DRAFT • READING • GRADE SEVEN • UNIT THREE • ©2006 MCPS 3

Roughing In • UNIT 7:3

Master builders attend to detail by selecting interior and exterior materials, including hardware, lighting, flooring, moldings, wallpaper, and paint, to provide a finished product. Similarly, writers take care to select the precise words, punctuation, sentence structures, and text features to complement and support the main ideas of their work. This unit provides students with direct instruction and practice to improve their ability to use text features, context clues, and denotative and connotative word usage to discern main idea and author’s purpose in expository and narrative text.

Unit ThreeRoughing In

DRAFT • READING • GRADE SEVEN • UNIT THREE • ©2006 MCPS�

UNIT 7:3 • Roughing In

Assessed Indicators

ReadingContent Standard 1.01.7.4.1 – Develop and apply vocabulary through

exposure to a variety of texts.1.7.4.2 – Apply a conceptual understanding of

new words.1.7.4.3 – Understand, acquire, and use new

vocabulary.1.7.5.3 – Use strategies to make meaning from

texts (during reading).1.7.5.4 – Use strategies to demonstrate

understanding of texts (after reading).

Comprehension of Information TextContent Standard 2.02.7.1.2 – Analyze text features to facilitate

understanding of informational texts.2.7.1.4 – Analyze important ideas and messages

in informational texts.2.7.1.5 – Analyze purposeful use of language in

informational texts.

Comprehension of Literary TextContent Standard 3.03.7.1.2 – Analyze text features to facilitate

understanding of informational texts.

3.7.1.5 – Analyze elements of drama to facilitate understanding and interpretation.

WritingContent Standard 4.04.7.2.2 – Write to inform using a variety of forms

including summaries, essays, news articles, business and personal letters, and research papers.

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Enduring Understandings• Effective readers use text features, context clues, and word meanings to understand text.• Effective readers use prior knowledge and personal point of view to help readers make inferences

about the text.

Essential Questions• How does using text features, context clues, word meanings, and synonyms and antonyms help readers

make meaning of text?• How does using prior knowledge and personal point of view help readers make inferences about the

text?

DRAFT • READING • GRADE SEVEN • UNIT THREE • ©2006 MCPS �

Roughing In • UNIT 7:3

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Common Tasks

9 Good Habits for All Readers, Level D Zaner–BloserBridges to Literature McDougal LittellThe Contemporary Reader, Volumes 1 and 2 Jamestown PublishersRead for Real, Level E Zaner–BloserReader’s Handbook Great Source Education Group

Texts

Unit Assessments

• Complete a BCR explaining how the text features support the author’s purpose.• Create a poster that identifies a word in an ad and explains its denotative and connotative meanings.• Complete a BCR, drawing an inference from a text based on implied information.

Pre-assessmentEnd of Unit Assessment

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DRAFT • READING • GRADE SEVEN • UNIT FOUR • ©2006 MCPS �

Punch Out • UNIT 7:4

Confident readers are versatile in their ability to apply reading strategies and skills to read with proficiency. They are able to grasp concepts that link to and confirm or contradict prior knowledge, compare and contrast information about the same topic presented in several texts, analyze word parts to define meaning, use context clues to define idioms, read on in spite of foreign words or baffling abbreviations, apply their reading skills to interpret artwork, and use insightful strategies to interpret graphics and text. This unit provides readers who have been strengthening their reading skills throughout the year to practice, refine, and polish those skills.

Unit FourPunch Out

Workers completing the first Katrina Cottage, at the International Builders Show in January 2006. ©2006 Sandy Sorlien

DRAFT • READING • GRADE SEVEN • UNIT FOUR • ©2006 MCPS4

UNIT 7:4 • Punch Out

Assessed Indicators

ReadingContent Standard 1.01.7.3.1 – Read orally at an appropriate rate.1.7.3.2 – Read grade-level texts with both high

accuracy and appropriate pacing, intonation, and expression.

1.7.4.1 – Develop and apply vocabulary through exposure to a variety of texts.

1.7.4.2 – Apply a conceptual understanding of new words.

1.7.4.3 – Understand, acquire, and use new vocabulary.

1.7.5.3 – Use strategies to make meaning from texts (during reading).

1.7.5.4 – Use strategies to demonstrate understanding of texts (after reading).

Comprehension of Information TextContent Standard 2.0

2.7.1.2 – Analyze text features to facilitate understanding of informational texts.

2.7.1.4 – Analyze important ideas and messages in informational texts.

2.7.1.5 – Analyze purposeful use of language in informational texts.

Comprehension of Literary TextContent Standard 3.03.7.1.2 – Analyze text features to facilitate

understanding of informational texts.

3.7.1.5 – Analyze elements of drama to facilitate understanding and interpretation.

3.7.1.7 – Analyze the author’s purposeful use of language in literary texts.

WritingContent Standard 4.04.7.2.2 – Write to inform using a variety of forms

including summaries, essays, news articles, business and personal letters, and research papers.

Listening and ViewingContent Standard 6.06.7.2.1 – Apply comprehension and literary

analysis strategies and skills for a variety of viewing purposes and settings.

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Enduring Understandings• Effective readers create concept maps to integrate prior with new knowledge.• Effective readers apply fluency strategies to make meaning of text.• Effective readers use vocabulary strategies to analyze word parts, origins, and symbols to define their

meanings and uses.• Effective readers apply comprehension and literary analysis strategies to interpret graphics and texts.

Essential Questions• How does using text features, context clues, word meanings, and synonyms and antonyms help a

reader make meaning of text?• How does using prior knowledge and personal point of view help readers make inferences about the

text?

DRAFT • READING • GRADE SEVEN • UNIT FOUR • ©2006 MCPS �

Punch Out • UNIT 7:4

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Common Tasks

9 Good Habits for All Readers, Level D Zaner–BloserBridges to Literature McDougal LittellThe Contemporary Reader, Volumes 1 and 2 Jamestown PublishersRead for Real, Level E Zaner–BloserReader’s Handbook Great Source Education Group

Texts

• Create a concept map that connects background knowledge with main ideas of a text. • Complete a BCR that draws an inference from a visual.• Complete a BCR, explaining the relationship between the ideas expressed in a text and a visual.