Grade 7 ELA

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

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Barbara Maling
Director of Curriculum and Instruction

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207- 363-3403

Grade Seven ELA
Scope and Sequence

Students will be actively involved in learning experiences focused on:

Reading:
Employ reading strategies.
Apply reading strategy, ‘react and connect,’ to construct personal interpretation of text.
Analyze understanding of texts through discussion, written reflection, or creative response.
Apply metacognitive comprehension strategies through "think alouds" and conferring.
Participate in guided analysis of exemplars and through their self-selected reading to identify literary elements and devices (i.e. imagery, exaggeration, repetition, flashback, foreshadowing, personification, simile, metaphor, onomatopoeia, hyperbole, and alliteration.
Read independently at home each night for 20-30 minutes.
Use mini-lessons to connect the process of reading and writing.
Compare and contrast related texts in relation to author’s purpose and author’s point of view in the novel The Giver.
Extend their knowledge of required texts through exploration of relevant cultural and social issues, comparing and contrasting issues in text to contemporary events, and comparing students’ personal, social and cultural context.
Apply understanding of defining features of literary texts with instructional emphasis on realistic fiction, science fiction, poetry, plays, fairy tales, fables, folk tales, historical fiction,myths, legends, fantasy and short stories.
Organize information to show understanding through summarizing, paraphrasing, compare/contrasting, differentiating key ideas and supporting details.
Compare and contrast related texts (e.g., related by subject, theme, point of view, mode of writing) to identify both the author’s purpose and the authors point of view. Be exposed to and reflect upon cultural issues within literature studies.
Demonstrate ability to differentiate amongst main and subordinate characters within their written and oral responses to assigned literature and self-selected reading.
Analyze exemplars and own self-selected reading for plot structure, character, setting, rising action, climax, or falling action.
Explore identified themes across multiple genres (e.g., novel, short story, poetry, and myth).
Explain how the narrator's point of view affects the reader's interpretation. (NECAP)
Discuss and reflect how the author's message or theme is supported within the text.
Distinguish between fact and opinion, identifying possible bias or propaganda.
Demonstrate ability to use classroom references and resources independently in their ongoing work and products (e.g., dictionary, thesaurus, handbook on style).
Use available resources to generate relevant reading/research materials for use in creating an original product (library holdings, library personnel, on-line library catalogs, computer lab, educational technology personnel, Internet, other software programs).
Practice relevant reading strategies to accurately define unfamiliar technical terms in informational texts.
Identify different ways in which informational texts are organized. (intro/leads, significance, point of view, thesis, body paragraphs/subtopics, details, conclusion/summary of findings, implication of findings, restatement of thesis, presentation/bold or italics, subheadings, footnotes, visuals).
Apply reading strategies (preview, skim, scan) to identify major organizing of academic and popular non-fiction texts (e.g., social studies text magazines) (e.g., titles, headings, sub-headings, thesis, topic sentences, captions, charts, tables, graphs, pictures, summaries, abstracts, etc).
Reflect on reading experience of informational texts in a variety of modes (e.g., written, oral, visual).
Cite text and/or visual materials in response to teacher/student questions.
Demonstrate effective use of tables of content, indexes, glossaries, footnotes, endnotes, etc. in their ongoing work and products.
Participate in direct instruction for note-taking strategies (annotation, marking and highlighting, question, clarifying, and predicting) and apply the strategies to effectively generate notes as needed.
Apply strategies for word recognition that include word structure, prefixes/suffixes, common roots, context clues, dictionary, glossaries, thesauruses and prior knowledge. (NECAP)
Identify synonyms, antonyms, homonyms, homophones or shades of meaning. (NECAP)

Writing:
Understand and use the writing process through the 6+1 Traits of Writing: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation.
Understand and use the writing process.
Practice targeted traist in a variety of modes.
Participate in mini-lessons and practice concept/skills in writing.
Identify specific personal strategies, strengths, and weaknesses in writing, and use direct feedback from peers and teachers to revise and polish the content of their finished pieces.
Apply mode-specific criteria/rubric from 6 + 1 Traits of Writing to guide writing towards a specific audience.
Participate in guided and independent tasks.
Use the writing process and students' knowledge of the 6 + 1 Traits of Writing to explore, practice, and reflect on authorial purpose and point of view in their own writing.
Demonstrate competency in all edited writing through consistent control of the following commonly confused word sets: to, two, too; their, there, they’re; where, wear, were; its, it’s; know, no; than, then; which, witch; your, you’re.
Write stories that include major events, develop settings, and deal with problems and solutions as well as creating a story line with a beginning, middle and end.
Participate in direct or guided instruction for specific elements of story construction: lead, dialogue, setting, conflict, and resolution.
Self-monitor growth and development in sentence variety, sentence fluency, and sentence structure (complexity).
Write pieces that use a variety of transitional devices (e.g., phrases, sentences, and paragraphs).
Practice using literary devices within original composition.
Collect and synthesize data for research topics from interview and fieldwork, using note taking and other appropriate strategies.
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 indexes to periodical literature to locate information for research.
Use teacher provided model (e.g., Write Source 200 handbook) to produce correctly formatted bibliography for research project.
Make effective use of school library resources including personnel and on-line catalogs to generate and secure relevant research materials for a given subject.
Demonstrate competency of technology based research skills as evidence in the quality of final research product or presentation.
Document research sources accurately and adequately in bibliography.
Explain the importance of primary sources in evaluating the validity and reliability of collected information.
Demonstrate initial understanding of proper attribution.
Define and understand plagiarism and be able to explain how to avoid it by proper attribution of cited or paraphrased material.

Speaking:
Respond appropriately with relevant comments, opinions, evaluations, or questions to student, teacher, or guest presenters.
Develop and deliver a well-organized speech, effectively engaging peers and fielding responses.
Develop and deliver presentations using teacher/student created criteria.
Apply mode-specific criteria/rubric from 6+1 Traits of Writing to guide production and set standards for oral presentations.
Develop and deliver oral presentations that achieve distinct purposes (e.g., to summarize, to narrate, to inform, to explain etc.).
Develop and deliver oral presentations that identify a clear topic and reliably support that topic.
Develop and deliver oral presentations that use a variety of strategies of address (e.g., eye contact, hand gestures, voice modulation, changes of rhythm).
Deliver oral presentations that include a variety of sentence structures appropriate to the purpose.
Respond to audience needs when giving a presentation (e.g., clarify and/or illustrate ideas with examples, adjust to levels of engagement, adjust to level of prior knowledge).

Listening:
Listen effectively and respond appropriately with relevant comments, opinions, evaluations, or questions to student, teacher, or guest presentations.
Establish purpose of hearing/viewing specific material and effectively use this knowledge to gain information. (videos, live presentations, audio materials, etc.).
Adjust viewing and listening strategies in order to comprehend materials viewed and heard.
Apply teacher created or student created criteria to assist in listening and evaluation of oral presentations.
Listen effectively and adapt and apply reading strategy, ‘react and connect,’ to assist in interpretation and evaluation of presentations.
Develop and deliver oral presentations that use a variety of strategies of address (e.g., eye contact, hand gestures, voice modulation, changes of rhythm).
Deliver oral presentations that include a variety of sentence structures appropriate to the purpose.
respond to audience needs when giving a presentation (e.g., clarify and/or illustrate ideas with examples, adjust to levels of engagement, adjust to level of prior knowledge).

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT

SUBJECT AREA: ELA       GRADE: 7 


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
  • 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
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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  • common assessments
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  • 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
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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  • 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
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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  • 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. 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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  • 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
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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  • 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
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.
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  • large scale assessments: NWEA, MEA
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  • student/parent/teacher conferences
  • teacher websites
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  • Power School
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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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  • 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.  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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  • 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
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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  • 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
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
  • 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
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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  • 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
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
  • 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
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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  • 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
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
  • 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
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
  • 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
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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  • 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. 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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  • 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
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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  • 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
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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  • 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
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
  • 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
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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  • 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
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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  • 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
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
  • 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
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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  • 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
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
  • 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
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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  • performances/displays/presentations
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  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • Power School
  • community performances/displays
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
  • 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
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
  • 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
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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  • 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
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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  • 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
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.
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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.
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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.
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d.  Distinguish between primary and secondary sources.
Use primary and secondary sources to complete cross-curriculum activities and projects.
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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.
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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.
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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.
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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.
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b.  Use compound complex sentences.
Utilize Big Blocks writing workshop concepts practicing these concepts and applying them in writing.
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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.
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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.
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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.
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b.  Summarize and apply information presented.
Summarize information orally and in writing.
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c.  Acknowledge and build upon the ideas of others.
Use knowledge and ideas of others appropriately.
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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).
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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.
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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.
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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.
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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.
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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.
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b. Explain the role of the media in shaping opinions.
Discussion about the role of the media in shaping opinions.
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c.  Note instances of bias, stereotyping, and propaganda.
Discussion about instances of bias, stereotyping and propaganda.

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.