East Baton Rouge Parish School System
2015-2016 English Language Arts Grade 7 Year-at-a-Glance
Each selection and activity can be found electronically at http://www.myhrw.com
Collection One
Collection Two
Collection Three
Collection Four
Collection Five
Collection Six
Aug 6- Sept 17
Sept 17- Nov 2
Nov 2- Dec 18
Dec 18 – Feb 18
Feb 18 – Apr 11
Apr 11 – May 20
Review:
Apr 4-5
Comprehensive PostAssessment:
Apr 6-7
Review:
May 12-13
Summative Assessment:
May 16-17
Review:
Sep 10-11
Summative Assessment:
Sep 14-15
Review:
Oct 23-26
Summative Assessment:
Oct 27-28
Review:
Dec 10-11
Comprehensive Mid-Term:
Dec 14-15
Review:
Feb 10-11
Summative Assessment:
Feb 12-15
*Phase 1 iLEAP Mar 14-18*
*Phase 2 iLEAP Apr 25-29*
Collection 1: Bold Actions
Academic Vocabulary:
aspect, cultural, evaluate,
resource, text
Collection 2: Perception
and Reality
Academic Vocabulary:
abnormal, feature, focus,
perceive, task
Collection 3: Nature at
Work
Academic Vocabulary:
affect, element, ensure,
participate, specify
Collection 4: Risk and
Exploration
Academic Vocabulary:
complex, potential, rely,
stress, valid
Collection 5: The Stuff of
Consumer Culture
Academic Vocabulary:
Attitude, consume, goal,
purchase, technology
Collection 6: Guided by a
Cause
Academic Vocabulary:
contrast, despite, error,
inadequate, interact
ANCHOR TEXT
SHORT STORY
“Rogue Wave” by
Theodore Taylor
ANCHOR TEXT
FOLK TALE
“ The People Could Fly” by
Virginia Hamilton
ANCHOR TEXT
MEMOIR
From Mississippi Solo by
Eddy Harris
ANCHOR TEXTS
SPEECH
“Remarks at the Dedication
of the Aerospace Medical
Health Center” by John F.
Keendy
ANCHOR TEXT
INFORMATIONAL TEXT
From Life at Home in the
Twenty-First Century
COMPARE ANCHOR TEXT
HISTORY WRITING
from Flesh & Blood So
Cheap: The Triangle Fire
and Its Legacy by Albert
Marrin and
ANCHOR TEXT
GREEK MYTH
“The Flight of Icarus” by
Sally Benson
ANCHOR TEXT
DRAMA
Sorry, Wrong Number by
Lucille Fletcher
COMPARE ANCHOR TEXT
POEMS
“Ode to Enchanted Light”
by Pablo Neruda
“Sleeping in the Forest” by
Mary Oliver
ANCHOR TEXT
SCIENCE ARTICLE
“ Living in the dark” by
Cheryl Bardoe
ANCHOR TEXT
PERSONAL ESSAY
“Craig Kielburger Reflects
on Working Toward Peace”
by Craig Kielburger
1
East Baton Rouge Parish School System
2015-2016 English Language Arts Grade 7 Year-at-a-Glance
Collection 1: Bold Actions
Collection 1 Academic Vocabulary:
aspect, cultural, evaluate, resource, text
PERFORMANCE TASKS:
A Write a Short Story W 2 , W 3a–e, W 4, W 5, W 10
B Present an Oral Commentary W 1a–e, W 8, W 9, W 10, SL 4, SL 5, SL 6, L 3
Selection / Feature Title
Target Skills
(primary instructional CCSS)
ANCHOR TEXT
Analyze Story Elements:
SHORT STORY
Plot and Setting RL 3
Rogue Wave
Make Inferences RL 1
by Theodore Taylor Lexile 980
COMPARE MEDIA:
Analyze Structure
RI 2, RI 5, SL 2
Covering Issues in the News
ONLINE NEWSPAPER ARTICLE
Parents of Rescued Teenage Sailor Abby
Sunderland Accused of Risking Her Life
by Paul Harris Lexile 1110
EDITORIAL
Ship of Fools by Joanna Weiss Lexile 1120
TV NEWS INTERVIEW
Was Abby Too Young to Sail? by CBS News
Compare Media
ANCHOR TEXT
GREEK MYTH
The Flight of Icarus by Sally Benson
Trace and Evaluate an Argument
RI 2, RI 5, RI 8
Analyze Structure
RI 2, RI 5, SL 2
Analyze Ideas in Diverse Media
RI 2, RI 3, RI 5, RI 6, RI 8, RI 9, SL 2
Analyze Story Elements RL 3
Determine Theme RL 2
CCSS in Collection 1:
RL 1, RL 2, RL 3, RL 4, RL 5, RI 1, RI 2, RI 3, RI 5, RI 6, RI 8, RI 9
W 1a–e, W 2, W 3, W 3a–e, W 4, W 5, W 6, W 7, W 8, W 9, W 10
SL 2, SL 4, SL 5, SL 6
L 1a–b, L 2a, L 3, L 4a–c, L 5c
Performance Task
Writing Activity:
Movie Outline
W 3, SL 4
Target Vocabulary words /
Vocabulary Strategy
swell, deck, navigation, submerge,
porthole
Latin Roots L 4a–c
Language Conventions
moderate, prowess, frantic,
anxiety
Noun Suffixes -ty and –ity
L 4b
Commas and
Coordinate Adjectives L 2a
inundate, restrictive, exhibition,
precaution
Connotations and Denotations
L 4a, L 5c
Subordinate Clauses L 1a
Sentence Structure L 1b
Writing Activity:
Explanation W2
Media Activity: Blogs W
1, W 4, W 6
Writing Activity:
Graphic Comic
W 3, W 7
Lexile 1110
POEM
Icarus’s Flight
by Stephen Dobyns
Analyze Form: Poetry RL 5
Determine Meaning of Words and
Phrases: Alliteration RL 4
Speaking Activity: Oral
Response W 2, SL 4
INFORMATIONAL WRITING
Women in Aviation
by Patricia and Fredrick McKissack
Lexile 1150
Determine Author’s
Purpose RI 6
Cite Evidence and Draw
Conclusions RI 1
Writing Activity: Report
W 2, W 6, W 10
2
East Baton Rouge Parish School System
2015-2016 English Language Arts Grade 7 Year-at-a-Glance
Collection 2: Perception and Reality
Collection 2 Academic Vocabulary:
abnormal, feature, focus, perceive, task
PERFORMANCE TASKS:
A Write an Opinion Essay RL 1, W 1a–e, W 4, W 5, W 9, W 10
B Write an Expository Essay RI 1, W 2a–f, W 4, W 5, W 8, W 10
Selection / Feature Title
Critical Analysis
(primary instructional CCSS)
Analyze Story Elements:
ANCHOR TEXT
Folk Tales RL 3
FOLK TALE
The People Could Fly by Virginia Hamilton
Lexile 430
COMPARE TEXTS POEMS
CCSS in Collection 2:
RL 1, RL 2, RL 3, RL 4, RL 5, RL 10, RI 1, RI 2, RI 4, RI 5
W 1a–e, W 2a–f, W 4, W 5, W 6, W 7, W 8, W 9, W 9a, W 10
SL 1–d, SL 2, SL 4, SL 5, SL 6
L 1a, L 2b, L 4a–d
Performance Task
Speaking Activity:
Critical Vocabulary words /
Vocabulary Strategy
croon, snag, shuffle, plantation
Dramatic Reading RL 10, SL 6
Latin Suffixes L4b, L4d
Speaking Activity: Discussion
SL 1–d, SL 4, SL 6
Speaking Activity:
Demonstration W 7, SL 4
neural, neuroscientist,
neuron, neuroscience, cynic
Language
Conventions
Summarize Text RL 2
Determine the Impact of Rhyme
RL 4, RL 5
The Song of Wandering Aengus by W.B. Yeats
Sonnet 43
by William Shakespeare
Compare Texts
Analyze Sonnet RL 4, RL 5
MAGAZINE ARTICLE
Magic and the Brain by Susan Martinez-Conde and
Stephen L. Macknik Lexile 1340
Analyze Structure: Text Features RI
4, RI 5
MEDIA ANALYSIS IMAGE COLLECTION
Pavement Chalk Art by Julian Beever
SHORT STORY
Another Place, Another Time by Cory Doctorow
Lexile 1060
ANCHOR TEXT
DRAMA
Sorry, Wrong Number by Lucille Fletcher
FILM CLIP
from Sorry, Wrong Number by Anatole Litvak
Determine Meanings RL 4, RL 5
Summarize Text RI 2
Analyze Diverse Media SL 2
Analyze Story Elements: Character
RL 3 Determine Meaning of Words
and Phrases RL 4
Adverb Clauses
L 1a
The Greek Prefix neuro-L 4a–c
Media Activity: Poster
SL 5, W 6
Writing Activity: Character
Profile RL 1, RL 2, W 9a
eloquence, maroon, judicious,
spyglass, sextant
Spell Correctly L 2b
Reference Aids L 4c
Analyze Form: Drama RL 3, RL 5
Writing Activity: Character
Analysis RL 3, W 2, W 4, W 9a,
W10
Speaking and Listening RL 7, SL 2
3
East Baton Rouge Parish School System
2015-2016 English Language Arts Grade 7 Year-at-a-Glance
Collection 3: Nature at Work
Collection 3 Academic Vocabulary: affect, element, ensure, participate, specify
PERFORMANCE TASKS:
A Write a Memoir W 3a–e, W 4, W 5, W 10
B Write a Poetry Analysis RL 1, RL 4, RL 5, W 2a–e, W 4, W 5, W 9, W 10
Selection / Feature Title
Critical Analysis (primary instructional
CCSS)
ANCHOR TEXT
Analyze Text: Memoir RI 3
MEMOIR
Analyze the Meanings of Words and Phrases RI 4
from Mississippi Solo
by Eddy Harris Lexile 830
SOLILOQUY
from The Tempest
by William Shakespeare
CCSS in Collection 3:
RL 1, RL 2, RL 4, RL 5, RI 2, RI 3, RI 4, RI 5
W 1, W 2a–e, W 3, W 3a–e, W 4, W 5, W 7, W 9, W 10
SL 1, SL 4, SL 6
L 1a–b, L 3a, L 4b, L 4c, L 5a, L 6
Performance Task
Critical Vocabulary words /
Vocabulary Strategy
Writing Activity:
avalanche, insulate, splinter,
Analysis RI 4, W 9
ethereal
Language Conventions
Precise Language L 3a
Figures of Speech L 5a
Determine Meanings RL 4
Analyze Form RL 5
SHORT STORY
Allied with Green
by Naomi Shihab Nye Lexile 900
Determine Theme RL 2
EXPOSITORY ESSAY
Big Rocks’ Balancing Acts by
Douglas Fox Lexile 1060
Analyze Structure: Essay RI 2, RI 3, RI 5
COMPARE ANCHOR TEXTS
POEMS
Ode to enchanted light by
Pablo Neruda
Sleeping in the Forest by
Mary Oliver
Analyze Form: Ode RL 5
Compare Anchor Texts
Determine Meaning RL 1, RL 4
Speaking Activity:
Dramatic Reading SL 1,
SL 6
Writing Activity: Essay
W1, W 4, W 10
Determine the Meanings of Words and Phrases
RL 4
addiction, median, arboretum,
obituary
Sentence Structure L 1b
Using a Glossary L 4c
Speaking Activity: Oral
Report W 7, SL 4
gully, bedrock, gradual,
coincidence, precarious
Prepositional Phrases L 1a
Latin Roots L 4b, L 6
Analyze Form: Lyric Poem RL 4, RL 5
Writing Activity:
Poem W 3, W 10
none
4
East Baton Rouge Parish School System
2015-2016 English Language Arts Grade 7 Year-at-a-Glance
Collection 4: Risk and Exploration
Collection 4 Academic Vocabulary: complex, potential, rely, stress, valid
PERFORMANCE TASK:
Give a Persuasive Speech W 1a–e, W 4, W 5, W 7, W 8, SL 4, SL 5, SL 6
Selection / Feature Title
Critical Analysis
(primary instructional CCSS)
ANCHOR TEXT
SPEECH
Trace and Evaluate an Argument RI 5, RI 8
Remarks at the Dedication of the Aerospace
Medical Health Center
by John F. Kennedy Lexile 1380
AUDIO VERSION
President John F. Kennedy’s Remarks in San
Antonio, Texas, November 21, 1963
Analyze Structure: Sound Reasoning RI
COMMENTARY
Why Exploring the Ocean Is Mankind’s Next 5, RI 8
Giant Leap by Philippe Cousteau
Determine Meanings RI 4
Lexile 1360
SCIENCE ARTICLE
Living in the Dark by Cheryl Bardoe
Lexile 1200
POEM
Your World
by Georgia Douglas Johnson
Analyze Structure RI 3, RI 5
Determine Central Ideas and Details
RI 2, RI 3
Determine Meanings RL 4
CCSS in Collection 4:
RL 4, RI 2, RI 3, RI 4, RI 5, RI 8
W 1, W 1a–e, W 2, W 4, W 5, W 7, W 8, W 9a, W 10
SL 1, SL 4, SL 5, SL 6
L 1a, L 2, L 4, L 4a–d, L 6
Performance Task/
Critical Vocabulary words
Speaking and Listening
/ Vocabulary Strategy
metabolism,
impairment, impetus,
Writing Activity:
tedious
Research Report
W 2, W 7, W 8
Using Context
Clues L 4a, L 4c, L
4d
Speaking and Listening
Language Conventions
Capitalization L 2, L 4
RI 7, SL 3
Speaking Activity:
Informal Debate
W 7, W 8, SL 1, SL 4
diplomat, sustain,
steward, exploit
Adjective Clauses L 1a
Prefixes L 4b, L 6
Writing Activity:
Persuasive Essay
W 1, W 4, W 8, W 10
cache, geyser, meager,
tectonic, decompose
Verbal Phrases L 1a
Greek Roots L 4b L 4c, L 6
Writing Activity: Analysis
W 2, W 9a
5
East Baton Rouge Parish School System
2015-2016 English Language Arts Grade 7 Year-at-a-Glance
Collection 5: The Stuff of Consumer Culture
Collection 5 Academic Vocabulary: attitude, consume, goal, purchase, technology
PERFORMANCE TASK:
Create a Multimedia Presentation W 2a–f, W 4, W 5, W 6, W 7, W 8, W 10, SL 4, SL 5, SL 6
Selection / Feature Title
ANCHOR TEXT
INFORMATIONAL TEXT
from Life at Home in the
Twenty-First Century
by Jeanne E. Arnold
INFORMATIONAL TEXT
Always Wanting More from
I Want That!
by Thomas Hine
COMPARE TEXTS
POEMS
Dump
by X. J. Kennedy
How Things Work
by Gary Soto
Compare Texts
SHORT STORY
Earth (A Gift Shop)
by Charles Yu
Critical Analysis
(primary instructional CCSS)
Analyze Structure: Cause and Effect RI 2, RI 5
Cite Evidence RI 1, RI 2
Determine Meaning RI 4 Make Inferences RI 1
CCSS in Collection 5:
RL 2, RL 3, RL 4, RL 5, RI 1, RI 2, RI 4, RI 5, RI 8
W 2, W 2a–f, W 3, W 4, W 5, W 6, W 7, W 8, W 10
SL 1, SL 4, SL 5, SL 6
L 1a, L 2b, L 3a, L 4d, L 5b, L 6
Performance Task
Critical Vocabulary words /
Vocabulary Strategy
Writing Activity: Essay
observation, proliferation,
W 2, W 7, W 8
municipal, taper,
precipitous
Speaking Activity:
Discussion RI 8, SL 1
Domain-Specific
Words L 6
superfluity, intangible,
exhort, apathy
Language Conventions
Eliminate Redundancy L 3a
Noun Clauses L 1a
Synonyms and
Antonyms L 4d, L 5b, L
6
Analyze Poetry: Form RL 5
Analyze Poetry: Form RL 5
Determine Theme RL 2, RL 4
Compare Forms in Poetry RL 2, RL 5
Analyze Stories: Science Fiction RL 3 Determine
Theme RL 2
Writing Activity: Analysis
W 2, W 4, W 10
Writing Activity: Short
Story W 3, W 4, W 10
enterprising,
mandatory,
hypothesis, misjudge
Spelling L 2b
Verifying
Meaning L 4d, L
6
6
East Baton Rouge Parish School System
2015-2016 English Language Arts Grade 7 Year-at-a-Glance
Collection 6: Guided by a Cause
Collection 6 Academic Vocabulary: contrast, despite, error, inadequate, interact
PERFORMANCE TASKS:
A Write an Expository Essay W 2a–f, W 4, W 5, W 6, W 7, W 8, W 10
B Write a Personal Essay W 2a–f, W 4, W 5, W 6, W 10
Selection / Feature Title
Critical Analysis
(primary instructional CCSS)
Determine Central Idea and Details RI 2
COMPARE ANCHOR TEXTS
HISTORY WRITING
from Flesh & Blood So
Cheap: The Triangle Fire
and Its Legacy
by Albert Marrin
from The Story of the
Analyze Structure: Chronological Order RI 5
Triangle Factory Fire
CCSS in Collection 6:
RL 2, RL 3, RL 4, RL 5, RL 6, RL 9, RI 1, RI 2, RI 3, RI 4, RI 5, RI 6, RI 9
W 2, W 2a–f, W 3, W 4, W 5, W 6, W 7, W 8, W 9, W 10
SL 2, SL 3, SL 4, SL 5, SL 6
L 1a, L 2, L 4b,L 4c, L 4d, L 5b, L 6
Performance Task
Critical Vocabulary words /
Language Conventions
Vocabulary Strategy
by Zachary Kent
Compare Anchor Texts
HISTORICAL NOVEL
from Uprising
by Margaret Peterson Haddix
Analyze Presentations of Information RI 3, RI 6, RI 9
Analyze Point of View RL 3, RL 6
Compare and Contrast: Genres RL 9
Speaking Activity: Oral
Presentation
Flammable, reign, portable,
inspection, corridor, enact
Capitalization L2
W 7, W8, SL 4, SL 6
Latin Roots L4b
Writing Activity: New
Chapter
W 3, W 4, W 5, W 9, W 10
Mischievous, scorn, marvel,
Phrases L1a
singe, stifle, reprove, haggard,
wistful
Analogies L 5b
ANCHOR TEXT
PERSONAL ESSAY
Craig Kielburger Reflects on
Working Toward Peace
Analyze Text: Personal Essay RI 3, RI 5
Writing Activity: Critique RI 1, Syringe, possession, inquire,
capacity, exploitation
RI 8, W 1, W 4, W9b, W 10
Dangling Modifiers L1c
Determine Author’s Point of View RI 6
Multiple Meanings L4, L4c, L6
by Craig Kielburger
7
East Baton Rouge Parish School System
2015-2016 English Language Arts Grade 7 Year-at-a-Glance
MEDIA ANALYSIS
Analyze Media SL 2
Media Activity: Photo
Documentary SL 2, SL 3,
SL 4, SL 5
Determine Meaning: Style RL 4, RL 5
Writing Activity: Poem
W 3, W 4, W 10
FILM CLIP
from It Takes a Child
by Judy Jackson
POEM
A Poem for My Librarian,
Mrs. Long
by Nikki Giovanni
SHORT STORY
Train Time
by D’Arcy McNickle
Combining Sentences with
Phrases L 1a, L1c
Determine Theme RL 2
Analyze Stories: Character Development RL 2, RL 3
Analyze Stories: Flashback RL 3
Writing Activity:
Character Analysis
RL 1, RL 3, RL 6, W 1, W
4, W 9a, W 10
exasperate, conscience,
ponderous, sustenance,
inexplicable, ignorance
Misplaced Modifiers L 1c
Using a Dictionary L 4c, L 6
STUDENT RESOURCES
PERFORMANCE TASK REFERENCE GUIDE
Writing an Argument
Writing an Informative Essay
Writing a Narrative
Conducting Research
Participating in a Collaborative Discussion
Debating an Issue
READING INFORMATIONAL TEXTS
Main Ideas and Supporting Details
Chronological Order
Cause-Effect Organization
Compare-and-Contrast Organization
Problem-Solution Order
READING PERSUASIVE TEXTS
Analyzing an Argument
Recognizing Persuasive Techniques
Analyzing Logic and Reasoning
Evaluating Persuasive Texts
GRAMMAR
W 1a–e, W 4
W 2a–f, W 4
W 3a–e, W 4
W 7, W 8
SL 1a–d
SL 3, SL 4
RI 2, RI 3, RI 5
RI 2, RI 4, RI 5, RI 6, RI 8
L 1a–e, L 2a, L 3a
8
East Baton Rouge Parish School System
2015-2016 English Language Arts Grade 7 Year-at-a-Glance
Quick Reference:
Parts of Speech
The Sentence and Its Parts
Grammar Handbook:
Nouns
Pronouns
Verbs
Modifiers
The Sentence and Its Parts
Verbals and Verbal Phrases
Punctuation
Capitalization
Clauses
The Structure of Sentences
Writing Complete Sentences
Subject-Verb Agreement
Phrases
VOCABULARY AND SPELLING
Using Context Clues
Analyzing Word Structure
Understanding Word Origins
Synonyms and Antonyms
Denotation and Connotation
L 2b, L 4a–c, L 5a–c, L 6
Words with Multiple Meanings
Specialized Vocabulary
Using Reference Sources
Spelling Rules
Commonly Confused Words
Analogies
Homonyms, Homographs, and Homophones
Collections
Materials List
Teacher Materials
Tool
Grade
Level
Teacher Editions
1 for Collections and
1 for the Close Reader
Teacher’s Guide
Common Core Assessment
Purpose
6-12
Offer easy organization and Instructional support for Whole-Group Instruction, Small Group
Instruction, Extended Reading, Intervention, and ELL Support.
6-12
Guides teacher as they provide learning experiences in performance assessment, close
reading, and citing textual evidence
6-12
Hard-cover student book which will allow students to interact with text as they read selections. A
consumable soft-cover Close Reader which will allow students to read, annotate, and highlight
text as they develop critical reading comprehension strategies.
Student Materials
Student Editions
1 for Collections and 1 for the Close Reader
Resources to Support Instruction
The Teacher’s Dashboard
http://www.myhrw.com
6-12
The Teacher Dashboard make it easier for you to manage your classes and assignments by
giving you quick access to key resources and student assignment progress and performance
information as soon as you log in.
Assessments
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East Baton Rouge Parish School System
2015-2016 English Language Arts Grade 7 Year-at-a-Glance
Student Editions
Common Core Assessment
6-12
A consumable soft-cover Common Core Assessment book which will provide students
experiences in Close Reading of Complex Texts, Writing from Sources: Argument, Literary
Analysis, Research Simulation, as well as Performance Assessment Practice.
6-12
Electronic support for writing instruction: includes ideas for writing, interactive student models,
interactive graphic organizers, interactive revision lessons, a writing model bank and a rubric
generator. Provides students with opportunities to practice and improve their writing skills and
strategies with Common Core and PARCC like tasks.
Intervention
My Write Smart
Digital Resources
Teacher and Student e version
6-12
Collections has both Teacher and Student electronic versions.
Electronic Close Reads
6-12
Electronic Apps that provide students with opportunities to read with scaffold coaching.
A copy of the English Language Arts Common Core State Standards for all grades is available at http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf.
English Language Arts
Grade 7
Reading Standards for Literature
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning
and tone.
5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
6. Explain how an author develops the point of view of the narrator or speaker in a text.
Integration of Knowledge and Ideas
7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they
“see” and “hear” when reading the text to what they perceive when they listen or watch.
8. (Not applicable to literature)
9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
Reading Standards for Informational Text
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East Baton Rouge Parish School System
2015-2016 English Language Arts Grade 7 Year-at-a-Glance
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Integration of Knowledge and Ideas
7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. A copy of the
English Language Arts Common Core State Standards for all grades is available at http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf.
8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing Standards
Text Types and Purposes
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.
3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
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East Baton Rouge Parish School System
2015-2016 English Language Arts Grade 7 Year-at-a-Glance
6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to
type a minimum of three pages in a single sitting.
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.A copy of the English Language Arts Common Core State
Standards for all grades is available at http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf.
8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and providing basic bibliographic information for sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in
terms of their approaches to similar themes and topics”).
b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons
and evidence from claims that are not”).
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Speaking and Listening Standards
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect
on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact,
adequate volume, and clear pronunciation.
5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language Standards
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Ensure that pronouns are in the proper case (subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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East Baton Rouge Parish School System
2015-2016 English Language Arts Grade 7 Year-at-a-Glance
a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
b. Spell correctly.A copy of the English Language Arts Common Core State Standards for all grades is available at http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.
b. Maintain consistency in style and tone.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its
part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
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