· Web viewENGLISH LANGUAGE ARTS 7 ELA07. Coding. ENGLISH LANGUAGE ARTS 7. ELA07. Introduction.5. Table of Contents. Overview. ENGLISH LANGUAGE ARTS 7. ELA07. ENGLISH LANGUAGE

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ELA 07English Language Arts 7

Course Curriculum Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL APRIL 2019

Table of Contents

Document Introduction…………………………………………………………………………………………………………. Page 1

Standards Overview……………………………………………………………………………………………………………. Page 3

Course Overview………………………………………………………………………………………………………………… Page 4

Coding……………………………………………………………………………………………………………………………. Page 5

Reading Standards……………………………………………………………………………………………………………… Page 6

Reading for Literature…………………………………………………………………………………………………...…. Page 8

Reading for Informational Text…………………………………………………………………………………………… Page 16

Writing Standards……………………………………………………………………………………………………………… Page 26

Speaking and Listening Standards…………………………………………………………………………………………... Page 40

Language Standards…………………………………………………………………………………………………………... Page 48

Language Progression Chart…………………………………………………………………………………………………. Page 56

Arizona ELA Standards Grade 7………………………………………………………………………………………………Page 58

IntroductionArizona English Language Arts StandardsThe Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all students to be ready to succeed in credit-bearing college courses, in the workplace, and/or in military service. The standards present a vision of what it means to be a literate person in the twenty-first century. Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age-appropriate and attainment-appropriate terms. These standards allow for an integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the Arizona State Board of Education.

Mesa Public Schools Curriculum DocumentsIn response to the release and revision of Arizona English Language Arts Standards, Mesa brought together workgroups made up of content experts for each grade level. These groups included representation from the district’s junior high schools and teachers experienced in each grade level. The 7 th and 8h grade expert groups worked in conjunction to create an instructional progression for each standard in each strand of the English Language Arts Standards that reflects an intentional scaffolding. The curriculum documents that resulted provide the following:

● an overview of The Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading (literature and informational text), Writing, Speaking and Listening, and Language

● course information including course number, level of difficulty, and course descriptions● a key to the correct coding of standards● a breakdown of suggested quarterly progression of instruction per standard by strand● a suggested bank of resources available to ELA teachers to support standard-based instruction provided next to each standard

The Arizona English Language Arts Standards in and of themselves are not a curriculum prescribed by the state. These documents provide a suggested progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for instruction by standard as well as a suggested time frame for advancement. These should be used in conjunction with textbooks and resources adopted by the district, supplemental resources provided by the school, as well as instructional tools suggested in the right-hand column below each standard.

While unique curriculum documents have been created by course, the documents do not eclipse educator expertise. Suggested progressions, time frames, and strategies may be adjusted in order to meet the needs of a specific group of students. However, the expectation is that every student achieve mastery of every standard in its entirety by the end of year in alignment with the grade progression.

Design Features for MPS Curriculum DocumentsGrade band standards appear with the appropriate code and full text of the standard taken from The Arizona English Language Arts Standards. Below each standard are two columns.

Previous grade standards are included to help teachers know the skills students should have mastered the year before allowing for instruction to continue to build on what students have learned in previous grades, taking advantage of the vertical articulation that is an integral part of the Arizona ELA Standards.

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IntroductionUpcoming grade standards are included to help teachers know the skills students will be mastering the next year, taking advantage of the vertical articulation that is an integral part of the Arizona ELA standards.

The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. Any bolded portion of the text within this progression indicates a new focus for the quarter.

The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction specific to each standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an exhaustive or prescriptive list of strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add resources that will facilitate effective instruction for their students.

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SUGGESTED ACTIVITIES FOR INSTRUCTIONThis column contains activities, structures, and strategies that

might aid in instruction specific to each standard. Note that this list is in no way an exhaustive or prescriptive list of strategies.

Bolded text indicates a new focus for the

quarter.

Upcoming grade

standard to help with vertical

articulation

STANDARD AND SUGGESTED PROGRESSION This column contains a suggested progression

for instruction broken down by quarter.

Previous grade

standard to help with vertical

articulation

Entire Arizona English Language Arts Standard

Standard CodeGrade Band, Strand, Standard

OverviewArizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12 th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks.

Reading Standards for Literature:● Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres● Analyze how key details build the central idea or theme of a text● Cite textual evidence to support analysis and inferences● Compare and contrast how texts from different genres address similar themes or topics● Analyze the interaction of literary elements, such as setting, characters, plot, theme, etc. to consider the impact one element might have on another● Determine the central idea or theme of a text as well as write an objective summary● Analyze intentional author choice by comparing and contrasting characters, points of view, structures, mediums and citing evidence to support analysis● Compare and contrast a written form of text to an audio, visual, or staged version of the text● Determining and analyze the impact of specific word choices on meaning and tone

Reading Standards for Informational Text:● Analyze the interaction between/among individuals, events, and ideas presented in a variety of informational texts● Cite appropriate textual evidence to support inference drawn from informational texts, as well as writing effective objective summaries of the text● Analyze claims by evaluating the supporting reasoning and evidence presented in a text● Analyze and evaluate how different authors present the same subject/topic through varying mediums

Writing Standards:● Develop and produce clear and coherent writing for a variety of tasks, purposes, and audiences using argumentative, informational, and narrative writing● Develop arguments supported with reasoning and evidence gathered from multiple credible print and digital resources● Begin to acknowledge opposing viewpoints in writing● Routinely plan, draft, revise and edit writing tasks

Speaking and Listening Standards:● Collaboratively discuss and analyze a variety of subjects● Develop and practice respectful communication skills in order to clarify, extend, and challenge presented information● Present arguments and information, incorporating multimedia and other visual/audio elements as appropriate to meet the needs of the audience and

purpose

Language Standards:● Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling)● Choose among simple, compound, complex, and compound-complex sentence structures to signal differing relationships among ideas● Apply various strategies to determine the meaning of unknown words, phrases, and figurative language

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OverviewCourse #: ELA 07 Course Name: English Language Arts 7Grade Level: 7th

Course Description: A course in which the curriculum addresses reading literature and informational text, writing, speaking and listening skills, and language concepts (conventions and vocabulary). Students will interact with complex texts, build knowledge through content rich texts, and engage in evidence based reading and writing. ELA 07S: Course may be taken only upon teacher approval. Course content and instruction will be differentiated to meet the specialized needs of the student.

ARIZONA ENGLISH LANGUAGE ARTS STANDARDSREADING SPEAKING AND LISTENING

● Key Ideas and Details● Craft and Structure● Integration of Knowledge and Ideas● Range of Reading and Level of Text Complexity

● Comprehension and Collaboration● Presentation of Knowledge and Ideas

WRITING LANGUAGE● Text Types and Purposes● Production and Distribution of Writing● Research to Build and Present Knowledge● Range of Writing

● Conventions of Standard English● Knowledge of Language● Vocabulary Acquisition and Use

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Coding

5

Standard 1Grade 7

Strand: Reading

Literature

7.RL.1

READING STANDARDS

6

7

ENGLISH LANGUAGE ARTS 7 ELA07READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTIONMPS RESOURCES

7.RL.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.6th Grade Standard

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1st Quarter Cite textual evidence that supports analysis of what the text says explicitly. Elements of Literature:

“Song of the Trees”, “Zoo”, “The Dive”, and “Girls”

Linking CCSS to Your Curriculum:

“Hiking to Machu Picchu”

Graphic Organizers

Provide evidence that is either directly stated or implied, using specific and exact quotes or a summary description of evidence.

Use questioning strategies to guide analysis, such as Costa’s Level of Questioning.

Use AVID Reading Strategies, such as Critical Reading (marking the text).

Engage in discussion, such as Socratic Seminar or Philosophical Chairs, to support analysis.

Utilize Cooperative Learning strategies, such as Think-Pair-Share and other strategies to analyze how the evidence in the text supports the main ideas and/or inferences drawn from details in the text.

2nd Quarter Cite textual evidence that supports analysis of what the text says explicitly as well as inferences drawn from the text.

3rd Quarter Cite textual evidence that supports analysis of what the text says explicitly as well as inferences drawn from the text.

4th Quarter Mastery of the standard in its entirety, independently and proficiently.

8th GradeStandard

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

READING STANDARDS FOR LITERATUREBold text indicates focus for scaffolding. 8

ENGLISH LANGUAGE ARTS 7 ELA07STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES7.RL.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.6th Grade Standard

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct frompersonal opinions or judgments.

1st Quarter Determine the theme or central idea of a text; provide an objective summary of the text.

Elements of Literature:

“Amigo Brothers”, “Hearts and Minds”, “Hum”, “Antaeus”, “After Twenty Years”, “Bargain”, “Fish Cheeks”, “Mason Dixon Memory”, “User Friendly”, “Annabel Lee”, “Echo and Narcissus”, “The Only Girl in the World for Me”, “Three Skeleton Key”, “The “Dive”, “The Flight of Icarus”, “The Twelve Tasks of Heracles”, “Merlin and the Dragons”, and “Sir Gawain and the Loathly Lady”


“Serendipity”

Specific evidence may include events, key ideas, details, dialogue, and word choice.

Use plot diagrams, causal chains, comic strips, storyboards, skits, and graphic organizers.

Integrate film clips.

2nd Quarter Determine the theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

3rd Quarter Determine the theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.


8th GradeStandard

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

7.RL.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).6th Grade Standard

Describe how a particular story or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plotmoves toward a resolution.

1st Quarter Explain how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).


“Aschenputtel”, “Yeh-Shen”, “Interview”, “Mason Dixon Memory”, “Song of the Trees”, “The Dinner Party”, “Rikki-tikki-tavi”, “Three Skeleton Key”, “Zoo”, “The Dive”, “Tribute to the Dog”, and “Orpheus”

2nd Quarter Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

READING STANDARDS FOR LITERATURE

Bold text indicates focus for scaffolding. 9


MPS RESOURCES3rd Quarter Analyze how particular elements of a story or drama interact (e.g., how setting shapes

the characters or plot).Linking CCSS to Your Curriculum:

“The Missing Horse”

Use plot diagrams and cause-effect graphic organizers to show interaction of particular elements.

Change one aspect/element of the story and analyze how that would affect the story.

Analyze the influence of setting as it builds suspense.


8th GradeStandard

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

7.RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.6th Grade Standard

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of aspecific word choice on meaning and tone.

1st Quarter Determine the meaning of words and phrases as they are used in a text, including literal, figurative, connotative meaning; describe the impact of specific word choices on meaning and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.


Collection 7-Elements of Poetry

“Aschenputtel”, “Yeh-Shen”, “Interview”, “The Dinner Party”, “The Crane Wife”, “Bargain”, and “Three Skeleton Key”


“Wreck of the Hesperus”

Analyze the impact of a rhyme or repetition of sound on a particular section of the text.

Analyze the impact of figurative language on the passage.

Explain how Sandra Cisneros’s choice of words develops the point of view of the young speaker in the story “Salvador Late or Early”.

2nd Quarter Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning; analyze the impact of specific word choices on meaning and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

3rd Quarter Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning; analyze the impact of specific word choices on meaning and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

4th Quarter Mastery of the standard in its entirety, independently and proficiently

8th GradeStandard

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

READING STANDARDS FOR LITERATURE



MPS RESOURCES7.RL.5: Analyze the structure of a text, including how a drama or poem’s form or structure contributes to its meaning.6th Grade Standard

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of thetheme, setting, or plot.

1st Quarter Describe the structure of a text, including how a drama or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.


Entire Collection 7-Elements of Poetry


“Nature’s Bounty”

Provide analysis of varying form or structure within a text, or identify where a shift in structure occurs.

Analyze structural elements like verse, rhythm, meter, rhyme, and alliteration.

Analyze how an element of the structure contributes to the text’s meaning, or how the text’s meaning has been influenced or created by its structure.

Determine the structure of the text, or a part of the text, and analyze how it contributes to the overall meaning of the text.

2nd Quarter Analyze the structure (e.g., soliloquy, sonnet) of a text, including how a drama or poem’s form or structure contributes to its meaning.

3rd Quarter Analyze the structure (e.g., soliloquy, sonnet) of a text, including how a drama or poem’s form or structure contributes to its meaning.


8th GradeStandard

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

READING STANDARDS FOR LITERATURESTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION


ENGLISH LANGUAGE ARTS 7 ELA07MPS RESOURCES

7.RL.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.6th Grade Standard

Explain how an author develops the point of view of the narrator or speaker in a text.

1st Quarter Explain how an author develops the points of view of different characters or narrators in a text.


“Amigo Brothers”, “Fish Cheeks”, “Hearts and Hands”, “Hum”, “Antaeus”, “After Twenty Years”, “Bargain”, “Aschenputtel”, “Yeh-Shen”, “Interview”, “User Friendly”, “Annabel Lee”, “Zoo”, and “Echo and Narcissus”


“The Art of Compromise”

Points of view could include first person, third person objective, third person limited, and third person omniscient.

Focus on how the author develops and contrasts characters’ perspectives or viewpoints.

Analyze how different literary elements effect the development of a character’s point of view.

Discuss how “Rikki-Tikki-Tavi” would be different if told from Nag’s point of view; link to W.3.a.

Discuss how author’s decision to utilize a particular point of view can affect the reader’s understanding.

Predict what a character will do in the following scene, chapter, etc.

2nd Quarter Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

3rd Quarter Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.


8th GradeStandard

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.




7.RL.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).6th Grade Standard

Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text,including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

1st Quarter Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, identifying the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).


“Aschenputtel”, “Yeh-Shen”, “Interview”, “Fish Cheeks”, “Rikki-tikki-tavi”, “Three Skeleton Key”, “Canines to the Rescue”, “Christmas Carol”, and “Monsters are Due on Maple Street”


“Little Women”

Read “The Highwayman” by Alfred Noyes; compare and contrast the effect of the poem to the effect experienced from listening to Lorena McKennitt song version; analyze the impact of different techniques employed that are unique to each medium.

Read Twilight Zone teleplay, “The Monsters Are Due on Maple Street”, and watch DVD to compare/contrast use of multimedia techniques.

Read “A Christmas Carol” and watch scene clips from several versions to compare and contrast each director’s vision.

Analyze the effect of a technique from a non-text source and how it compares or contrasts with the original text.

Determine which technique creates a certain effect in a non-text source and how this effect contributes to similarities and differences between the non-text source and its textual counterpart.

Link RL.7 and RI.7 when applicable.

2nd Quarter Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

3rd Quarter Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).


8th GradeStandard

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.




7.RL.8: (Not applicable to literature)7.RL.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.6th Grade Standard

Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

1st Quarter Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period.


“Amigo Brothers”, “Fish Cheeks”, “Antaeus”, “After Twenty Years”, “Aschenputtel”, “Yeh-Shen”, “Interview”, “Bargain”, “Mason Dixon Memory”, “User Friendly”, “Annabel Lee”, and “Echo and Narcissus”


“The Midnight Ride of Paul Revere: A Historical Comparison”

Read a piece of historical fiction and a factual historical account of the same time period to compare the two and develop an understanding as to how the author uses or alters history in the fictional piece.

Compare or contrast an element of the texts and analyze how this similarity or difference impacts the fictional text.

Draw a conclusion about how the fiction author uses or alters history and support this inference with evidence from both texts.

Coordinate historical fiction with social studies units. Link RI.9 and W.9.a. when applicable.

2nd Quarter Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period; identify how an author of fiction alters history.

3rd Quarter Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.


8th GradeStandard

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories or religious works, including describing how the material is rendered new.




7.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 7.

For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 6-8 complexity measure is 925-1185 Lexile level.

READING STANDARDS FOR INFORMATIONAL TEXT



MPS RESOURCES7.RI.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.6th Grade Standard

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1st Quarter Cite textual evidence to support analysis of what the text says explicitly. Elements of Literature:

“Public Documents”, “Empress Theodora”, “Hippodrome”, “Barrio Boy”, “Long Walk to Freedom”, and “Names/Nombres”


“Spanish and Portuguese Explorers: Seeking India”

Use questioning strategies to guide analysis, such as Costa’s level of questioning or AVID strategies.

Identify explicit examples and draw inferences to support the analysis of the text.

Provide evidence that is either directly stated or implied, using specific and exact quotes or a summary description of evidence.

Engage students in discussion, such as Philosophical Chairs, to support analysis.

Utilize grouping strategies, such as Give One, Get One, to support analysis.

Identify evidence of main idea and further develop into a cohesive summary.

2nd Quarter Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

3rd Quarter Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


8th GradeStandard

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

READING STANDARDS FOR INFORMATIONAL TEXT



MPS RESOURCES7.RI.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.6th Grade Standard

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personalopinions or judgements.

1st Quarter Determine two or more central ideas in a text and provide an objective summary of the text.


“Comparing Texts”, “Empress Theodora”, “Flea Patrol”, “Hippodrome”, “Names/Nombres”, “A Good Reason to Look Up”, and “Elizabeth I”


“Clean versus Dirty Energy: What Are the Risks?”

Summarize the text objectively using a formal structure.

Examine a historical document to determine and analyze the development of two or more central ideas over a course of the text.

Access historical document(s) online at MPS Library Resources webpage for additional support.

2nd Quarter Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

3rd Quarter Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.


8th GradeStandard

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

READING STANDARDS FOR INFORMATIONAL TEXTBold text indicates focus for scaffolding. 17


MPS RESOURCES7.RI.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).6th Grade Standard

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and developed in a text (e.g., through examples or anecdotes).

1st Quarter Determine the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).


“Mason Dixon Memory”, “A Day’s Wait”, “Stolen Day” (Compare/Contrast Writing), “Empress Theodora”, “Names/ Nombres”, “Elizabeth I”, “Long Walk to Freedom”, and “Hippodrome”


“The Space Program: Apollo 11 To the International Space Station”

Select textual evidence to support how individuals, events, or ideas interact with the text.

Analyze how two or more individuals, events, or ideas interact in the text.

Use Concept Connections Maps, Cluster Maps, Venn Diagrams, Timelines, Cause and Effect, List/Group/Label, etc., to make connections and distinctions within a text.

Read “Long Walk to Freedom” by Nelson Mandela; explain how Mandela’s definition of courage led in part to the end of Apartheid.

Use Dr. Martin Luther King, Jr., video: http://www.history.com/photos/martin-luther-king-jr/photo2/MLK

2nd Quarter Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

3rd Quarter Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).


8th GradeStandard

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

READING STANDARDS FOR INFORMATIONAL TEXTSTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION



7.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone.6th Grade Standard

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

1st Quarter Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Elements of Literature:“Tribute to the Dog”

Linking CCSS to Your Curriculum:“The Bright Future of Nanotechnology”

Determine the meaning of a word or phrase and analyze its impact on the text.

Analyze famous speeches, such as:

President Obama’s speech to the students of America at the beginning of the school year

J.K. Rowling’s speech to Harvard University

Malala Yousafzai’s Nobel Peace Prize acceptance speech

Elie Wiesel’s Nobel Peace Prize acceptance speech

President Bush’s speech to the nation following 9/11/2001 attack

Bill Gates’ speech Eleven Rules of Life That Kids Would Learn in School

Baz Lauhrman’s Wear Sunscreen based on piece in the Chicago Tribune by author Mary Schmich

Randy Paucsh’s The Last Lecture

2nd Quarter Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone.

3rd Quarter Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone.


8th GradeStandard

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.




7.RI.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.6th Grade Standard

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development ofthe ideas.

1st Quarter Determine the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.


“Unforgettable Journey”, “Tribute to the Dog”, and “Flea Patrol”


“Social Networking”

Provide analysis of varying form or structure within a text, or identify where a shift in structure occurs.

Use text structure maps, such as Cause and Effect, Sequencing, Chronological, Compare and Contrast, Problem and Solution, etc.

Read “Mongoose on the Loose”; annotate reactions to magazine text structure. (86-89) Prentice Hall Reader’s Handbook.

Link RL.5 when applicable.

2nd Quarter Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

3rd Quarter Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.


8th GradeStandard

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.


MPS RESOURCES


ENGLISH LANGUAGE ARTS 7 ELA077.RI.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his orher position from that of others.6th Grade Standard

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

1st Quarter Determine an author’s point of view or purpose in a text. Elements of Literature:

“Master Frog”, “A Good Reason to Look Up”, “Long Walk to Freedom”, “Tribute to the Dog”, and “Barrio Boy”


“How Do We Stop Extinction?”

Determine the author’s point of view or purpose and how the author distinguishes his or her position from others.

Texts may include reading legal arguments, news articles surrounding controversial issues, electronic media, speeches, etc.

Link RL.6 when applicable.

2nd Quarter Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

3rd Quarter Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.


8th GradeStandard

Determine an author's point of view, perspective and purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.


MPS RESOURCES


ENGLISH LANGUAGE ARTS 7 ELA077.RI.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).6th Grade Standard

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherentunderstanding of a topic or issue.

1st Quarter Compare and contrast a text to an audio, video, or multimedia version of the text, identify each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Elements of Literature: “Public Documents” and “Canines to the Rescue”


Inaugural Address of John F. Kennedy

The multimedia source does not have to be a “version” of the text but can simply involve similar subject matter.

Preread; and listen to exemplary speeches; discuss, compare, and evaluate the most effective medium for the intended message.

Example speeches include: President Obama’s speech to the students of America at

the beginning of the school year J.K. Rowling’s speech to Harvard University Malala Yousafzai’s Nobel Peace Prize acceptance speech Elie Wiesel’s Nobel Peace Prize acceptance speech President Bush’s speech to the nation following 9/11/2001

attack Bill Gates’ speech Eleven Rules of Life That Kids Would

Learn in School Baz Lauhrman’s Wear Sunscreen based on piece in the

Chicago Tribune by author Mary Schmich Randy Paucsh’s The Last Lecture

2nd Quarter Compare and contrast a text to an audio, video, or multimedia version of the text, analyze each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

3rd Quarter Compare and contrast a text to an audio, video, or multimedia version of the text, analyze each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).


8th GradeStandard

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.


MPS RESOURCES


ENGLISH LANGUAGE ARTS 7 ELA077.RI.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.6th Grade Standard

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claimsthat are not.

1st Quarter Trace and evaluate the argument and specific claims in a text. Elements of Literature:

“Virtual Sticks and Stones”, “Debate on Bullying”, “Letters to the Editor”, “Long Walk to Freedom”, “Barrio Boy”, and “Canines to the Rescue”


“Child Labor Reform”

Evaluate the effectiveness, persuasiveness, or bias an argument or claim.

Evaluate how relevant, sufficient, or accurate the evidence is, or how the credible the sources are, for an argument or claim.

Utilize other possible sources:

Library Resources Database AVID Weekly Time for Kids: Exploring Nonfiction Kits

Incorporate Critical Reading Strategies.

2nd Quarter Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

3rd Quarter Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.


8th GradeStandard

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.


MPS RESOURCES


ENGLISH LANGUAGE ARTS 7 ELA077.RI.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. 6th Grade Standard

Compare and contrast one author's presentation of events with that of another author.

1st Quarter Describe how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence.


“Workplace Documents”, and “Consumer Documents”


“Reflections: The Second Battle of Bull Run”

Read two separate articles about a current scientific topic such as global warming and analyze the difference in evidence presented by each author in an effort to determine which author has a better solution for global warming.

Read accounts of the same historical event by more than one author in which conflicting information is presented. Analyze the information and interpretation of the author or speaker.

Refer to online databases, such as EBSCO or Points of View:(click) MPS Library Resource Centers(click) Online Databases(click) Databases by Subject (click) Junior High

2nd Quarter Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

3rd Quarter Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.


8th GradeStandard

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

7.RI.10: By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 7.

For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 6-8 complexity measure is 925-1185 Lexile level.


25

WRITING STANDARDS

26

27

ENGLISH LANGUAGE ARTS 7 ELA07WRITING STANDARDS


7.W.1: Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an

understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.

6th Grade Standard

Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s) and organize the reasons and evidence clearly.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from the argument presented.

1st Quarter Write arguments to support claims with clear reasons and relevant evidence.a. Attempt to introduce claim(s), acknowledge alternate or opposing claims, and organize

the reasons and evidence logically.b. Attempt to support claim(s) with logical reasoning and relevant evidence, using accurate,

credible sources and demonstrating an understanding of the topic or text.c. Attempt to use words, phrases, and clauses to create cohesion and clarify the

relationships among claim(s), reasons, and evidence.d. Attempt to establish and maintain a formal style.e. Attempt to provide a concluding statement or section that follows from and supports the

argument presented.


Writing Workshop page 318

On homepage of Elements of Literature online:(click) Holt Online Essay Scoring-Persuasive

To get to other resources: (click) Go to the Online Textbook (click) Teacher Resource tab(click) Writing Notes: Process and Strategies for Effective Writing

AzMERIT Writing Guide and Rubrics (or any other rubric that is helpful)

STARS assessments and rubrics

Writing Directions:Use information from the passages in your essay.

2nd Quarter Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons

and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), reasons, and evidence.d. Establish and maintain a formal style consistently.e. Provide a concluding statement or section that follows from and supports the argument

presented.

Bold text indicates focus for scaffolding 28

ENGLISH LANGUAGE ARTS 7 ELA07WRITING STANDARDS


3rd Quarter Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons

and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), reasons, and evidence.d. Establish and maintain a formal style consistently.e. Provide a concluding statement or section that follows from and supports the argument

presented.

Manage time carefully in order to read the passages; plan your response; write your response; and revise and edit your response.

Be sure to include a claim; address counterclaims; use evidence from multiple sources; and avoid overly relying on one source.4th Quarter Mastery of the standard in its entirety, independently and proficiently.

8th GradeStandard

Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic

or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.

7.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain‐specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

WRITING STANDARDSBold text indicates focus for scaffolding 29


MPS RESOURCES

6th Grade Standard

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts.d. Use precise language and domain‐specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from the information or explanation presented.

1st Quarter 7.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Attempts to introduce a topic, previewing what is to follow; organization of ideas, concepts, and

information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Attempt to develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Attempt to use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Attempt to use precise language and domain‐specific vocabulary to inform about or explain the topic.

e. Attempt to establish and maintain a formal style.f. Attempt to provide a concluding statement or section that follows from and supports the

information or explanation presented.


Writing Workshop page 558 (Informational)

Writing Workshop page 106 (Compare/Contrast)

Writing Workshop page 874 (Explanatory)

Writing Workshop page 994 (Research Report)

On homepage of Elements of Literature online:(click) Holt Online Essay Scoring-Expository/Explanative




Writing Directions:Use information from the passages in your essay.

2nd Quarter 7.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.


b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain‐specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or

explanation presented.WRITING STANDARDS



MPS RESOURCES

3rd Quarter 7.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.


b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain‐specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or

explanation presented.

Manage time carefully in order to read the passages; plan your response; write your response; and revise and edit your response.

Be sure to include a claim; address counterclaims; use evidence from multiple sources; and avoid overly relying on one source.


8th GradeStandard


a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain‐specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

WRITING STANDARDS



MPS RESOURCES7.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally and logically.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or

setting to another.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey

experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

6th Grade Standard

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structuredevent sequences.a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds

naturally and logically.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.e. Provide a conclusion that follows from the narrated experiences or events.

1st Quarter Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.a. Attempt to engage and orient the reader by establishing a context and point of view and

introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Attempt to use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Attempt to use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Attempt to use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Attempt to provide a conclusion that follows from and reflects on the narrated experiences or events.


Writing Workshop page 224 (Fictional Narrative)

Writing Workshop page 460 (Autobiographical Narrative)

On homepage of Elements of Literature online:(click) Holt Online Essay Scoring-Narrative


WRITING STANDARDS



MPS RESOURCES

2nd Quarter Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the reader by establishing a context and point of view and introducing a

narrator and/or characters; organize an event sequence that unfolds naturally and logically.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,

events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts

from one time frame or setting to another.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture

the action and convey experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences or events.



3rd Quarter Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the reader by establishing a context and point of view and introducing a

narrator and/or characters; organize an event sequence that unfolds naturally and logically.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,

events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts

from one time frame or setting to another.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture

the action and convey experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences or events.


8th GradeStandard

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event

sequence that unfolds naturally and logically.b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the

relationships among experiences and events.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

WRITING STANDARDS



MPS RESOURCES

7.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above).6th Grade Standard

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)

1st Quarter Attempt to produce clear and coherent writing in which the development, organization, and style are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above).

Focus on/evaluate one or more of the Six Traits of Writing with writing assignments as appropriate to task, purpose and audience.

Ideas and Content addresses writing being clear and focused. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

Voice will vary according to the type of piece, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

Sentence Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.

Conventions address the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

2nd Quarter Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above).

3rd Quarter Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above).


8th GradeStandard

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)

WRITING STANDARDSSTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION



7.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.)6th Grade Standard

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)

1st Quarter With some guidance and support from peers and adults, develop writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7).

Use these steps with every fully developed writing assignment (Note: the focus on addressing what is most significant for a specific purpose and audience).

Prewriting Prewriting includes using strategies to generate, plan, and organize

ideas for specific purposes. Determine the purpose and intended audience of a writing piece. Generate ideas through a variety of activities. Establish a controlling idea appropriate to the type of writing. Use organizational strategies to plan writing.

Drafting Drafting incorporates prewriting activities to create a draft containing

necessary elements for a specific purpose.Revising

Revising includes evaluating and refining the draft for clarity and effectiveness.

Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.

Add details to the draft to more effectively accomplish the purpose. Delete irrelevant and/or redundant information from the draft to more

effectively accomplish the purpose. Rearrange words, sentences, and paragraphs in the draft (effectively

using transitional words and phrases) in order to clarify the meaning or to enhance the writing style.

Editing Editing includes proofreading and correcting the draft for

conventions.Publishing

Publishing includes formatting and presenting a final product for the intended audience.

2nd Quarter With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7).

3rd Quarter With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7).




4th Quarter Mastery of the standard in its entirety, independently and proficiently. On homepage of Elements of Literature online: (click) Go to the Online Textbook (click) Teacher Resources tab(click) Mini-Sites (click) Writing and Research in a Digital Age, choose Lesson 3


8th GradeStandard

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

7.W.6: Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.6th Grade Standard

Use technology, including the internet, to type and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to complete a writing task in a single sitting.

1st Quarter Learn to use technology, including the internet, to produce writing as well as to interact and collaborate with others.

On homepage of Elements of Literature online: (click) Go to the Online Textbook (click) Teacher Resource tab(click) Writing Notes: Process and Strategies for Effective Writing

2nd Quarter Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.

3rd Quarter Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.


8th GradeStandard

Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.




7.W.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.6th Grade Standard

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

1st Quarter Attempt to conduct short research projects to answer a question, drawing on a minimal number of sources and generating additional related, focused questions for further research and investigation.

On homepage of Elements of Literature online:

Writing Workshop page 994 (Research Report)


2nd Quarter Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

3rd Quarter Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.


8th GradeStandard

Conduct short research projects to answer a question (including a self‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

7.W.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.6th Grade Standard

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

1st Quarter Attempt to gather relevant information from multiple print and digital sources, using search terms effectively; learn to assess the credibility and accuracy of each source; and directly quote the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

On homepage of Elements of Literature online: (click) Go to the Online Textbook (click) Teacher Resource tab(click) Mini-sites(click) Writing and Research in the Digital Age, choose Lessons 4, 5, 6, 7, 8, and 10

2nd Quarter Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.




3rd Quarter Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.


8th GradeStandard

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

7.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 7 Reading standards to literature.b. Apply grade 7 Reading standards to literary nonfiction.

6th Grade Standard

Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 6 Reading standards to literature.b. Apply grade 6 Reading standards to literary nonfiction.

1st Quarter Standard in its entirety every quarter. On homepage of Elements of Literature online:

(click) Holt Online Essay Scoring-Narrative

(click) Holt Online Essay Scoring-Expository/Explanative

(click) Holt Online Essay Scoring-Persuasive

2nd Quarter Standard in its entirety every quarter.

3rd Quarter Standard in its entirety every quarter.


8th GradeStandard

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature.b. Apply grade 8 Reading standards to informational text and nonfiction.

7.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.

Use the writing process on short and extended writing assignments.Teach time management strategies to complete the process.


39

SPEAKING AND LISTENING

STANDARDS

40

41

ENGLISH LANGUAGE ARTS 7 ELA07SPEAKING AND LISTENING STANDARDS


7.SL.1: Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by

referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as

needed.c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and

ideas that bring the discussion back on topic as needed.d. Acknowledge new information expressed by others and, when warranted, modify their own views.

6th Grade Standard

Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 6 topics,texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the

topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under

discussion.d. Review the key ideas expressed, draw conclusions, and demonstrate understanding of multiple perspectives through reflection and

paraphrasing.

1st Quarter Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared having read or researched material under study.b. Follow rules for collegial discussions.c. Pose questions and respond to others’ questions and comments.d. Acknowledge new information expressed by others.


Speaking and Listening Workshops pages 116, 234, 328, 470, 568, 750, 884, and 1004

Use teacher strategies which include: Think pair share Cooperative groups jigsaw Clock/base partners Speed dating (i.e., using interview questions) Gallery walks Socratic seminars Philosophical Chairs




2nd Quarter Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or to probe the issue.

b. Follow rules for collegial discussions and track progress toward specific goals and deadlines.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

Debate simulations Back to back conversations Rubrics for SL scenarios with norms Kagan Strategies for cooperative learning Critical Reading Strategies (for clarification or more

resources, seek professional development in AVID Critical Reading PD – ERO course RDG 2026)

Model expectations when speaking and listening.

Use Critical Reading Strategies to prepare for discussions.

Complete charts, graphs, checklists, etc., as organizational tools to track progress toward goals.

Participate in structured discussions, such as Socratic Seminar or Philosophical Chairs.

3rd Quarter Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or to probe the issue.

b. Follow rules for collegial discussions and track progress toward specific goals and deadlines.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.


8th GradeStandard

Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the

topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions and decision‐making, track progress toward specific goals and deadlines, and define individual roles as

needed.c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations,

and ideas.d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views based on the evidence presented.




7.SL.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study.6th Grade Standard

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.

1st Quarter Explain the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and how the ideas clarify a topic, text, or issue under study.


Speaking and Listening Workshops pages 116, 234, 328, 470, 568, 750, 884, and 1004

Analyze an audio or visual stimulus to determine main ideas and supporting details.

Interpret an audio or visual stimulus, and explain how the main ideas and supporting details are used to clarify the stimulus’s topic.

Study and evaluate advertising techniques in print, online, etc.

Link back to RI.7 and W.7.

2nd Quarter Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study.

3rd Quarter Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study.


8th GradeStandard

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

7.SL.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.6th Grade Standard

Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

1st Quarter Explain a speaker’s argument and specific claims, identifying the relevance of evidence introduced.

Select evidence to trace an argument or claim in the stimulus.

Determine whether evidence is sufficient and relevant to the claim.

Introduce a listener’s evaluation (i.e., listener outlines claims, reasoning, relevance, and sufficiency using a graphic organizer, etc.).

2nd Quarter Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.




3rd Quarter Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Incorporate historical, as well as current, speeches. Link to RI.6 when applicable.


8th GradeStandard

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

7.SL.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, appropriate vocabulary, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

6th Grade Standard

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes;use appropriate eye contact, adequate volume, and clear pronunciation.

1st Quarter Present claims and findings, emphasizing salient points in a focused, coherent manner.

Link to W.7 (student presents brief research and questions are generated by classmates).

Understand body language and facial expressions as communication tools.

Use attention-grabbers and concluding statements to appeal to the audience.

Create a speech, PowerPoint, or other form of presentation that presents claims and findings.

2nd Quarter Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, appropriate vocabulary, facts, details, and examples.

3rd Quarter Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, appropriate vocabulary, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.


8th GradeStandard

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well‐chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SPEAKING AND LISTENING STANDARDSSTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION



7.SL.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.6th Grade Standard

Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information.

1st Quarter Include multimedia components and visual displays in presentations. Utilize video clips, films, newspapers, magazines, computer images, sound bites, podcasts, and MPS Ed. Tech Website, etc., to enhance presentation.

Link to W.6. 2nd Quarter Include multimedia components and visual displays in presentations to clarify

claims and findings.

3rd Quarter Include multimedia components and visual displays in presentations to clarify claims and findings to emphasize salient points.


8th GradeStandard

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

7.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)6th Grade Standard

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6Language standards 1 and 3 for specific expectations.)

1st Quarter Entire standard every quarter. Role of writer, Audience, Format and Topic (R.A.F.T.)

2nd Quarter Entire standard every quarter.

3rd Quarter Entire standard every quarter.

4th Quarter Entire standard every quarter.

8th GradeStandard

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)


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LANGUAGE STANDARDS

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49

ENGLISH LANGUAGE ARTS 7 ELA07LANGUAGE STANDARDS


7.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.a. Explain the function of phrases and clauses in general and their function in specific sentences.b. Choose among simple, compound, complex, and compound‐complex sentences to signal differing relationships among

ideas.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

6th Grade Standard

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.a. Ensure that pronouns are in the proper case (subjective, objective, and possessive). b. Use intensive pronouns (e.g., myself, ourselves).c. Recognize and correct inappropriate shifts in pronoun number and person.d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).e. Recognize variations from Standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in

conventional language.1st Quarter Demonstrate command of the conventions of Standard English grammar and

usage when writing or speaking.a. Explain the function of phrases and clauses in general and their

function in specific sentences.

Teacher Strategies:

Model and practice, analyze work of other students, wrap-up, ticket-out-the-door strategy, daily to-do lists.

Address standard in bell work, mini lessons, full lessons, and revising.

A phrase is a collection of words that does not have a verb. A phrase cannot stand alone as a complete thought. A clause is a collection of words that has a subject and a verb.

A simple sentence is one independent clause. A compound sentence is made up of two independent clauses joined by a comma and a coordinating conjunction (for, and, nor, etc.). A complex sentence is a dependent clause joined with an independent clause using a subordinating conjunction. A compound-complex sentence is two independent clauses joined with one or more dependent clauses.

A dangling modifier is a word or phrase (commonly a participle or a participial phrase) that modifies a word that does not appear in the sentence.

2nd Quarter Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

3rd Quarter Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.


LANGUAGE STANDARDS



MPS RESOURCES8th GradeStandard

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.b. Form and use verbs in the active and passive voice.c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.d. Recognize and correct inappropriate shifts in verbals, voice, and mood.

7.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.a. Use a comma to separate coordinate adjectives. b. Use correct spelling.

6th Grade Standard

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. b. Use correct spelling.

1st Quarter Entire standard every quarter. Teacher Strategies:

Model and practice, analyze work of other students, wrap-up, ticket-out-the-door strategy, daily to-do lists.

Address standard in bell work, mini lessons, full lessons, and revising.

Edit for spelling.

Participate in varied dictionary usage practice.

Use suggested resource NoRedInk.com.




8th GradeStandard

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.b. Use an ellipsis to indicate an omission.c. Use correct spelling.

LANGUAGE STANDARDS



MPS RESOURCES

7.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

6th Grade Standard

Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistent style and tone.

1st Quarter Use knowledge of language and its conventions when writing, speaking, reading, or listening: chooses language that expresses ideas precisely and concisely, occasionally recognizing and eliminating wordiness and redundancy.

Connect to Aristotle’s appeals/rhetorical devices: pathos, logos, ethos.

Use the STAMP strategy (Subject, Tone, Audience, Message, Purpose).

Use suggested resource NoRedInk.com.2nd Quarter Use knowledge of language and its conventions when writing, speaking, reading, or listening: chooses a language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

3rd Quarter Use knowledge of language and its conventions when writing, speaking, reading, or listening: chooses language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.


8th GradeStandard

Use knowledge of language and its conventions when writing, speaking, reading, or listening.a.Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor

or the action; expressing uncertainty or describing a state contrary to fact).

7.L.4: Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.a. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent,

bellicose, rebel).b. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to

the meaning of a word or phrase.c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to

find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase.

LANGUAGE STANDARDSSTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION



6th Grade Standard

Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 6 reading and content, choosingflexibly from a range of strategies.a. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).b. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a

word or phrase.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or

determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase.

1st Quarter Entire standard every quarter. Identify synonyms, antonyms, and homonyms.

Identify words with Greek and Latin roots, prefixes, and suffixes.

Use AVID Vocabulary Graphic Organizer.

Map etymology of words.

Choose appropriate definition based on context.

Compare/Contrast denotative and connotative meanings of words.

Use words in an analogy to clarify word’s meaning.

Connect word families (beauty, beautify, beauteous, beautifully, etc.).

After predicting a word’s meaning from context, confirm it with the dictionary.




8th GradeStandard

Determine or clarify the meaning of unknown and multiple‐meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.a. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede).b. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a

word or phrase.c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

of a word or determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase.




7.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., literary, religious, and mythological allusions) in context.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful,

polite, diplomatic, condescending).6th Grade Standard

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., personification) in context.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical,

unwasteful, thrifty).1st Quarter Entire standard every quarter. Use Say, Mean, Matter analysis strategy.

Use AVID Saying/Doing analysis strategy.

Differentiate between literal and figurative meanings.

Interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context.

Distinguish among the connotations of words with similar definitions.

Find synonyms and antonyms to clarify word’s meaning. Use words in an analogy to clarify word’s meaning.

Connect word families (beauty, beautify, beauteous, beautifully, etc.).

Sort synonyms by degrees (for example, strong, robust, stalwart, invincible). Represent words nonlinguistically through drawing or action.




8th Grade Standard

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g. verbal irony, puns) in context.b. Use the relationship between particular words to better understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent,

resolute).




7.L.6: Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.6th Grade Standard

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge whenconsidering a word or phrase important to comprehension or expression.

1st Quarter Entire standard every quarter. Guide students to independent techniques of vocabulary acquisition.




8th GradeStandard

Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Language Strand – Standards 1 & 2Progressive Skills by Grade

The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

KindergartenForm regular plural nouns orally by adding /s/ or /es/Use the most frequently occurring prepositions Capitalize the first word in a sentence and the pronoun IRecognize and name end punctuation

1st GradeUse common, proper, and possessive nounsUse singular and plural nouns with matching verbsUse personal, possessive, and indefinite pronounsUse verbs to convey a sense of past, present, and futureProduce and expand complete simple and compound declarative,

interrogative, imperative, and exclamatory sentencesCapitalize dates and names of peopleUse end punctuation for sentencesUse commas in dates and to separate single words in a series

2nd GradeUse collective nounsForm and use frequently occurring irregular plural nounsUse reflexive pronounsForm and use the past tense of frequently occurring irregular verbsUse adjectives and adverbs, and choose between them depending on

what is to be modifiedProduce, expand, and rearrange complete simple and compound

sentencesCapitalize holidays, product names, and geographic namesUse commas in greetings and closings of lettersUse an apostrophe to form contractions and possessives

3rd GradeExplain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and their functions in particular sentencesForm and use regular and irregular plural nounsUse abstract nounsForm and use regular and irregular verbsEnsure subject-verb and pronoun-antecedent agreementForm and use comparative and superlative adjectives and

adverbs, and choose between them depending on what is to be modified

Use coordinating and subordinating conjunctionsProduce simple, compound, and complex sentencesCapitalize appropriate words in titlesUse commas in addressesUse commas and quotation marks in dialogueForm and use possessivesUse conventional spelling for high-frequency and other studied

words and for adding suffixes to base words

4th GradeUse relative pronouns and relative adverbsForm and use the progressive verb tensesUse modal auxiliaries to convey various conditionsOrder adjectives within sentences according to conventional

patternsForm and use prepositional phrasesCorrectly use frequently confused words Use commas and quotation marks to mark direct speech and

quotations from a textUse a comma before a coordinating conjunction in a compound

sentence

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5th GradeExplain the function of conjunctions, prepositions, and interjections

in general and their function in particular sentencesForm and use the perfect verb tensesUse verb tense to convey various times, sequences, states, and

conditionsRecognize and correct inappropriate shifts in verb tenseUse correlative conjunctionsUse punctuation to separate items in a seriesUse a comma to separate an introductory element from the rest of

the sentenceUse a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence, and to indicate direct address

Use underlining, quotation marks, or italics to indicate titles of works

6th GradeEnsure that pronouns are in the proper caseUse intensive pronounsRecognize and correct inappropriate shifts in pronoun number and

personRecognize and correct vague pronounsRecognize variations from standard English in their own and others’

writing and speaking, and identify and use strategies to improve expression in conventional language

Use punctuation to set off nonrestrictive/parenthetical elements

7th GradeExplain the function of phrases and clauses in general and their

function in specific sentencesChoose among simple, compound, complex, and compound-

complex sentences to signal differing relationships among ideasPlace phrases and clauses within a sentence, recognizing and

correcting misplaced and dangling modifiersUse a comma to separate coordinate adjectives

8th GradeExplain the function of verbals (gerunds, participles, infinitives) in

general and their function in particular sentencesForm and use verbs in the active and passive voiceForm and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive moodRecognize and correct inappropriate shifts in verb voice and moodUse punctuation (comma, ellipsis, dash) to indicate a pause or

breakUse an ellipsis to indicate an omission

9th/10th GradeUse parallel structureUse a semicolon (and perhaps a conjunctive adverb) to link two or

more closely related independent clausesUse a colon to introduce a list or quotation

11th/12th GradeApply the understanding that usage is a matter of convention, can

change over time, and is sometimes contested Resolve issues of complex or contested usage, consulting

references Observe hyphenation conventions

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ARIZONA ENGLISHLANGUAGE ARTS

STANDARDS

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59

Arizona English Language Arts Standards – 7th GradeReading Standards for LiteratureKey Ideas and Details

7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7.RL.2Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

7.RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Craft and Structure

7.RL.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

7.RL.5 Analyze the structure of a text, including how a drama or poem’s form or structure contributes to its meaning.

7.RL.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Integration of Knowledge and Ideas

7.RL.7Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

7.RL.8 (Not applicable to literature)

7.RL.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Range of Reading and Level of Text Complexity

7.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 7.

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Arizona English Language Arts Standards – 7th GradeReading Standards for Informational Text

Key Ideas and Details

7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7.RI.2Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

7.RI.3Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Craft and Structure

7.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone.

7.RI.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

7.RI.6Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Integration of Knowledge and Ideas

7.RI.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

7.RI.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

7.RI.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Range of Reading and Level of Text Complexity

7.RI.10By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 7.

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Arizona English Language Arts Standards – 7th GradeWriting StandardsText Types and Purposes

7.W.1

Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an

understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d.

Establish and maintain a formal style.d. Provide a concluding statement or section that follows from and supports the argument presented.

7.W.2



b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain‐specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

7.W.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to

another.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey

experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

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Arizona English Language Arts Standards – 7th GradeWriting StandardsProduction and Distribution of Writing

7.W.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above).

7.W.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.)

7.W.6 Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.

Research to Build and Present Knowledge

7.W.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

7.W.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

7.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 7 Reading standards to literature.b. Apply grade 7 Reading standards to literary nonfiction.

Range of Writing

7.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.

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Arizona English Language Arts Standards – 7th GradeSpeaking and Listening Standards

Comprehension and Collaboration

7.SL.1

Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by

referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as

needed.c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas

that bring the discussion back on topic as needed.d. Acknowledge new information expressed by others and, when warranted, modify their own views.

7.SL.2Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study.

7.SL.3Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Presentation of Knowledge and Ideas

7.SL.4Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, appropriate vocabulary, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

7.SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

7.SL.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)

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Arizona English Language Arts Standards – 7th GradeLanguage StandardsConventions of Standard English

7.L.1

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.a. Explain the function of phrases and clauses in general and their function in specific sentences.b. Choose among simple, compound, complex, and compound‐complex sentences to signal differing relationships among ideas.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

7.L.2Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.a. Use a comma to separate coordinate adjectives.b. Use correct spelling.

Knowledge of Language

7.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Vocabulary Acquisition and Use

7.L.4

Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.a. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose,

rebel).b. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the

meaning of a word or phrase.c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find

the pronunciation of a word or determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase.

7.L.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., literary, religious, and mythological allusions) in context.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful,

polite, diplomatic, condescending).

7.L.6 Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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