between pronouns and antecedents.
1.3 Grammar: Identify all parts of speech and types and structure of
sentences.
1.4 Grammar: Demonstrate the mechanics of writing (e.g.,
quotation marks, commas at end of dependent clauses) and
appropriate English usage (e.g., pronoun reference).
1.5 Punctuation: Identify hyphens, dashes, brackets, and semicolons and use them correctly.
1.6 Capitalization: Use correct capitalization.
1.7 Spelling: Spell derivatives correctly by applying the spellings of
bases and affixes.
1.0 WRITING STRATEGIES: Students write clear, coherent, and
focused essays. The writing exhibits students’ awareness of
the audience and purpose. Essays contain formal
introductions, supporting evidence, and conclusions.
Students progress through the stages of the writing process
as needed.
1.1 Organization and Focus: Create an organizational structure
that balances all aspects of the composition and uses effective
transitions between sentences to unify important ideas.
1.2 Organization and Focus: Support all statements and claims
with anecdotes, descriptions, facts and statistics, and specific
examples.
1.3 Organization and Focus: Use strategies of note-taking,
outlining, and summarizing to impose structure on composition
drafts.
1.4 Research and Technology: Identify topics; ask and evaluate
questions; and develop ideas leading to inquiry, investigation,
and research.
1.5 Research and Technology: Give credit for both quoted and
paraphrased information in a bibliography by using a consistent
and sanctioned format and methodology for citations.
# of
Items
%
16
21%
1
1
4
4
1
2
3
17
23%
3
2
3
3
2
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CALIFORNIA CONTENT STANDARDS: WRITING
1.6 Research and Technology: Create documents by using wordprocessing skills and publishing programs; develop simple
databases and spreadsheets to manage information and prepare
reports.
1.7 Evaluation and Revision: Revise writing to improve
organization and word choice after checking the logic of the
ideas and the precision of the vocabulary.
TOTALS
* Not assessable in multiple-choice format
# of
Items
%
NA*
4
75
100%
© California Department of Education
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CST and CAHSEE Comparison Chart
STRAND/REPORTING
CLUSTER
1.0 WORD ANALYSIS,
FLUENCY, AND
SYSTEMATIC
VOCABULARY
DEVELOPMENT
2.0 READING
COMPREHENSION
3.0 LITERARY
RESPONSE AND
ANALYSIS:
1.0 WRITING
STRATEGIES
1.0 WRITTEN AND
ORAL ENGLISH
LANGUAGE
CONVENTIONS
2nd
NUMBER & PERCENTAGE OF MULTIPLE CHOICE QUESTIONS in GRADES 2nd -11th
CST Compared to CAHSEE
rd
th
th
3
4
5
6th
7th
8th
9th
10th
CAHSEE
11th
22 /
34%
20 /
31%
18 /
24%
14 /
19%
13 /
17%
11/
15%
9/
12%
8/
11%
8/
11%
7/
10%
8/
11%
15 /
23%
6/
9%
15 /
23%
8/
12%
15 /
20%
9/
12%
16 /
21%
12/
16%
17 /
23%
12/
16%
18 /
24%
13 /
17%
18 /
24%
15 /
20%
18 /
24%
16 /
21%
18 /
24%
16 /
21%
18 /
25%
20 /
28%
19 / 25%
8/
12%
14 /
22%
9/
14%
13 /
20%
15/ 20%
17 /
23%
16 /
21%
17 /
23%
16 /
21%
17 /
23%
16 /
21%
20 /
17%
13 /
27%
20 /
17%
13 /
27%
12 /
17%
15 /
20%
22 / 29%
18 /
24%
16 /
23%
17 /
21%
65 /
100%
65 /
100%
75 /
100%
75 /
100%
75 /
100%
75 /
100%
75 /
100%
75 /
100%
75 /
100%
72 /
100%
75 /
100%
TOTAL
Sources:
STAR CST Blueprints 2002
CDE: http://www.cde.ca.gov/ta/tg/sr/documents/ela1105.doc
CAHSEE Blueprints 2003
ETS: http://www.ets.org/Media/Tests/CAHSEE/pdf/Interpreting_CAHSEE_Scores_2005-06.pdf
CDE: http://www.cde.ca.gov/ta/tg/hs/resources.asp
17 / 23%
9 / 12%
Compiled by TRUSD Curriculum and Instruction- ELA Secondary Division October, 2008
GGTORRES
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