Grade 7 ELAR
Unit 5
Title
Suggested Time Frame
3rd/4th Six Weeks
7 weeks
Expository
Research
Big Ideas/Enduring Understandings
Guiding Questions
Reading
● Themes differ in expository text?
● Understanding the text structure of expository text will help
you understand the author’s purpose.
● Research is tool used to help answer many types of questions.
● Researchers identify questions to be answered and create a
plan for answering the questions.
● Researchers collect and record information from multiple
sources to help answer the identified questions.
Reading
● How do themes differ in expository text?
● ​
How does your ability to identify the expository text structures
aid in your understanding of the author’s purpose?
● How is research helpful in school and in real life?
● How do I identify a question and develop a plan to guide my
research?
● How do I collect and record reliable
Writing
● I can revise and edit an expository essay to eliminate
extraneous information.
● I can write a procedural essay that maintains logical order.
Writing
● Which sentence can be deleted without changing the meaning
of your writing?
● Does the following summary of this story maintain logical
order?
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
TEKS ELAR Vertical Alignment Document
CISD 2015-2016 Updated 12/16/2015
Sample Assessment Question
The image below paragraph __ is included in the selection most likely to --Which of these conclusions about (character) is supported by paragraph __?
Read this sentence from paragraph ___.
The author uses this sentence to explain how –
What can the reader infer about __?
The imagery in stanzas __ and __ suggests that—
Paragraph __ is mainly about—
The main difference between the (group) and most other (groups) of the (time period) was that the (group) –
Which sentence expresses the main idea of the selection?
Look at the diagram in information from the article.
Which of the following belong in the empty box?
Which sentence expresses an opinion?
The author organizes the selection by According to the information in _____, when does ----?
In _____, how do the two photographs differ from the three drawings?
The table has been included in the selection most likely to--
Write an essay explaining whether it is better to work by yourself or with a group.
Write an essay explaining the importance of never giving up.
___ needs to establish a more effective controlling idea in her paper.
Which rewrite of sentence 8 can BEST accomplish this goal?
What is the BEST revision to make in sentence 13?
Miles is concerned there is a sentence in the third paragraph which does not add anything to this paper.
Which sentence should Miles delete from this paragraph?
Which sentence can be deleted without changing the meaning of you writing?
What is the best way to combine sentences to improve clarity?
What transition can you add to improve the flow of your writing?
How should sentence __ be changed?
Reading
7.1 7.2​
AB​
CD​
E 7.​
9 7.10 ​
A​
,​
B​
,​
C 7.12 A,​
B 7.13.D CISD 2015-2016 Updated 12/16/2015
Writing
Writing
7.17​
A i­v 7.17CD 7.​
20 7.​
21 7.22 7.23 7.24 7.25
Conventions
7.19.​
A.iv
7.19.​
A.vi
7.19.​
A.vi​
i
7.​
19B
7.20.​
B.ii
Listening & Speaking TEKS
7.26 B
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth
and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested
resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Ongoing TEKS
Ongoing skills practiced throughout the year: Reading across all genres, media literacy, reading comprehension skills (Figure 19), independent reading, fluency, handwriting,
capitalization, punctuation, research skills, listening, speaking, revising, and editing, vocabulary. Writing and research skills are linked. Include historical and cultural research for
background of literature selections.
Knowledge and Skills with
Student Expectations
READING
(Fig. 19) Students use a
flexible range of
metacognitive reading skills in
both assigned and
independent reading to
understand an author’s
message. Students will
continue to apply earlier
standards with greater depth
in increasingly more complex
texts as they become
self-directed,
critical readers. The student is
expected to:
(A) establish purposes for
reading selected texts based
upon own or others’ desired
outcome to enhance
comprehension;
District Specificity/ Examples
Vocabulary
*(A) What is the purpose for
reading this selection?
*Was your purpose for reading
this article accomplished in the
actual reading of the article?
Inference Textual
evidence
Prediction Draw
conclusions
(B)
Literal​
: conforming or limited
to the simplest, non figurative,
or most obvious meaning of a
word or words; avoiding
exaggeration, metaphor, or
embellishment.
Interpretive​
: relating to or
marked by interpretation;
explanatory.
Evaluative​
: to examine and
judge carefully.
Universal​
: knowledgeable
about or constituting all or
many subjects;
comprehensively broad.
CISD 2015-2016 Updated 12/16/2015
Summarize
Paraphrase
Synthesize
Plagiarism
Logical order
Connections
Literary text
Informational text
Play Film
Instructional
Strategies
-Graphic
organizers
-Kilgo’s levels
of questions
-Literature
circles
-Plot diagram
Suggested Resources
Resources listed and categorized to indicate
suggested uses. Any additional resources must
be aligned with the TEKS.
Literature:
Various readings
Holt
CISD approved novel list
Activities:
-practice using question stems
Websites:
Lessons:
Background/Extra Information:
Ongoing TEKS
(B) ask literal, interpretive,
evaluative, and universal
questions of text;
(C) reflect on understanding to
monitor comprehension (e.g.,
summarizing and synthesizing;
making textual, personal, and
world connections; creating
sensory images);
(D) make complex inferences
about text and use textual
evidence to support
understanding;
(E) summarize, paraphrase,
and synthesize texts in ways
that maintain meaning and
logical order within a text and
across texts; and
(F) make connections between
and across texts, including
other media (e.g., film, play),
and provide textual evidence.
(1) Reading/Fluency. Students
read grade-level text with
fluency and comprehension.
Students are expected to
adjust fluency when reading
aloud grade-level text based
*(C) What information did I not
understand in this informative
article? *Am I adding
information to increase my
understanding and therefore
not reading text dependently?
*What part of this story should
I reread to gain a deeper
understanding?
*What images are created in
my mind when I read
paragraph __?
*Am I drawing conclusions
from the information in this
article based on my personal
(E)*What is this article mostly
about?
*What are the four most
important facts in this
information? (summary)
*Which of the following is the
best summary of this article?
*A summary of this information
is__.
*Which of the following
summaries is an accurate
paraphrase of the story?
*Does the following summary
of this story maintain logical
order?
Do students comprehend
information from text read
aloud?
-TALA testing
-IRI testing
-Daily read alouds
CISD 2015-2016 Updated 12/16/2015
fluency
Oral reading
accuracy
-small groups
Literature:
Various literature
Library books
Activities:
paired/partnered reading
on the reading purpose and
the nature of the text.
small group reading
Websites:
http://www.scholastic.com/teachers/sit
es/default/files/posts/u81/pdfs/abfluen
cybookmarks.pdf
Lessons:
(2) Reading/Vocabulary
Development. Students
understand new vocabulary
and use it when reading and
writing. Students are expected
to:
(A)
​
determine the meaning
of grade-level academic
English words derived from
Latin, Greek, or other linguistic
roots and affixes;
(Readiness)
(B) use context (within a
sentence and in larger
sections of text) to determine
or clarify the meaning of
unfamiliar or ambiguous
words;
How do you use context clues
to determine the meaning of
unknown words?
Released STAAR questions ​
In paragraph 1, the word ____
means something that is –
What does the word ___ mean
in paragraph 1?
Read the dictionary entry
below.
Which definition best fits the
meaning of _____ as it is used
in paragraph 7?
(Readiness)
(C) complete analogies that
describe part to whole or
whole to part;
(D) identify the meaning of
foreign words commonly used
in written English with
CISD 2015-2016 Updated 12/16/2015
Academic
Affix
Base word
Prefix
Root
Suffix
Ambiguous
Clarify
Dictionary
Glossary
Thesaurus
Syllabication
Pronunciation
-word walls
--Look for
roots and
affixes within
reading text
-Write using
vocabulary
words
-Learning
stations
Literature:
Activities:
-Dictionary/Thesaurus practice
-Use vocabulary words in writing
-Study vocabulary in context
Websites:
Word Walls
http://www.educationworld.com/a_les
son/lesson/lesson328.shtml
Word Affixes and Roots
http://www.readwritethink.org/classro
om-resources/printouts/common-conte
nt-area-roots-30842.html
Lessons:
Background/Extra Information:
Independent reading increases
vocabulary acquisition
emphasis on Latin and Greek
words (e.g., ​
habeus corpus, e
pluribus unum, bona fide,
nemesis​
); and
(E) use a dictionary, a
glossary, or a thesaurus
(printed or electronic) to
determine the meanings,
syllabication,
(9) Reading/Comprehension
of Informational Text/Culture
and History. Students analyze,
make inferences and draw
conclusions about the author's
purpose in cultural, historical,
and contemporary contexts
and provide evidence from the
text to support their
understanding. Students are
expected to explain the
difference between the theme
of a literary work and the
author's purpose in an
expository text.
(Supporting​
)
How do themes differ between
literary work and expository
text?
-Read and connect across
genres for thematic
connections
Author’s purpose
Culture
Analyze
Theme
Infer
-Graphic
organizers
-Kilgo’s levels
of questions
Literature:
Holt
Various literature CISD approved novel
list
Activities:
Websites:
Teaching theme
https://www.teachingchannel.org/vide
os/teaching-themes
Analyze and support their
understanding of the author’s
purpose in cultural, historical,
and contemporary
informational text.
Lessons:
Background/Extra Information:
http://teacher.scholastic.com/products
/scholasticprofessional/authors/pdfs/du
ke_sample_pages.pdf
How does the author’s purpose
on the topic of ______ differ
from the overall theme of a
story on the same topic.
http://www.weareteachers.com/blogs/
post/2015/01/09/going-beyond-pie-5-w
ays-to-teach-students-how-to-find-theauthor's-purpose
(10) Reading/Comprehension
of Informational
Text/Expository Text. Students
analyze, make inferences and
draw conclusions about
Analyze and support
understanding of expository
text.
CISD 2015-2016 Updated 12/16/2015
Expository
Main idea
Supporting detail
Evaluate
Factual claim
-Graphic
organizers
-Kilgo’s levels
of questions
Literature:
-Holt​
-Unit 2- pgs. 216-223
-Holt​
-Unit 8-pg. 928
Various LIterature-CISD approved novel
list
expository text and provide
evidence from text to support
their understanding. Students
are expected to:
(A) evaluate a summary of
the original text for accuracy
of the main ideas, supporting
details, and overall meaning;
(​
Readiness​
)
(B) distinguish factual
claims from commonplace
assertions and opinions;
(​
Supporting​
)
(C) use different
organizational patterns as
guides for summarizing and
forming an overview of
different kinds of expository
text
(​
Readiness​
)
(12) Reading/Comprehension
of Informational
Text/Procedural Texts.
Students understand how to
glean and use information in
procedural texts and
documents. Students are
expected to:
(A) follow
multi-dimensional instructions
from text to complete a task,
How are informational and
expository texts different?
-Expository text structures
A.
Evaluate summaries for
accuracy of main idea
-What important information is
missing in the summary of the
article _______?
B.
Factual claims vs.
commonplace assertion /
opinion
-An opinion expressed in this
information is _______?
C.
Use organizational patterns to
summarize different expository
texts
-How does the author’s
organization of ideas help the
reader to summarize this
article?
Understand how to use and
apply information from
procedural text.
Can student follow instructions
given procedural text?
When making ______ what is
the last step to follow?
CISD 2015-2016 Updated 12/16/2015
Commonplace
assertion
Opinion
Organizational
Pattern
Chronological
Cause and Effect
Compare and
Contrast
Descriptive
Activities:
See The Writing Academy for
Characteristics of Expository writing.
Websites:
http://www.readingrockets.org/article/
reading-and-scaffolding-expository-text
s
Lessons:
Background/Extra Information:
Procedural
Task
Illustration
Caption
Italicized words
Multi-dimensiona
l
-Graphic
organizers
-Kilgo’s levels
of questions
-Students
explain
procedures to
one another
-Student led
activities
Literature:
-Holt​
Literature
Unit 8-pgs. 946-950
Activities:
-Pictorial and written guides
-Writing connection:
Write “how to” perform a task.
Write “how to” solve a problem.
Websites:
solve a problem, or perform
procedures; and
(B) explain the function of
the graphical components of a
text.
(​
Supporting​
)
List the steps in a procedure
that you would use to follow
_________?
http://www.lessonplanet.com/lesson-pl
ans/reading-procedural-text/all
Lessons:
http://projectsharetexas.org/resource/
analyze-clarity-objectives-procedural-te
xt-english-i-reading
How does the map provided
after paragraph _____ help the
reader understand _________?
Background/Extra Information:
Opportunity for cross curricular
connections
-See the Writing Academy on the
structure of Procedural and
Informational text.
Writing
(7.17) Writing/Expository and
Procedural Texts. Students
write expository and
procedural or work-related
texts to communicate ideas
and information to specific
audiences for specific
purposes. Students are
expected to:
(A) write a multiparagraph
essay to convey information
about a topic that:
(​
Readiness​
)
Can students convey
information effectively writing
procedural texts?
-Writing responses to text
-Text evidence to support ideas
-Use multiple sources for
information
-Writing process
-Practice conventions
-Checklists and mini lessons
throughout the process
Below are (​
Supporting​
)
(i) presents effective
introductions and concluding
paragraphs;
(ii) contains a clearly stated
purpose or controlling idea;
CISD 2015-2016 Updated 12/16/2015
Essay
Controlling idea
Extraneous
Transition
-Group
collaboration
-​
Holt​
-Unit 6pg. 765
-Exemplars
used as
models
-Write to
“explain”
-“I do, we do,
you do” model
Literature:
Various mentor texts
Activities:
The Writing Academy Blocks 5 and 6
-Holt​
-Unit 6- pg. 756
-Holt​
-Unit 4- pgs.532- 541
Websites:
Writing samples:
http://empoweringwriters.com/
Background for teacher:
http://www.writefortexas.org/
Lessons:
http://eolit.hrw.com/hlla/newmainlinks
/writ.jsp
Background/Extra Information:
(iii) is logically organized with
appropriate facts and details
and includes no extraneous
information or
inconsistencies; (iv) accurately
synthesizes ideas from several
sources; and
(v) uses a variety of sentence
structures, rhetorical devices,
and transitions to link
paragraphs;
(C) write responses to literary
or expository texts that
demonstrate the writing skills
for multi-paragraph essays
and provide sustained
evidence from the text​
using
​
quotations when appropriate
(7.19) Oral and Written
Conventions/Conventions.
Students understand the
function of and use the
conventions of academic
language when speaking and
writing. Students will continue
to apply earlier standards with
greater complexity. Students
are expected to:
*(A) identify, use, and
understand the function of the
following parts of speech in
the context of reading,
writing, and speaking:
Review The STAAR writing scoring guide
and rubrics.
Who is the audience?
How would you organize your
thinking before you write?
Will your writing include a
thesis statement?
How will you support your
thesis with evidence, facts,
opinions, and/or commentary?
How will you conclude your
writing?
Expository text
Evidence
Graphics
How do you incorporate the
standard rules of grammar into
written and spoken formats?
Parts of speech
Conjunctive
adverb
Subordinating
conjunction
Coordinating
conjunction
Transition
Coherence
How do grammar and style
facilitate effective writing and
interpretation of literature?
Reading connection
-Locate conventions and be
able to write similar sentences
CISD 2015-2016 Updated 12/16/2015
-Group
collaboration
-​
Holt​
-Unit 6pg. 765
-Exemplars
used as
models
-Interactive
notebook
-“I do, we do,
you do” model
-Interactive
notebook
-Show model
examples and
have students
replicate
Literature:
Activities:
-Holt​
-Unit 6- pg. 756
-Holt​
-Unit 4- pgs.532- 541
Websites:
http://empoweringwriters.com/
Lessons:
Activities:
-Using Picture Books to Teach Literary
Devices
Websites:
http://www.chompchomp.com/menu.h
tm
(​
Readiness)
Below are (​
Supporting​
)
(vii) subordinating
conjunctions (e.g., because,
since);
(viii) transitions for sentence
to sentence or paragraph to
paragraph coherence
(7.20) Oral and Written
Conventions/Handwriting,
Capitalization, and
Punctuation. Students write
legibly and use appropriate
capitalization and punctuation
conventions in their
compositions. Students are
expected to:
*(A) use conventions of
capitalization;
(​
Readiness​
)
*(B) recognize and use
punctuation marks including:
(​
Readiness​
)
(i) commas after introductory
words, phrases, and clauses;
(​
Supporting​
)
(ii) semicolons, colons, and
hyphens.
(​
Supporting​
)
(7.21) Oral and Written
Conventions/Spelling.
Students spell correctly.
Students are expected to spell
correctly, including using
various resources to
How do you incorporate the
standard rules of grammar into
written and spoken formats?
Can students use conventions
correctly when writing and
speaking?
Capitalization
Comma
Phrase
Clause
Punctuation mark
-Interactive
notebook
-Show model
examples and
have students
replicate
Semicolon
Colon
Hyphen
Literature:
Practice using mentor texts
Activities:
-Practice within own writing
Websites:
http://www.kimskorner4teachertalk.co
m/writing/sixtrait/conventions/capitaliz
ation.html
http://englishgrammar101.com/module
-10/capitalization/lesson-9/conventions
Grammar practice:
http://www.chompchomp.com/menu.h
tm
Lessons:
Background/Extra Information:
Ongoing
Why is it important to know
how to spell words correctly?
CISD 2015-2016 Updated 12/16/2015
Resource
-daily practice
Literature:
CISD approved list
Activities:
Commonly misspelled words
http://www.oxforddictionaries.com/wo
rds/common-misspellings
determine and check correct
spellings. (​
Readiness​
)
RESEARCH
(7.22) Research/Research
Plan. Students ask open-ended
research questions and
develop a plan for answering
them. Students are expected
to:
(A) brainstorm, consult with
others, decide on a topic, and
formulate a major research
question to address the major
research topic; and
(B) apply steps for obtaining
and evaluating information
from a wide variety of sources
and create a written plan after
preliminary research in
reference works and
additional text searches.
(7.23) Research/Gathering
Sources. Students determine,
locate, and explore the full
range of relevant sources
addressing a research
question and systematically
record the information they
gather. Students are expected
to:
(A) follow the research plan to
gather information from a
range of relevant print and
electronic sources using
advanced search strategies;
Websites:
Has a valid, insightful research
question been formulated?
Research plan
Research topic
Does the research plan allow
adequate information to
conduct searches of topic?
-Teacher guided
-teacher
models
-show
examples
Holt Unit 9-Research Strategies
http://www.big6.com/
http://www.eduplace.com/graphicorg
anizer/
Rubric based on SE’s
What are indicators, when
researching, that a source is a
valid or invalid source?
-Plagiarism
-Bibliography
CISD 2015-2016 Updated 12/16/2015
Bibliography
Data bases
Plagiarism
Search engines
-teacher
models
-show
examples
Holt Unit 9-Research Strategies
Plagiarism
https://owl.english.purdue.edu/owl/res
ource/589/01/
http://www.big6.com/
Rubric based on SE’s
(B) categorize information
thematically in order to see
the larger constructs inherent
in the information;
(C) record bibliographic
information (e.g., author, title,
page number) for all notes and
sources according to a
standard format;
(D) differentiate between
paraphrasing and plagiarism
and identify the importance of
citing valid and reliable
sources.
(7.24) Research/Synthesizing
Information. Students clarify
research questions and
evaluate and synthesize
collected information.
Students are expected to​
:
(A) narrow or broaden the
major research question, if
necessary, based on further
research and investigation;
and (B) utilize elements that
demonstrate the reliability
and validity of the sources
used (e.g. publication date,
coverage, language, point of
view) and explain why one
source is​
more useful than
​
another
(7.25)Research/Organizing and
Presenting Ideas. Students
organize and present their
ideas and information
according to the purpose of
Can students adjust initial
research question after
investigation?
Are students able to assess the
validity of a source?
Validity
-Show
examples of
narrow and
broad topic
Holt Unit 9-Research Strategies
http://www.big6.com/
Rubric based on SE’s
-Mini lesson on source validity
-Model adjusting topic
Can students research and
organize ideas into a
meaningful format for
presentation?
CISD 2015-2016 Updated 12/16/2015
Summarize
Paraphrase
Systematic
-Show
examples
-Teacher
models
Holt Unit 9-Research Strategies
Rubric based on SE’s
http://www.big6.com/
the research and their
audience. Students are
expected to synthesize the
research into a written or an
oral presentation that:
(A) draws conclusions and
summarizes or paraphrases
the findings in a systematic
way;
(B) marshals evidence to
explain the topic and gives
relevant reasons for
conclusions;
(C) presents the findings in a
meaningful format;
(D) follows accepted formats
for integrating quotations and
citations into the written text
to maintain a flow of ideas.
(7.26) Listening and
Speaking/Listening. Students
will use comprehension skills
to listen attentively to others
in formal and informal
settings. Students will
continue to apply earlier
standards with greater
complexity. Students are
expected to:
(B) follow and give complex
oral instructions to perform
specific tasks, answer
questions, or solve problems;
-Check points for research
-Teacher/student conference
-Mini research lessons
-Technology components
added
-Conventions review
Collaborative activities
What is the speaker’s purpose?
How does the audience affect
the speaker’s purpose?
Why are posture, word choice,
tone, and facial expressions
important when delivering a
spoken message? -Group
listening activities
CISD 2015-2016 Updated 12/16/2015
Formal setting
Posture
Gesture
Informal setting
Nonverbal cues
Tone
-Teacher
modeling