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Seventh Grade

Reading Literature & Informational Text

Critical Content

Power Standards

  • Cite evidence from fiction and nonfiction text to support analysis of what the text says explicitly as well as the inferences drawn in order to comprehend the central concept/theme of the text. (RL & RI 7.1 , 7.2; SL 7.1)
  • Evaluate the credibility of an argument based on the specific claims in the text and analyze whether the reasoning is evidence-based, relevant, and sufficient (RI 7.8, 7.9)

 

Power Standards Critical Content

In the language of instruction, students will…

  • Locate, analyze, and cite text evidence supporting a concept/theme
    • Determine two or more central ideas/themes of a text and describe how these ideas are developed over the course of the text
    • Determine the most salient central concept or theme of a text
    • Analyze the structure of events and/or the plot to determine the central concept or theme
    • Use a variety of textual evidence (a “word for word” support format) to support concept/theme of a text
    • Read closely and find answers explicitly and implicitly in the text
      • Distinguish between what the text explicitly states versus what the text implies, or hints at
      • Use inferences to explain how the text evidence supports a logical conclusion (“based on what I’ve read, it’s most likely true that…”)
    • Summarize and paraphrase the text ensuring the summary is void of opinion
    • Locate and summarize several pieces of evidence in the text to support the central concept/theme
  • Locate and analyze claims and support of an argument
    • Identify and use claims that are supported by fact(s) and those that are opinion(s)
    • Evaluate the credibility of an argument
      • Identify and determine the credibility of the author/author’s sources
      • Identify text evidence an author provides
      • Determine if the evidence provided is relevant and sufficient enough to support the claim
    • Analyze how authors interpret and emphasize different evidence when writing about the same topic
    • Compare and contrast how two authors represent the same topic
    • Describe how one author’s interpretation of a topic can be different from another author’s depending on the facts he/she choose to emphasize

*”text” refers to any content introduced through written text, audio, visual media (charts, graphs, diagrams, pictures, video, web pages, etc.)

*”explicit evidence” includes direct quotes, graphic details, paraphrasing, summary of author’s words/ideas

 

Additional Critical Content

  • Participate in one-on-one, group, and teacher -led discussions using established guidelines, goals, roles and deadlines as well as track progress toward achieving them
    • Discuss and elaborate on own ideas and/or the ideas of others clearly in a discussion
    • Pose and respond to questions
    • Use evidence from texts and other research brought to the discussion
    • Prepare for discussions by reading and researching class material beforehand
    • Use evidence on the topic, text, or issue to probe and reflect on ideas under discussion
    • Make relevant observations and use own ideas and comments to bring the discussion back on topic
    • Acknowledge new ideas introduced in a discussion or collaborative activity
    • Modify views if presented with a new perspective
  • Analyze various texts according to:
    • The use of text features (i.e., heading, titles, illustrations…) and how the individual parts of a text (i.e., sections, chapters and appendices contribute to the overall development of ideas
    • The use of various formats is effective/ineffective (e.g., audio, video, multimedia)
    • How a particular character/person is shaped throughout the plot of a story or drama
    • How the elements of a story or drama interact and affect one another (i.e., Because the story is set during a time of war, the characters may be called to fight.)
    • How the individuals, events, and/or ideas in a text are affected by one another
    • The purposeful use of literal language and figurative language
    • The effects of the use of various forms of figurative language and sound devices
  • Analyze poetry according to:
    • How rhymes and other repetitions of sound impact a specific verse or stanza of a poem, story or drama
    • How and why authors choose words and phrases to create an overall meaning and mood for the reader
    • The form/structure of a poem (e.g., rhyming, line breaks, free verse) and how the specific form/structure affects the overall meaning
    • The sensory images that occur while reading
  • Identify, understand the purpose behind the use of various points of view
    • First person (an inside narrator tells the story: “I”); gives the reader/listener insight into his/her own thoughts
    • Second person (narrator speaks directly to reader: “you”); draws the reader into the story by talking directly to reader/listener
    • Third person (an outside narrator tells the story: “he”, “she”, or “it”); allows the reader to know all the thoughts of all characters
    • Third person limited (an outside narrator tells the story, but know the though of one character)
    • Third person omniscient (an outside narrator tells the story and knows the thoughts of all characters)
  • Analyze how an author develops the points of view of different characters and narrators by revealing thoughts, feeling, actions, and spoken words
  • Compare and Contrast:
    • The film, audio, staged, or multimedia version of a story to the original story
    • How the subject is portrayed in various versions of the same story each
    • A fictional portrayal of a historical account and how and why authors of fiction use or alter history

 

Concept-Based Connections

Essential Understandings

  • Reading texts critically – analyzing the authors’ purposes, exploring the relationship between a work’s structure and meaning, and connecting the work to ideas outside the text – improves the reader’s comprehension, thinking and writing.

 

Factual Guiding Questions

  • What do good readers do?
  • What is the difference between citation, quote, paraphrase, and plagiarism?
  • What is the difference between what the text explicitly says and what the text implies?
  • What is theme?
  • Where are different structures found in fiction and non-fiction texts?

 

Conceptual Guiding Questions

  • How does the reader know he/she understands what is read?
  • What makes certain evidence more salient than other evidence?
  • What determines credibility for an author/resource?
  • How does the author develop the theme/concept across time/text?

 

Engaging/Debatable Guiding Questions

  • What media formats are more effective than others?
  • How does the author’s point of view influence the audience?
  • Can a well-supported argument/claim be wrong?

 

Language Considerations

Language General Transfer-Students must draw upon the following…

Reading as a process

  • Comprehension
  • Main idea
  • Sequence of ideas
  • Supportive details
  • Inference
  • Predicting outcomes
  • Drawing conclusions
  • Recognizing emotions
  • Seeing cause and effect
  • Distinguishing fact from fiction
  • Recognizing propaganda
  • Self-monitoring

 

Non-cognitive transfer

  • Attention
  • Listening
  • Concentration
  • Persistence
  • Task Completion

 

Self-esteem transfer

  • Being literate
  • Feeling capable
  • Possessing specific competencies
  • Achieving
  • Believing in one’s ability to learn

 

Common among all languages

  • Develop Oral Language
  • Match speech to print
  • Contextualized literacy instruction
  • Meaningful
  • Active
  • Comparative
  • Recurrent

 

English language specific

  • See above critical content and additional critical content
  • English is the U.S. develops discourse that is deductive and linear: thesis/topic sentence, main idea, support, conclusion.

 

Spanish language specific

  • Table of contents located in back of many Spanish texts
  • Dialect
  • Idiomatic expressions
  • Figurative language
    • Alliteration
    • Metaphors
    • Similes
  • Narrative story structure
  • Cognate patterns
  • Nouns, adjectives, infinitive verbs, adverbs
  • Apócope (abbreviations) and contractions
  • Latin and Greek roots
  • Specific affixes
  • Word structures (nouns, verbs)
  • Adjectives, comparatives and superlatives (bueno, mejor que, el/la mejor)
  • Word patterns
  • Understand speech print connections between sounds and symbols
  • Decoding accent marks appropriately
  • Heed punctuation
  • Phrasing
  • Expression
  • Fluency
  • Syllabication
  • Asonante Consonante
  • Verb conjugation and inflection
  • Verb and adjective gender and number agreement
  • Irregular verbs
  • Code-switching
  • El/La (articles that reflect number and gender)
  • Word order patterns
  • Cognates
  • Dialects (regional dialects)
  • Tildes
  • Diéresis
  • Circular/Spiral

 

English language development

  • Teach students with discourse pattern of American English explicitly along with subject area content
  • Skills and strategies according to proficiency level of student

 

Russian language specific

  • See critical and additional content

 

Polish language specific

  • See critical and additional content

 

Assessments

Informal Assessments are used during the process of brainstorming, drafting, revision and editing or class discussions.

In the language of instruction students will…

  • Demonstrate comprehension by speaking and writing what they read
  • Reading response journals
  • Anecdotal records during 1-1, small group, whole class discussions and/or short writing prompts:
    • Use of text evidence to support thinking
    • Use of academic, domain-specific language
    • Provides focused answers to questions and gives relevant and explicit text evidence as support
    • Supports inferential thinking with explicit text evidence from multiple sources
    • Defends why some evidence is better than other evidence
    • Comparing/contrasting authors’ interpretation of topics/events
    • Author’s development of the central idea(s)/theme(s) within a text
    • How various media formats affects the audience’s experience
  • Students use of text structures graphic organizers (chronological, compare/contrast, cause/effect, and problem/solution)

 

Formal Assessments are used as a measure of student achievement towards mastery of a skill and Power Standard. Often a formal assessment will result in a grade.

In the language of instruction students will…

  • Demonstrate comprehension by speaking and writing what they read
  • Write an objective summary stating key points of the text without adding one’s own opinions or feelings
  • Provide an analysis of the central concept or theme of a text
  • Provide an analysis of whether an author’s argument on a topic is accurately and sufficiently supported