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April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 1
English 7 Reading
Review Notes for
Parents & Students
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 2
English 7 Reading Content Review Notes
This resource is intended to be a guide for parents and students to improve content knowledge and understanding. The information provided is based on the Standards of Learning taught during the school year and comes from the English 7 Standards of Learning curriculum framework issued by the Virginia Department of Education. The curriculum framework in its entirety can be found at the following website:
http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml
In addition to the Virginia Department of Education (VDOE) English curriculum frameworks and released tests, information from various websites is included. Websites are listed with the information as it appears in the document.
A “Let’s Practice” section has also been developed to provide students with the opportunity to check their understanding of the content.
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 3
How many questions are on the Grade 7 Reading
VA SOL TEST?
There are 55 multiple choice questions on the
Grade 7 Reading VA SOL
Test.
How much time is my
child given to complete
the test?
The Grade 7 Reading VA SOL Test is untimed.
Proficient: 400-499
What is considered a passing score on the
Grade 7 Reading VA SOL Test?
Advanced Proficient: 500-600
Perfect Score: 600
April 2016
Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 4
Which Grade 7 Reading Standards of Learning will be tested?
The Grade 7 Reading Blueprint Summary Table is listed below. This blueprint is a snapshot of SOLs, corresponding reporting categories,
and the number of questions per reporting category that will be on the Virginia Grade 7 Reading SOL Test.
Source: Virginia Department of Education http://www.doe.virginia.gov/testing/sol/blueprints/english_blueprints/2010/2010_blueprint_gr7_reading.pdf
April 2016
Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 6
The multiple choice questions on the Grade 7 Reading VA SOL Test fall
into several categories. The categories listed below are the most common. Follow these tips when answering these types of questions.
1. MAIN IDEA After reading a passage, locate and underline the main idea.
Remember that the main idea is the most important point expressed in the entire passage.
2. SIGNIFICANT DETAILS:
Find out what details to look for by reading the questions before re- reading the passage.
Underline these details as you read.
Remember that correct answers do not always use the exact words that
appear in the passage.
3. VOCABULARY: Often asks you to define a word within the context of the passage.
Sometimes the word in question may have several different meanings. Therefore, answer choices may include meanings of the word that do
not fit the context in which the word appears. Read the answer choices and then plug them into the sentence to
determine which answer fits the context of the passage.
4. CONCLUSION AND INFERENCE:
A conclusion or inference is often some idea within a passage that the author is hinting at but does not state directly.
Consider various parts of the passage together to determine what the author is implying.
April 2016
Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 7
Here are some additional tips that apply to all types of questions on the
Grade 7 Reading VA SOL Test.
5. NEVER GIVE UP! KEEP READING!
If you do not understand a passage at first, keep reading.
Once you understand the main idea of a passage, you can figure out
specific information.
6. READ ALL ANSWER CHOICES: Read all answer choices BEFORE choosing one.
Read each question and the answer choices carefully. Do not rush through the questions and make the mistake of marking the first answer choice that seems correct.
Watch out for “distracters.” Distracters are answer choices that are true, but are not relevant to the question that is being asked.
Source: Rockingham County Public Schools (Virginia)
http://www.rockingham.k12.va.us/English/shared/TIPS%20FOR%20STUDENTS.pdf
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 7
7.4 The students will read to determine the meanings and pronunciation of unfamiliar words and phrases within authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms
to expand vocabulary. c) Identify and analyze figurative language. d) Identify connotations.
e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 8
Directions: Read the article and answer the questions that follow.
1 Do you remember how hard it was to learn to read? Imagine how difficult it would be if
you had to read feeling words with your fingertips. Long ago that was the only alternative for blind students.
2 Louis Braille was a child who struggled to learn because he was blind. Although he could
see when he was born in 1809 near Paris, France, he injured one of his eyes when he was three years old. An infection spread to both eyes leaving Braille completely blind. Still, he was luckier than most blind children of his time. Few blind children were ever
educated, and they seldom grew up to be more than street beggars. Braille’s family, however, believed that he could learn despite his blindness.
3 At first Braille went to public school with his older sisters and his brother. He faithfully listened to his teacher. Then his sister would read his homework assignments to him.
Braille proved that a blind child could learn. He was soon at the top of his class.
4 Despite his intelligence, the public school had no method to teach Braille to read or
write. His teachers soon felt that he could learn no more from them until he had these skills. So, at age nine, Braille’s family made arrangements for him to attend the Institution Royale des Jeunes Aveugles, a private school for the blind located in Paris.
His wish to learn to read on his own was finally granted.
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 9
5 Even though he was eager, Braille found the reading system for the blind a real challenge. At the time, books for the blind were made by forming the letters of the alphabet from
copper wire. These letters were pressed into paper, leaving a raised impression of the letter on the paper’s other side. The blind student could then ready by feeling the raised letters.
But even though they were raised, discriminating between the letters was difficult and time-consuming. Also, very few raised-print books were available because they were difficult and slow to make.
6 Braille wanted to improve the reading system for the blind. His idea came from a totally unexpected source. When he was twelve years old, a French army officer visited his school. The officer had developed a code that allowed soldiers to read and write at night without
using a light. The code was made up of raised dots and dashes combined in different ways to represent different sounds. The soldiers could read the message in the dark by feeling the dots and dashes with their fingertips.
7 Immediately, Braille realized that blind people could use a similar system. Although the French officer’s method was too difficult to comprehend, Braille was sure he could work
out a simpler version that blind people could figure out.
8 Discovering a system that worked was an uphill climb. Braille spent the next few years
testing arrangements of raised dots. He worked only with dots since he had quickly decided that dashes took up too much space. Finally, he was satisfied with a system based on six dots in two columns of three dots each. Different patterns of dots within the
columns would stand for different letters.
9 Braille was fifteen years old when he first shared his new system with the other blind
students. They quickly realized its benefits. Not only did it make reading faster and easier, it also gave the blind students a way to write. The student used a blunt, pointed
instrument called a stylus to create the raised dot patterns on paper.
10 Louis Braille was eighteen years old when the first Braille book was published. Many more books originated from his system. In addition, he developed dot systems to represent numbers and music notes. Today blind people around the world can read and write thanks
to young Louis Braille’s dot language.
In paragraph 5, the word discriminating means –
A) believing statements
B) remembering events C) inventing processes D) judging differences
1
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 10
Read the sentence from paragraph 2 to answer the question.
Adding the suffix –ment to the word arrange creates the meaning-
A) one who will arrange B) the process of being arranged
C) the ability to arrange D) a place for arranging items
Which words are synonyms for satisfied in paragraph 8?
Complete the following analogy.
Louis Braille is to the Braille system as —
F) teacher is to student G) scientist is to theory
H) doctor is to patient
J) book is to writer
Source: Virginia Department of Education http://www.doe.virginia.gov/testing/sol/released_tests/2007/test07_reading7.pdf
Pleased Associated Fulfilled
Composed Distinguished Content
So, at age nine, Braille’s family made arrangements for him to attend
the Institution Royale des Jeunes Aveugles, a private school for the blind located in Paris.
2
3
4
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 12
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 13
Source: Virginia Department of Education http://www.doe.virginia.gov/testing/sol/released_tests/2008/test08_reading7.pdf
5
6
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 14
7.5 The students will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.
a) Describe the elements of narrative structure including setting,
character development, plot structure, theme, and conflict. b) Compare and contrast various forms and genres of fictional
text. c) Identify conventional elements and characteristics of variety
of genres.
d) Describe the impact of word choice, imagery, and literary devices including figurative language.
e) Make, confirm and revise predictions. g) Make inferences and draw conclusions based on explicit and
implied information. h) Identify the main idea.
i) Summarize text relating to supporting details. j) Identify the author’s organizational pattern.
k) Identify cause and effect relationships.
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 15
Directions: Read the article and answer the questions that follow.
Source: Virginia Department of Education http://www.doe.virginia.gov/testing/sol/released_tests/2007/test07_reading7.pdf
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 16
Source: Virginia Department of Education http://www.doe.virginia.gov/testing/sol/released_tests/2007/test07_reading7.pdf
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 17
7
8
9
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 18
10
11
12
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 19
13
Source: Virginia Department of Education http://www.doe.virginia.gov/testing/sol/released_tests/2007/test07_reading7.pdf
15
14
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 20
7.6 The student will read and demonstrate comprehension of a variety of informational selections. b) Use text structures to aid comprehension.
c) Identify author’s organizational pattern using textual clues, such as transitional words and
phrases. d) Draw conclusions and make inferences on explicit and
implied information. e) Differentiate between fact and opinion.
f) Identify the source, viewpoint, and purpose of text. g) Describe how word choice and language structure
convey an author’s viewpoint. h) Identify the main idea. i) Summarize text identifying supporting details. j) Identify cause and effect relationships.
k) Organize and synthesize information for use in
written formats.
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 21
Directions: Read the story and answer the questions that follow.
Source: Texas Education Agency http://ritter.tea.state.tx.us/student.assessment/resources/release/taks_items/2010-G07-Read.pdf
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 22
Source: Texas Education Agency http://ritter.tea.state.tx.us/student.assessment/resources/release/taks_items/2010-G07-Read.pdf
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 23
Source: Texas Education Agency http://ritter.tea.state.tx.us/student.assessment/resources/release/taks_items/2010-G07-Read.pdf
17 20
18 21
19 16
April 2016
“Children First for a Brighter Future”
Source: http://star.spsk12.net/english/7/ReadingContentReview.pdf 24
Use the diagram to answer the question below.
Source: Texas Education Agency http://ritter.tea.state.tx.us/student.assessment/resources/release/taks_items/2010-G07-Read.pdf
22
1. J 2. B 3. Pleased, Fulfilled, Content 4. G 5. A 6. C 7. C 8. G 9. D 10. H 11. D 12. F 13. B 14. G 15. D 16. D 17. B 18. A 19. C 20. D 21. A 22. B
The following pages contain vocabulary sorts that can be used to review relevant reading terms. Cut out the sorts and practice matching the vocabulary word with the corresponding definition.
This page was intentionally left blank.
7.4a
derivation
The formation of a word from another word or base.
7.4a
word origin
The language from which a word is derived.
7.4b
root word
Base of a word where prefixes and suffixes are added
7.4b
affix
A group of letters added to a word to change the meaning.
7.4b
prefix
Affix placed at the beginning of a word to change its meaning or to create a new word
(examples: rewrite, misplace)
7.4b
suffix
An affix added to the end of a word to change its meaning function or to form a new word.
(examples: quickly; meditation)
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7.4b
cognate
Words from the same linguistic family
(examples: night, nuit, nacht, etc.)
7.4b
synonym
Words that have the same or nearly the same meaning.
7.4b
antonym
Words that have opposite meanings.
7.4d, 7.5d
analogy
a comparison between two or more things that are similar in some ways but otherwise unalike apple is to red as carrot is to orange
7.4c, 7.5d
simile
figure of speech that uses the words like or as to make comparisons She’s as pretty as a picture.
7.4c, 7.5d
hyperbole
figure of speech that is a deliberate exaggeration or overstatement I am so hungry that I could eat a horse.
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7.4c, 7.5d
personification
figure of speech that applies human characteristics to non- human objects The clothes on the clothesline danced in the gentle breeze.
7.4d
positive connotation
word choice that creates a positive feeling My grandfather is frugal with his money.
7.4d
negative connotation
word choice that creates a negative feeling My grandfather is stingy with his money.
7.5a
setting
When and where a story takes place (time, place, and duration)
7.5a
characterization
The way an author presents a character and reveals character traits
7.5a
conflict
A struggle between two or more opposing forces
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7.5a
internal conflict
Conflict within oneself Individual vs. self
7.5a
external conflict
Conflict with outside forces Individual vs. individual
individual vs. nature,
individual vs. society,
individual vs. supernatural
Individual vs. technology
7.5a
plot
Sequence of events in a narrative writing
7.5a
theme
A message or truth that a story communicates about life in general
7.5a
initiating event
The event that causes the beginning of the conflict in a story
7.5a
rising action
Events that increase the tension as a story reaches its climax
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7.5a
climax
High point (suspense) of the story
7.5a
falling action
Events that follow the climax of the story
7.5a
resolution
Final outcome the story in which the conflict is resolved in some way
7.5b
short story
Brief creative narrative that is a retelling of events
7.5b
novel
An extended work of fiction that often has a complicated plot, many major and minor characters, a unifying theme, and several settings
7.5b
folk tale
An entertaining story composed orally and passed along by word of mouth
7.5b
myth
A story that explains natural occurrences and express beliefs about right and wrong
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7.5b
legend
A “word of mouth” story about people or events that may or may not be based on fact
7.5b
fable
A brief story or poem, usually with animals or characters, that teaches a lesson
7.5b
play
A story that is performed on stage where people play various roles
7.5b
personal essay
Informal account of a person’s experiences
7.5b
biography
The life story of a person written by another person
7.5b
autobiography
Writer’s own life story
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7.5c
onomatopoeia
a word whose sound suggests its meaning bang, splat, or buzz
7.5c
repetition
use of sounds, words, or ideas repeated for effect and emphasis
7.5d
foreshadowing
The use of clues to hint at coming events in a story.
7.5d
irony
Contrast between expectation and reality: Between what is said and what is
meant
Between what appears to be true & what really is true 7.5d
voice
literary feature that establishes an author’s personality, awareness of audience, and passion for his or her subject
7.5d
mood
the emotional atmosphere created by an author’s use of language
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7.5d
tone
the writer’s attitude toward the subject
7.5d
imagery
Use of words to create sensory impressions-most often visual impressions but may be sound, smell, taste, or touch impressions
7.5d
figurative language
Text enriched by word images and figures of speech simile, onomatopoeia, personification and hyperbole
7.5g
inference
Judgment based on what an author has implied
7.5g
conclusion
Judgment based on what an author has implied
7.5h
main idea
The central point the author tries to make
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7.5i
supporting detail
Sentences that support the main idea
7.5i
summarize
To briefly restate the main idea and supporting details
7.5j
narrative fiction organizational patterns
Sequential
Cause/effect
Compare/contrast
Description
Problem/solution
7.5k
cause and effect
What happened (effect) and why it happened (cause)
7.6f
purpose
refers to the author’s reason for writing
(example: to inform, entertain, or persuade)
7.6f
viewpoint
refers to the author’s bias or subjectivity toward the subject
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7.6c
internal text structure
how information is organized in a passage
cause and effect
comparison and contrast
listing and enumeration
sequential or chronological
concepts/definition
generalization
7.6c
textual clues
o as a result of, consequentially for cause- and-effect
o similarly, on the other hand for comparison/contrast
o first, three for enumeration or listing o today, meanwhile for sequential or
chronological
o refers to, thus for concept/definition o always, in fact for generalization
o begins with, in order to for process
7.6c
external text structure
boldface or italics type underlining indentation sidebars illustrations, graphics, photos
headings and subheadings
7.6e
fact
a statement that can be proven true or false
7.6e
opinion
A statement that conveys a judgment