Content Standards | Performance Indicators | Instructional Practice | Assessment Tools | Reporting Tools |
A. READING: Students read to comprehend, interpret, analyze, evaluate, and appreciate literary and expository texts by using a variety of strategies. They connect essential ideas, evaluate arguments, and analyze the various perspectives and ideas presented in a variety of literary and expository texts. |
A.1. Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency Students read and make generalizations from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. | a. Use a range of before, during, and after reading strategies to deepen their understanding of text(s). | Use Big Blocks guided reading strategies to promote discussion and comprehension of both self-selected reading and class novels.
Use selected stories from the seventh grade anthology to improve comprehension. | - classroom tests
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- large scale assessments: NWEA, MEA
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| b. Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes. | Use vocabulary in different contexts and for different purposes. Integrate Big Blocks writing techniques to improve vocabulary. | - classroom tests
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- large scale assessments: NWEA, MEA
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| c. Determine the meaning of unknown words by using a variety of strategies including understanding and explaining that similar and related words can express different shades of meaning. | Use Big Blocks word work strategies to determine the meaning of unknown words. | - classroom tests
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- large scale assessments: NWEA, MEA
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| d. Use the origins and meanings of foreign words that are frequently used in English to aid comprehension as they read. | | | |
| e. Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation and expression. | Use Big Blocks guided reading and reading workshop strategies to improve fluency and accuracy of given texts. | - classroom tests
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- large scale assessments: NWEA, MEA
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| f. Demonstrate comprehension by summarizing, generalizing, drawing conclusions, making judgments, and making connections between prior knowledge and multiple texts. | Utilize Big Blocks guided reading strategies, literature circles, and reading reflections to improve comprehension of texts. | - classroom tests
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- large scale assessments: NWEA, MEA
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A.2. Literary Texts Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the reader's response. | a. Analyze an author's characterization techniques including the character's thoughts, words, and actions; the narrator's description; and the thoughts, words, and actions of other characters. | Utilize Big Blocks guided reading strategies and self-selected reading discussion to analyze characters in texts. | - classroom tests
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- large scale assessments: NWEA, MEA
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| b. Identify events that advance the plot and determine how each event explains past or present action or foreshadows future action. | Use Big Blocks guided reading stages to analyze readings for plot.
Use written and visual language as well as discussion and technology to advance this skill. | - classroom tests
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| c. Contrast points of view including first person, third person, limited and omniscient in a literary text. | | | |
| d. Identify the relationship between the use of literary devices and a writer's style to understand the text. | | | |
| e. Compare how similar themes are presented in different works. | Explore themes across multiple genres (e.g., novel, short story, poetry, and myth). | - classroom tests
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| f. Identify how meaning is conveyed in poetry through word choice, sentence structure, line length, and punctuation. | Use Big Blocks mini-lessons to analyze and interpret poetry through writer's workshop (Naming the World, Nancy Atwell). | - classroom tests
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| g. Analyze the characteristics of various genres of literature and their purpose. | | | |
A.3. Informational Texts Students read various informational texts, within a grade appropriate span of text complexity, making decisions about usefulness based on purpose, noting how the the text structures affect the information presented. | a. Create and revise questions that can be answered by using text structures and information found within texts. | Use cross curriculum integration of readings and texts to create and revise logical questions.
Develop research project using technology, written work, and oral presentations with an emphasis on authentic publishing of information. | - classroom tests
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| b. Analyze the amount of coverage and organization of ideas in varied informational materials. | Apply reading strategies: preview, skim, and scan to identify major organizing components (e.g., titles, headings, sub-headings, thesis, topic sentences, captions, charts, tables, graphs, pictures, summaries, abstracts, etc.) of academic and popular non-fiction texts (e.g., social studies text magazines). | - classroom tests
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- large scale assessments: NWEA, MEA
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| c. Draw conclusions about a text and its purpose, and support them with evidence from the text. | Draw conclusions about science and social studies texts during discussions and presentations. | - classroom tests
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| d. Make comparisons about information from several passages or articles from different texts. | Apply reading strategies: preview, skim, and scan to identify major organizing components (e.g., titles, headings, sub-headings, thesis, topic sentences, captions, charts, tables, graphs, pictures, summaries, abstracts, etc.) of academic and popular non-fiction texts (e.g., social studies text magazines). | - classroom tests
- classroom quizzes
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- common assessments
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- teacher checklists
- teacher rubrics
- large scale assessments: NWEA, MEA
| - report cards
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| e. Follow multi-step instructions in a technical manual or content area text to complete a task or use a simple device. | Follow multi-step instructions when completing all content area investigations. | - classroom tests
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A.4. Persuasive Texts Students evaluate the information in persuasive texts, within a grade appropriate span of text complexity, noting how the structural features and rhetorical devices affect the information and argument(s) presented in these texts. | a. Recognize organizational patterns of compare/contrast, proposition/support and problem/solution in an argument to aid comprehension. | | | |
| b. Identify and use ways to detect bias. | Compare and contrast reading experiences across a wide variety of texts using Big Blocks guided reading strategies (with instructional emphasis in myth, science fiction, realistic fiction and informational texts). | - classroom tests
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| c. Identify problems with an author's use of figures of speech, logic, or reasoning. | Compare and contrast reading experiences across a wide variety of texts using Big Blocks guided reading strategies (with instructional emphasis in myth, science fiction, realistic fiction and informational texts). | - classroom tests
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- large scale assessments: NWEA, MEA
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| d. Make reasonable judgments about a text through accurate, supporting evidence. | | | |
| e. Identify purpose and intended audience of a text. | Utilize various reading strategies to identify purpose and intended audience for a variety of texts. | - classroom tests
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| f. Identify rhetorical devices and author uses to persuade the reader including bandwagon, peer pressure, repetition, testimonial, hyperbole, and loaded words. | Analyze media images through discussion, written work and technology. | - classroom tests
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B. WRITING: Students write to express their ideas and emotions, to describe their experiences, to communicate information, and to present or analyze an argument. |
B.1. Interconnected Elements Students use a writing process to communicate for a variety of audiences and purposes. | a. Determine a purpose for writing. | Utilize Big Blocks writing workshop mini-lessons and teacher/peer conferencing when determining a purpose for writing. | - classroom tests
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| b. Decide which information is included to achieve the desired purpose. | Utilize Big Blocks writing workshop mini-lessons and teacher/peer conferencing when deciding which information to include to meet the desired purpose. | - classroom tests
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| c. Revise drafts to improve focus, effect, and voice incorporating peer response when appropriate. | Use Big Blocks writing workshop mini-lessons and teacher/peer conferencing to revise and improve writing. | - classroom tests
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- large scale assessments: NWEA, MEA
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| d. Edit for correct grammar, usage and mechanics. | Demonstrate understanding of writing process by self-editing and seeking peer editing for conventions.
Demonstrate understanding of the 6 + 1 Traits of Writing by editing for trait #6: conventions. | - classroom tests
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| e. Write to achieve a specific purpose. | | | |
| f. Create legible final drafts. | Use technology for student publishing of work. | - classroom tests
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B.2. Narrative Students write narratives that convey complex ideas, observations, events, or reflections. | a. Establish a plot or other narrative structure, point of view, setting, and conflict. | Big Blocks writing workshop mini-lessons and teacher/peer conferencing. | - classroom tests
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| b. Develop characters. | | | |
| c. Use a range of narrative strategies for effect including dialogue and suspense. | Use dialog and suspense in writing and active practice to produce writing pieces that are meaningful. | - classroom tests
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| d. Use stylistic devices including figurative language and point of view to clarify, enhance, and develop ideas. | Apply mode specific criteria/rubric from 6 + 1 Traits of Writing to guide production and set standards for written products and oral presentations. | - classroom tests
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B.3. Argument/Analysis Students write academic essays that state a clear position, supporting the position with relevant evidence. | a. Summarize and paraphrase and/or explain information from reading, listening or viewing. | Summarize short texts or segments of longer texts; identify and differentiate between key ideas and supporting details. lShort stories lVenn diagrams lNovel chapters lJournals lArticles lParaphrase | - classroom tests
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| b. Write essays that support an idea and build a logical argument excluding extraneous information and differentiating between facts and opinions. | Produce and share written products and presentations in a variety of modes by using the writing process and the 6 + 1 Traits of Writing.
Apply mode-specific criteria/rubric from 6 + 1 Traits of Writing to guide production and set standards for written products and oral presentations. | - classroom tests
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- large scale assessments: NWEA, MEA
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B.4. Persuasive Students write persuasive essays addressed to a specific audience for a particular purpose. | a. Employ a variety of persuasive techniques, including presenting alternate views objectively or addressing potential counterclaims, in an essay that supports an idea using facts, supported inferences, and/or opinions appropriate to the audience and purpose and is intended to influence the opinions, beliefs, or positions of others. | Produce and share essays and presentations in a variety of modes by using the writing process and the 6 + 1 Traits of Writing.
Apply mode-specific criteria/rubric from 6 + 1 Traits of Writing to guide production and set standards for written products and oral presentations. | - classroom tests
- classroom quizzes
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- large scale assessments: NWEA, MEA
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B.5. Practical Application Students write simple business letters and documents related to career development. | a. Write information purposefully and succinctly to meet the needs of the audience. | | | |
| b. Write to convey specific requests for detailed information. | | | |
| c. Follow a conventional format for writing resumes, memoranda, and/or proposals. | Produce authentic products that can be used in real-life settings. | - classroom tests
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| d. Write multi-step directions, with annotation where appropriate, for completing a task. | Produce multi-step directions for completing a task. Participate in mini-lesson around topic producing the directed task at hand. | - classroom tests
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C. RESEARCH; Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation. Students present findings orally, in writing, or using mixed media. |
C.1. Research Students propose and revise research questions, collect information from a wide variety of primary and/or secondary sources and follow the conventions of documentation to communicate findings. | a. Determine the nature and extent of information needed. | Sort collected data for effective organization, using a variety of means including, but not limited to: outline, Venn diagram, mind map, flow chart, etc. | - classroom tests
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| b. Locate and access relevant information. | Make effective use of school library resources including personnel and on-line catalogues to generate and secure relevant research materials for a given subject.
Use technology to locate websites, blogs, podcasts etc. for relevant information. | - classroom tests
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| c. Demonstrate facility with note-taking, organizing information, and creating bibliographies. | Sort collected data for effective organization, using a variety of means including, but not limited to: outline, Venn diagram, mind map, flow chart, etc.
Use ready-made or original graphic organizers to record and sort data collected for use in research project. | - classroom tests
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| d. Distinguish between primary and secondary sources. | Use primary and secondary sources to complete cross-curriculum activities and projects. | - classroom tests
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| e. Evaluate and verify the credibility of the information found in print and non-print sources. | Analyze sources for credible information. | - classroom tests
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| f. Use additional sources to resolve contradictory information. | | | |
| g. Summarize and interpret information presented in varied sources, and/or from fieldwork, experiments, and interviews. | Sort collected data for effective organization, using a variety of means including, but not limited to: outline, Venn diagram, mind map, flow chart, etc. | - classroom tests
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| h. Present findings by paraphrasing, quoting sources, and using proper citation. | | | |
| i. Use information ethically and legally. | Use technology to produce authentic and meaningful products through publishing and education about copyright and ethical issues. Document research sources accurately and adequately in bibliography. | - classroom tests
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D. LANGUAGE: Students write and speak using the conventions of Standard American English. They apply knowledge of grammar and usage when reading to aid comprehension. They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication. |
D.1. Grammar and Usage Students manipulate the parts of speech effectively and employ a variety of sentence structures to communicate. | a. Use forms of nouns, pronouns, verbs, adjectives and their modifiers, adverbs, prepositions, transitions, conjunctions, and interjections correctly. | Demonstrate understanding of writing process by self-editing and seeking peer editing for conventions. | - classroom tests
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| b. Use compound complex sentences. | Utilize Big Blocks writing workshop concepts practicing these concepts and applying them in writing. | - classroom tests
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| c. Use active and passive voices effectively. | | | |
D.2. Mechanics Students apply the rules of capitalization, punctuation and spelling to communicate effectively. | a. Use correct capitalization and punctuation including commas and semicolons. | Demonstrate understanding of writing process by self-editing and seeking peer editing for conventions. | - classroom tests
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| b. Correctly spell frequently misspelled words and common homophones. | Utilize Big Blocks word work and writing workshop concepts to improve spelling.
Demonstrate understanding of writing process by self-editing and seeking peer editing for conventions. | - classroom tests
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E. LISTENING AND SPEAKING: Students listen to comprehend and speak to communicate effectively. |
E.1. Listening Students adjust listening strategies to understand formal and informal discussion, debates or presentations, and then apply the information. | a. Ask appropriate clarifying questions. | Respond appropriately with relevant comment, opinion, evaluation, or question to student or teacher presentation or discussion around a relevant topic: follow-up initial remarks as necessary to clarify understanding during class discussions and presentations. | - classroom tests
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| b. Summarize and apply information presented. | Summarize information orally and in writing. | - classroom tests
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| c. Acknowledge and build upon the ideas of others. | Use knowledge and ideas of others appropriately. | - classroom tests
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E.2. Speaking Students adjust speaking strategies for formal and informal discussions, debates or presentations appropriate to the audience and purpose. | a. Organize and present information logically. | Develop and deliver presentations using technology and authentic situations.
Respond to the needs of the audience during presentation (e.g., clarify and/or illustrate ideas with examples, adjust to levels of engagements, adjust to level of prior knowledge). | - classroom tests
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| b. Adjust volume, tone, eye contact, and gestures to suit the audience. | Practice oral presentation skills.
Use rubrics to determine appropriate criteria for presentation based on purpose, mode, and context. | - classroom tests
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- large scale assessments: NWEA, MEA
| - report cards
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- student/parent/teacher conferences
- teacher websites
- email communication
- Power School
- community performances/displays
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| c. Use conventions of Standard American English. | Use rubrics to determine appropriate criteria for presentation based on purpose, mode, and context. | - classroom tests
- classroom quizzes
- projects
- common assessments
- performances/displays/presentations
- teacher checklists
- teacher rubrics
- large scale assessments: NWEA, MEA
| - report cards
- progress reports
- student/parent/teacher conferences
- teacher websites
- email communication
- Power School
- community performances/displays
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| d. Seek feedback and revise to improve effectiveness of communication. | Use peer and teacher feedback to improve presentations.
Monitor progress through self-reflection. | - classroom tests
- classroom quizzes
- projects
- common assessments
- performances/displays/presentations
- teacher checklists
- teacher rubrics
- large scale assessments: NWEA, MEA
| - report cards
- progress reports
- student/parent/teacher conferences
- teacher websites
- email communication
- Power School
- community performances/displays
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| e. Select appropriate media, relevant to audience and purpose, that support oral, written, and visual communication. | Select appropriate media to support communication and integrate into authentic oral, written, and visual products. | - classroom tests
- classroom quizzes
- projects
- common assessments
- performances/displays/presentations
- teacher checklists
- teacher rubrics
- large scale assessments: NWEA, MEA
| - report cards
- progress reports
- student/parent/teacher conferences
- teacher websites
- email communication
- Power School
- community performances/displays
|
F. MEDIA: Students recognize and can explain the effects that both print and non-print sources have on listeners, viewers, and readers, in order to develop an awareness of the effects that the media have on forming opinions and making decisions. |
F.1. Analysis of Media Students identify the various purposes, techniques, and/or effects used to communicate auditory, visual, and written information found in different forms of media. | a. Describe and evaluate the text features of visual and non-visual media. | Develop research project using technology, written work, and oral presentations with an emphasis on authentic publishing of information. | - classroom tests
- classroom quizzes
- projects
- common assessments
- performances/displays/presentations
- teacher checklists
- teacher rubrics
- large scale assessments: NWEA, MEA
| - report cards
- progress reports
- student/parent/teacher conferences
- teacher websites
- email communication
- Power School
- community performances/displays
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| b. Explain the role of the media in shaping opinions. | Discussion about the role of the media in shaping opinions. | - classroom tests
- classroom quizzes
- projects
- common assessments
- performances/displays/presentations
- teacher checklists
- teacher rubrics
- large scale assessments: NWEA, MEA
| - report cards
- progress reports
- student/parent/teacher conferences
- teacher websites
- email communication
- Power School
- community performances/displays
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| c. Note instances of bias, stereotyping, and propaganda. | Discussion about instances of bias, stereotyping and propaganda. |