Carl Junction R-I School District
English Language Arts
Grade 7, Duration 1 Year, 1 Credit
Required Course
English 7
Course Overview
ENGLISH LANGUAGE ARTS: English Languarge Arts is the foundation from which life skill knowledge is attained. Proficiency in
reading, writing, speaking, listening, critical thinking and understanding of literature empowers students to achieve life goals through
individual efforts and resourcefulness.
Course Rationale
SEVENTH GRADE: English 7 is a language experience course in which students explore different genres (types) of literature,
ranging from poetry to novels, with an emphasis on reading comprehension and language appreciation. Incorporated within the study
of literature are related writing, editing, and revising skills. Students write various kinds of texts for diverse audiences. The
Accelerated Reading program, an individualized and computerized reading management program, provides students with the
opporutnity to choose favorite authors and/or topics to read according to their abilities. The overall goal of this class is to improve all
forms of communication.
Learning Targets
1. (Power Standard) Students can acquire and use accurately grade appropriate general academic and domain-specific words
and phrases.
a. Demonstrate vocabulary knowledge as they clarify the meanings of unknown and multiple meaning words using context
clues, Greek and Latin roots and affixes, and pronunciations
b. Use the dictionary for comprehension or expression
10. (Power Standard) Students can analyze grade appropriate non-fiction text.
a. Analyze how the author distinguishes his or her position from that of others
b. Analyze how ideas influence individuals or events or vice versa
c. Analyze the structure an author uses to organize a text
d. Analyze how the major section contribute to the whole and to the development of ideas
e. Analyze two or more authors writing about the same topic shape their presentations of key information by emphasizing
different evidence or advancing different interpretation of facts
11. (Power Standard) Students can write organized, well-developed texts.
a. Examine a topic and convey ideas, concepts, and information in a formal style by introducing a topic clearly.
b. Pre-write to organize ideas, concepts, and information.
c. Use relevant facts, definitions, concrete details, quotations, or other information and examples.
d. Use precise language, phrases and clauses that create cohesion and domain specific vocabulary.
e. 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.
12. (Power Standard) Students can write to inform or explain the topic using strategies such as definition, classification,
comparison and contrast, and cause and effect.
a. Use appropriate transitions to create cohesion
b. Clarify relationships among ideas and concepts
c. Provide a conclusion statement that follows from and supports the information or explanation presented
13. (Power Standard) Students can write argumentatively to introduce, support, and conclude claims.
a. Clarify the relationships among claims, reasons, and evidence
b. Acknowledge alternate or opposing claims
c. Give clear and logical reasoning and relevant evidence
d. Use accurate, credible sources
e. Demonstrate an understanding of the topic or text
14. (Power Standard) Students can write narratives to develop and convey real or imagined experiences.
a. Use narrative techniques such as dialogue, pacing, and descriptions to engage and orient the reader
b. Use relevant descriptive details to capture action, establish context, and point of view.
c. Introduce a narrator and/or characters in well-structured event sequences that unfold naturally and logically
d. Shift seamlessly from one time frame or setting to another
e. Reach a conclusion that follows from and reflects on the narrated experiences or events.
15. (Power Standard) Students can engage appropriately in collaborative and independent inquiry to conduct short research
projects answering a question.
a. Draw on several sources
b. Generate additional, related, focused questions for further research and investigation on topics by tracing and evaluating the
Course Summary
Powered by BuildYourOwnCurriculum
Page
1
of
10
01/29/2014 8:18 AM
Carl Junction R-I School District
English Language Arts
Grade 7, Duration 1 Year, 1 Credit
Required Course
English 7
argument and specific claims in a text
c. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is
relevant and sufficient to support claims
d. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text
e. Pose questions
f. Gather relevant information from multiple print and digital sources
g. Use search terms effectively
h. Assess the credibility and accuracy of each source
i. Quote or paraphrase the data and conclusions of others to avoid plagiarism
j. Follow a standard format for citation using technology
k. Utilize the Internet to produce and publish writing that is linked to and cites sources
16. (Power Standard) Students can compare and contrast a text to an audio, video, or multimedia version of the text.
a. Analyze each mediums portrayal of the subject (how delivery of a speech affects the impact of the words)
b. Analyze the main ideas and supporting details presented in diverse media formats (visually, quantitatively, orally)
c. Explain how the ideas clarify a topic, text, or issue under study
17. (Power Standard) Students can engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on other's ideas and expressing their own
clearly.
a. Follow rules for collegial discussions
b. Employ effective speaking and listening skills to a variety of contexts and tasks
c. Demonstrate command of formal English when indicated or appropriate while engaging effectively in a range of collaborative
discussions (one on one, in groups, teacher led) with diverse partners on grade 7 topics and texts
d. Come to discussions prepared, having read or researched material under study
e. Track their own progress toward specific goals and deadlines
18. (Power Standard) Students can effectively participate in debates.
a. Explicitly draw on preparation by referring to evidence on that topic or text as they present claims and findings
b. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts,
details, and examples
c. Use appropriate eye contact, adequate volume, and clear pronunciation
d. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
e. Include multimedia components and visual displays in presentations to clarify claims and findings
f. Pose questions that elicit elaboration and delineate a speaker's argument a specific claims
g. Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the soundness and
sufficiency of the evidence while they respond to others' questions using comments with relevant observations and ideas that
bring the discussion back on topic as needed
h. Build on other's ideas as they acknowledge new information expressed by others
i. Clearly express, defend, and/or modify their own ideas as needed to prove an reflect on ideas under discussion
2. (Power Standard) Students can demonstrate command of the conventions of standard English.
a. Use a comma to separate a coordinate adjective
b. Spell correctly
3. (Power Standard) Students can, with guidance and support from peers and adults, develop and strengthen writing.
a. Plan, revise, edit, rewrite, or try a new approach to express ideas precisely and concisely
b. Recognize and eliminate wordiness and redundancy
c. Focus on how well purpose and audience have been addressed
4. (Power Standard) Students can determine the meanings of words and phrases as they are used in a text.
a. Analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or
drama
b. Demonstrate an understanding of figurative language
c. Demonstrate an understanding of nuances in word meanings using the relationship between particular words
(synonym/antonym, analogy) to better understand words
d. Interpret figures of speech (literary, biblical and mythological allusions)
e. Distinguish among the connotations (associations) of words with similar denotations (definitions)
5. (Power Standard) Students can skillfully use and interpret written language across a range of literacy skills, reading and
comprehending literature, including stories, dramas, and poems in grades 6-8 complexity band proficiently.
a. Teacher scaffolds as needed at the high end of the range
b. Demonstrate ability to cite several pieces of evidence to support analysis of what the text says explicitly, as well as
inferences drawn from the text
6. (Power Standard) Students can analyze grade appropriate written language.
Course Summary
Powered by BuildYourOwnCurriculum
Page
2
of
10
01/29/2014 8:18 AM
Carl Junction R-I School District
English Language Arts
Grade 7, Duration 1 Year, 1 Credit
Required Course
English 7
a. Analyze how the author develops and contrasts the points of view of different characters or narrators in a text
b. Analyze how a drama or poem's form structure (soliloquy, sonnet) contributes to its meaning
c. Analyze the main ideas and supporting details presented in diverse media and formats (visually, quantitatively, orally)
d. Explain how the ideas clarify a topic, text, or issue under study
7. (Power Standard) Students can compare and contrast grade appropriate written language.
a. Compare and contrast a fictional portrayal of time, place, or character and a historical account of the same meaning as a
means of understanding how authors of fiction use or alter history
b. Compare and contrast written story, drama, or poem to its audio, filmed, staged, or multimedia version
c. Analyze the effects of techniques unique to each medium (lighting, sound, color, or camera focus and angles in a film)
d. Draw evidence from literary or information texts to support analysis, reflection, and research
8. (Power Standard) Students can determine the meanings of words and phrases as they are used in a text.
a. Understand figurative, connotative and technical meanings
b. Demonstrate an understanding of figurative language, word relationships, and nuances in word meanings using the
relationship between particular words (synonym/antonym, analogy) to better understand words
c. Interpret figures of speech (literary, biblical and mythological allusions)
d. Distinguish among the connotations (associations) of words with similar denotations
e. Analyze the impact of a specific word choice on meaning and tone to interpret figures of speech (literary, Biblical, and
mythological allusions) in context
9. (Power Standard) Students can read closely and critically to comprehend literary nonfiction in grades 6-8 text complexity
band proficiently.
a. Teacher scaffolds as needed at the high end of the range
b. Demonstrate an ability to determine an author's point of view or purpose in a text
Do: Acknowledge new information posed and respond to change viewpoints as needed
Do: Adapt speech to a given context or task when speaking
Do: Articulate personal ideas clearly
Do: Assess the extent to which reasoning or evidence within a text supports the author's claim or recommendation for solving a scientific
or technical problem
Do: Choose phrases and clauses correctly when speaking
Do: Choose the best type of sentence for signaling relationships among ideas
Do: Compare experimental findings presented from a text to information from other sources
Do: Compose an objective summary of primary and secondary sources, with clear, factual statements and without opinions expressed
Do: Conduct sustained research projects to answer a question or solve a problem
Do: Correct misplaced and dangling modifiers
Do: Create a concept map or chart to cite the text or embellish the unsubstantiated points
Do: Create cohesion and clarify relationships
Do: Create graphic representations to demonstrate meaning and understanding
Do: Demonstrate appropriate eye contact, adequate volume, and clear pronunciation
Do: Demonstrate collegial rules during discussion
Do: Demonstrate command of standard English grammar and usage when speaking
Do: Demonstrate command of standard English grammar and usage when writing
Do: Demonstrate correct use of formal English when speaking
Do: Develop conclusions that reflect on the events
Do: Develop content-specific writing; publish writing using a variety of technology tools
Do: Display information flexibly and dynamically
Do: Emphasize salient points
Do: Engage in a variety of discussions by listening and sharing acquired and prior knowledge
Do: Establish and maintain a formal style
Do: Establish and maintain a formal style
Do: Explain the function of phrases and clauses in general and in specific sentences
Do: Follow a standard format for citation
Do: Follow precisely a multi-step procedure when carrying out experiments
Do: Follow precisely a multi-step procedure when performing technical tasks
Do: Follow precisely a multi-step procedure when taking measurements
Do: Identify specific textual evidence to support facts, opinions, and analysis of information
Do: Implement appropriate inquiry methods to conduct a short research project
Do: Integrate information into the text selectively to maintain the flow of ideas
Do: Introduce and develop a topic with relevant facts, definitions, concrete details, quotations, and examples
Do: Note when findings support or contradict previous explanations or accounts
Do: Organize ideas, concepts, and information using definitions, classifications, comparison/contrast, and cause/effect
Course Summary
Powered by BuildYourOwnCurriculum
Page
3
of
10
01/29/2014 8:18 AM
Carl Junction R-I School District
English Language Arts
Grade 7, Duration 1 Year, 1 Credit
Required Course
English 7
Do: Outline a history/social studies process
Do: Plan a concluding statement following the argument
Do: Pose relevant questions that elicit elaboration
Do: Present claims and findings
Do: Present information in a focused, coherent manner, including pertinent descriptions, facts, details, and examples
Do: Produce an argument to support claims, which cites credible and accurate sources
Do: Produce an argument to support claims, which establishes and maintains a formal style
Do: Produce an argument to support claims, which is logically organized
Do: Produce an argument to support claims, which provides an appropriate concluding statement that follows from and supports the
argument presented
Do: Produce an argument to support claims, which supports claims with logical reasoning and relevant evidence
Do: Produce an argument to support claims, which uses words, phrases, and clauses to create cohesion and clarify relationships
Do: Produce an argument which introduces claims and acknowledges opposing or alternate claims
Do: Produce writing in which the development, organization, and style are appropriate to task, purpose, and audience
Do: Produce writing with clear and coherent idea development
Do: Produce writing with clear and coherent idea development, organization, and style
Do: Produce writing with clear and coherent organization
Do: Produce writing with clear and coherent style
Do: Provide a concluding statement or section
Do: Provide an accurate summary of the text, distinct from prior knowledge or opinions
Do: Provide an objective summary
Do: Quote or paraphrase data and conclusions of others
Do: Read text from a specific primary and secondary source on the same topic, compare both sources with a Venn diagram, T-Chart, or
other graphic organizer
Do: Recall and apply spelling rules
Do: Respond to questions and comments with relevant details, bringing discussion back on topic as needed
Do: Select and combine sentences to show relationships between/among ideas
Do: Synthesize multiple sources on a subject
Do: Trace the text's explanation or depiction of a complex process, phenomena, or concept
Do: Translate information expressed visually or mathematically (e.g., in an equation) into words
Do: Use a variety of transitions to move events along and to signal shifts
Do: Use dialogue, pacing, and description to develop events and characters
Do: Use formatting, graphics, and multimedia to aid comprehension
Do: Use graphical information and text on a specific topic, summarize the content or interpret graphic(s) into textual form from the
information presented
Do: Use knowledge of language conventions when speaking
Do: Use knowledge of language when speaking
Do: Use multimedia components/visual displays in a presentation to clarify claims and findings
Do: Use multimedia components/visual displays in a presentation to emphasize salient points
Do: Use precise and concise language to eliminate wordiness and redundancy when speaking
Do: Use precise language and domain-specific vocabulary to inform or explain
Do: Use precise, descriptive, and sensory language to capture the action and to develop experiences and events
Do: Use print and digital reference materials to determine or clarify precise meaning
Do: Use print and digital reference materials to find pronunciation
Do: Use print and digital reference materials to identify meaning, a word's part of speech
Do: Use techniques to engage the reader and establish context
Do: Use technology (Internet) to produce, revise, edit, and publish writing
Do: Use technology to interact and collaborate with others
Do: Use technology to link to and cite sources
Do: Use technology to present the relationships between information and ideas clearly and efficiently
Do: Use technology to produce and publish writing
Do: Use transitions to clarify the relationships between ideas and concepts
Do: Write a narrative that engages the reader
Do: Write a narrative that establishes a context and point of view
Do: Write a narrative that leads to a reflective conclusion
Do: Write a narrative that uses a variety of transitions to convey sequence and signal shifts
Do: Write a narrative that uses appropriate precise, descriptive sensory language
Do: Write a narrative that uses dialogue, pacing, and description to develop experiences, events, characters
Do: Write an argument focused on content that acknowledges their claim(s) from alternate or opposing claims
Course Summary
Powered by BuildYourOwnCurriculum
Page
4
of
10
01/29/2014 8:18 AM
Carl Junction R-I School District
English Language Arts
Grade 7, Duration 1 Year, 1 Credit
Required Course
English 7
Do: Write an argument focused on content that demonstrates understanding of the topic or text
Do: Write an argument focused on content that distinguishes their claim(s) from alternate or opposing claims
Do: Write an argument focused on content that introduces claim(s) or issues
Do: Write an argument focused on content that organizes reasons and evidence logically
Do: Write an argument focused on content that supports claim(s) with evidence
Do: Write an argument focused on content that supports claim(s) with logical reasoning
Do: Write an argument focused on content that supports claim(s) with relevant and accurate data
Do: Write an argument focused on content that uses credible sources
Do: Write an argument focused on content that uses words, phrases, and clauses to clarify relationships among claims(s), counterclaims,
reasons, and evidence
Do: Write an argument focused on content that uses words, phrases, and clauses to create cohesion among claims(s), counterclaims,
reasons, and evidence
Do: Write arguments focused on content that establish a formal tone
Do: Write arguments focused on content that provide a concluding statement or section
Do: Write arguments focused on content where the concluding statement or section follows and supports the argument presented
Do: Write arguments incorporating narrative elements effectively to analyze important individual or historical events
Do: Write for various audiences, purposes, or tasks for extended time frames
Do: Write for various audiences, purposes, or tasks for shortened time frames
Do: Write in a variety of purposes in history/social studies, science, and technology.
Do: Write informative/explanatory texts incorporating narrative elements effectively to analyze important individual or historical events
Do: Write informative/explanatory texts that clarify relationships among ideas and concepts
Do: Write informative/explanatory texts that create cohesion among ideas and concepts
Do: Write informative/explanatory texts that develop a relevant topic
Do: Write informative/explanatory texts that establish and maintain a formal style and objective tone
Do: Write informative/explanatory texts that include formatting, graphics, and multimedia when useful to aiding comprehension
Do: Write informative/explanatory texts that introduce a topic clearly, previewing what is to follow
Do: Write informative/explanatory texts that provide a concluding statement or section
Do: Write informative/explanatory texts that use domain specific vocabulary to inform about or explain the topic
Do: Write informative/explanatory texts that use precise language to inform about or explain the topic
Do: Write informative/explanatory texts that use varied and appropriate transitions
Do: Write informative/explanatory texts that use well-chosen relevant facts, definitions, concrete details, quotations, or other information
and examples
Do: Write informative/explanatory texts to examine a topic, convey ideas, or explain concepts and information
Do: Write informative/explanatory texts where the concluding statement or section follows and supports the information or explanation
presented
Do: Write over a shorter time frames for a range of purposes and audiences
Do: Write over shorter time frames for a range of discipline-specific tasks
Do: Write precise descriptions of step-by-step procedures of investigations or technical work, such that the investigation or work may be
replicated with similar results
Do: Write routinely over extended time frames for research, reflection, and revision
Do: Write with analysis of relevant content
Do: Write with organization
Know: Apply correct capitalization, punctuation, and spelling
Know: Cite textual evidence to analyze explicit text
Know: Define and identify sound reasoning, arguments, reasons, relevant and sufficient evidence, and claims
Know: Define and recognize an objective summary
Know: Define relevant evidence
Know: Define sound reasoning
Know: Define sufficient evidence
Know: Describe components of a collegial discussion and planning
Know: Describe elements of a story or drama
Know: Describe formal and informal settings
Know: Describe how information is organized within a text
Know: Describe qualities of formal and informal speech
Know: Determine central ideas or conclusions of a text
Know: Determine how major sections of text contribute to or develop the main idea
Know: Determine the author's point of view or purpose
Know: Draw on several sources to answer a question
Know: Explain how to cite sources
Course Summary
Powered by BuildYourOwnCurriculum
Page
5
of
10
01/29/2014 8:18 AM
Carl Junction R-I School District
English Language Arts
Grade 7, Duration 1 Year, 1 Credit
Required Course
English 7
Know: Explain how to create hyperlinks
Know: Explain the meaning of a poem
Know: Gather relevant information from multiple print and digital sources
Know: Gather vocabulary knowledge important to comprehension or expression
Know: Identify a time, place, or character in a fictional work
Know: Identify a time, place, or character in an historical account
Know: Identify accurate, credible sources
Know: Identify and define alternate and opposing claims
Know: Identify and define formal style
Know: Identify and define relevance, evidence, argument, and cohesion
Know: Identify appropriate eye contact, adequate volume, and clear pronunciation
Know: Identify appropriate organizational structure for various writing
Know: Identify appropriate vocabulary strategies to determine meaning
Know: Identify aspects of a text that reveal the author's point of view
Know: Identify aspects of a text that reveals an author's purpose
Know: Identify audience, topic, and purpose
Know: Identify authors' strategies used to contrast points of view of different characters or narrator
Know: Identify claims/findings and salient points
Know: Identify compound-complex sentences
Know: Identify connotative words and phrases
Know: Identify context clues to determine meaning
Know: Identify details or examples for developing the point of view or purpose
Know: Identify explicit information from a text
Know: Identify explicit information from a text
Know: Identify fact, opinion, and reasoned judgment in a text
Know: Identify figurative words and phrases
Know: Identify figurative, connotative, and technical words and phrases
Know: Identify general academic and domain-specific words and phrases
Know: Identify grade appropriate roots and affixes
Know: Identify how authors use precise words/phrases, descriptions, and sensory details to help readers visualize or sense action
Know: Identify inferences from a text
Know: Identify inferences from a text
Know: Identify interactions between elements
Know: Identify key ideas about individuals, events, and ideas in a text
Know: Identify key ideas and details to support conclusions through research
Know: Identify key ideas from reading material or research
Know: Identify key information by different authors advancing different interpretations of facts
Know: Identify key information by different authors emphasizing different evidence
Know: Identify key steps in a text's description of a process
Know: Identify main details and supporting details that contribute to the topic, text, and issue studied of various media formats
Know: Identify misplaced and dangling modifiers
Know: Identify multiple-meaning words and phrases
Know: Identify publishing and collaborative options that use technology
Know: Identify rhymes and repetitions of sounds, including alliteration in a story or drama
Know: Identify rhymes and repetitions of sounds, including alliteration in a verse or stanza
Know: Identify specific textual evidence
Know: Identify specific textual evidence
Know: Identify strategies to improve expression in language
Know: Identify supporting details
Know: Identify the argument and claims in a text
Know: Identify the central idea or theme of a primary or secondary source
Know: Identify the form/structure of various types of poetry and drama
Know: Identify the poetic elements contributing to form/structure
Know: Identify tone in text
Know: Identify two or more central ideas
Know: Identify various mediums
Know: Identify various points of view in a narrative
Know: Identify/understand craft and structure
Know: Identify/understand craft and structure
Course Summary
Powered by BuildYourOwnCurriculum
Page
6
of
10
01/29/2014 8:18 AM
Carl Junction R-I School District
English Language Arts
Grade 7, Duration 1 Year, 1 Credit
Required Course
English 7
Know: Identify/understand key ideas and details
Know: Identify/understand key ideas and details
Know: Interpret figurative language
Know: Know how to collaborate effectively
Know: Know how to edit for conventions
Know: Know that coordinate adjectives describe the same word or term
Know: Know the different types of relationships of words
Know: Read science/technical texts independently
Know: Read science/technical texts proficiently
Know: Read texts in grades 6-8 complexity band independently
Know: Recognize characteristics of audio, video, and multimedia versions of text
Know: Recognize claims, findings, and salient points
Know: Recognize credibility and accuracy
Know: Recognize credible resources/sources
Know: Recognize credible resources/sources
Know: Recognize how to plan, revise, edit, and rewrite
Know: Recognize key ideas and new information during discussions
Know: Recognize language conventions for writing, speaking, reading, and listening
Know: Recognize multimedia versions, film and stage
Know: Recognize phrases and clauses
Know: Recognize phrases and clauses that create cohesion and clarify relationships
Know: Recognize precise and concise language
Know: Recognize standard formats for citations
Know: Recognize strategies for finding meanings of unknown words
Know: Recognize the meaning of the terms connotation (associations) and denotation (definitions)
Know: Recognize theme and central idea
Know: Use a comma to separate coordinate adjectives
Know: Use effective search terms
Know: Use reliable sources of information
Know: Use search terms effectively
Think: Accurately use words important to the comprehension of academic and domain-specific words
Think: Analyze a series of event from history
Think: Analyze how a change in one element shapes another
Think: Analyze how a chapter/section contributes to, or develops the main idea
Think: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis
Think: Analyze how each major section of text contributes to an understanding of the topic
Think: Analyze how elements of a story or drama interact
Think: Analyze how major sections contribute to the text as a whole
Think: Analyze how meaning and tone are impacted by specific word choice
Think: Analyze how paragraphs contribute to, or develop the main idea
Think: Analyze how sentences contribute to, or develop the main idea
Think: Analyze how texts by different authors shape their ideas by advancing different interpretations of facts
Think: Analyze how texts by different authors shape their ideas by emphasizing different evidence
Think: Analyze how the audio, video, or multimedia version of various text portrays the subject
Think: Analyze how the author contrasts different points of view in a single text
Think: Analyze how the author develops points of view of different characters or the narrators
Think: Analyze how the author uses structure to organize text
Think: Analyze information gained from experiments and compare with a written text on the same topic
Think: Analyze information gained from multimedia sources and compare with a written text on the same topic
Think: Analyze information gained from simulations and compare with a written text on the same topic
Think: Analyze information gained from video and compare with a written text on the same topic
Think: Analyze key ideas and details as evidence of understanding text
Think: Analyze several pieces of a text to determine what it explicitly says
Think: Analyze text in order to provide evidence of how the text explicitly uses scientific details
Think: Analyze text to locate figures of speech
Think: Analyze the author's purpose for defining the question addressed in the text
Think: Analyze the author's purpose in describing a procedure of an experiment in a text
Think: Analyze the author's purpose in discussing an experiment in a text
Think: Analyze the author's purpose in providing an explanation of an experiment in a text
Course Summary
Powered by BuildYourOwnCurriculum
Page
7
of
10
01/29/2014 8:18 AM
Carl Junction R-I School District
English Language Arts
Grade 7, Duration 1 Year, 1 Credit
Required Course
English 7
Think: Analyze the development of two or more central ideas
Think: Analyze the effects of various medium techniques on audio, film, stage, and multimedia
Think: Analyze the effects of various medium techniques on written text - stories, dramas, and poems
Think: Analyze the impact of rhymes and repetitions sounds in a stanza or poem
Think: Analyze the impact of rhymes and repetitions sounds in a story or drama
Think: Analyze the interactions between individuals, events, and ideas in a text
Think: Analyze the meaning of a drama or poem
Think: Analyze the reason for writing to inform task, purpose, and audience
Think: Analyze the relationship between a primary and secondary source on the same topic
Think: Analyze the relationship between particular words
Think: Analyze the relationship between the poem/drama's form and structure
Think: Analyze the structure of a drama or poem
Think: Analyze theme or central idea development over the course of a text
Think: Apply knowledge of language conventions when writing, reading, and listening
Think: Apply language knowledge when writing, reading, and listening
Think: Apply vocabulary knowledge when considering words important to comprehension of expression
Think: Assess credibility and accuracy of each source
Think: Assess the credibility and accuracy of each source
Think: Assess the extent to which the reasoning and evidence in a text support the author's claims
Think: Assess the relevance of evidence for specific claims
Think: Assess the soundness of the reasoning
Think: Assess the sufficiency of evidence for specific claims
Think: Choose from a range of vocabulary strategies to determine a word's meaning
Think: Cite details or example where the author develops the point of view of various characters or narrators
Think: Cite resources that support analysis
Think: Cite specific textual evidence to support analysis of primary and secondary sources
Think: Cite specific textual evidence to support analysis of scientific texts
Think: Compare and contrast treatments of the same topic in several primary and secondary sources
Think: Compare the point of view of two or more authors for how each treats the same or similar topics, including which details are
included and emphasized in their respective accounts
Think: Compare/contrast historical portrayal of a time, place, or character against a historical account of the same period
Think: Compare/contrast points of view of different characters or narrators
Think: Compare/contrast relevant and irrelevant details in developing experiences, events, and characters
Think: Comprehend craft and structure
Think: Comprehend craft and structure
Think: Comprehend key ideas and details
Think: Comprehend key ideas and details
Think: Comprehend science/technical texts independently
Think: Comprehend science/technical texts proficiently
Think: Comprehend texts in grades 6-8 complexity band independently
Think: Comprehend texts in grades 6-8 complexity band proficiently
Think: Conduct steps for research to answer a question
Think: Contrast how the author distinguishes his/her position from that of others
Think: Delineate a speaker's argument and specific claims
Think: Describe similarities and differences between various media portrayals of subjects
Think: Determine a supportive concluding statement
Think: Determine a theme or central idea
Think: Determine appropriate organizational structure to use for various types of writing based upon task, purpose, and audience
Think: Determine how to introduce claims and acknowledge alternate or opposing claims
Think: Determine how to organize ideas, concepts, and information
Think: Determine how well the focus of audience has been addressed
Think: Determine how well the focus of the purpose has been addressed
Think: Determine if formal or informal speech is appropriate in the context of a given situation
Think: Determine logical and relevant support for claims
Think: Determine meanings (symbols, key terms, domain-specific words and phrases) in scientific or technical context
Think: Determine meanings of words and phrases as they are used in a text
Think: Determine precise language and domain-specific vocabulary
Think: Determine relevant and irrelevant information from sources in order to answer a question
Think: Determine salient points and pertinent descriptions, facts, details, and examples
Course Summary
Powered by BuildYourOwnCurriculum
Page
8
of
10
01/29/2014 8:18 AM
Carl Junction R-I School District
English Language Arts
Grade 7, Duration 1 Year, 1 Credit
Required Course
English 7
Think: Determine suitable idea development strategies, organization, and style
Think: Determine the best technology options for communicating and collaborating with others for an intended purpose
Think: Determine the best technology tools for producing and publishing writing appropriate to the purpose and audience
Think: Determine the differences of text to media
Think: Determine the meaning of domain-specific vocabulary used in a text
Think: Determine the meaning of figurative, connotative, and technical words/phrases
Think: Determine the meaning of key terms used in a text
Think: Determine the meaning of symbols used in a text
Think: Determine the similarities of text to media
Think: Determine what multimedia components/visual display options best clarify information
Think: Determine when to include graphics or multimedia
Think: Determine when to write for short or extended time frames based on audience, purpose, or task
Think: Determine which strategy is most effective to further develop a topic including definitions, classifications, comparison/contrast, and
cause/effect
Think: Determine word and phrase meanings that are specific to history/social studies
Think: Determine/clarify the meaning of words using context clues
Think: Determine/clarify the meaning of words using Greek and Latin affixes and roots
Think: Develop and strengthen writing by focusing on what is most significant for a specific purpose or audience
Think: Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach
Think: Develop and strengthen writing by planning, revision, editing, and rewriting
Think: Develop and strengthen writing by trying a new approach
Think: Develop and strengthen writing focusing on how well purpose and audience have been addressed
Think: Develop and strengthen writing with some guidance and support from peers and adults
Think: Discuss how ideas influence events
Think: Discuss how individuals influence ideas or events
Think: Distinguish among facts and reasoned judgment based on research findings
Think: Distinguish among facts and speculation in a text
Think: Distinguish among the connotations of words with similar denotations
Think: Distinguished among reasoned judgment based on research findings and speculation in a text
Think: Draw evidence from informational texts to support analysis
Think: Draw evidence from informational texts to support reflection
Think: Draw evidence from informational texts to support research
Think: Draw evidence from key ideas and details as support for research
Think: Draw upon key ideas and details as support for research
Think: Establish and maintain a formal style
Think: Evaluate new information posed and form personal opinion
Think: Evaluate relevance of the evidence
Think: Evaluate sources for credibility and accuracy
Think: Evaluate the argument and specific claims
Think: Evaluate the relevance and sufficiency of the speaker's evidence
Think: Evaluate the soundness of the speaker's reasoning
Think: Explain how the author conveys his/her point of view
Think: Explain how the ideas clarify the topic, text, and issue studied
Think: Explicitly analyze what a text says
Think: Follow standard citation format
Think: Formulate comments, questions, and responses based on evidence
Think: Formulate focused questions from sources of information for further research and investigation
Think: Formulate inferences from textual material
Think: Formulate inferences from textual material
Think: Generate additional related, focused questions for further research and investigation
Think: Generate additional related, focused questions related to research project
Think: Generate questions that allow for multiple avenues of exploration
Think: Integrate quantitative information expressed in words in a text with a version of that information expressed visually
Think: Integrate technical information expressed in words in a text with a version of the information expressed visually
Think: Integrate visual information with information in digital format
Think: Integrate visual information with information in print texts
Think: Interpret connotative meanings
Think: Interpret figurative meanings
Think: Justify ideas and responses shared with evidence from text or research and modify when warranted
Course Summary
Powered by BuildYourOwnCurriculum
Page
9
of
10
01/29/2014 8:18 AM
Carl Junction R-I School District
English Language Arts
Grade 7, Duration 1 Year, 1 Credit
Required Course
English 7
Think: Make a distinction between the author's point of view and those of others mentioned or implied
Think: Organize reasons and evidence logically
Think: Provide an objective summary of the text
Think: Quote or paraphrase the data and conclusions of others, avoiding plagiarism
Think: Reflect on discussion topics using evidence
Think: Reflect on key ideas and details as evidence of understanding text
Think: Select appropriate resources to aid in gathering vocabulary knowledge
Think: Select appropriate sources to answer a question
Think: Select appropriate transitions to create cohesion and clarify relationships
Think: Select transitions that clarify relationships
Think: Sequence claims, findings, salient points, pertinent descriptions, facts, details, and examples in a focused, coherent manner
Think: Support your analysis with textual examples
Think: Trace the argument and specific claims
Think: Track progress toward specific goals and deadlines, defining individual roles as needed
Think: Understand the topic or text
Think: Use precise and concise language to eliminate wordiness and redundancy when writing
Think: Verify preliminary determination of a word's meaning by checking the inferred meaning in context or in a dictionary
Think: Visually, quantitatively, and orally analyze the main ideas and supporting details presented in diverse media and formats
Course Summary
Powered by BuildYourOwnCurriculum
Page
10
of
10
01/29/2014 8:18 AM