MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicLearning Focus: VocabularyBenchmark: see T.E. LA 6-8.1.6.9CCSS-RI-RL-4, CCSS-RI-RL-10
WIDA STANDARDSMA DESE STANDARDS
COMMON CORE STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
VocabularyBenchmark: see T.E. LA.6-8.1.6.9
CCSS-RI-RL-4CSS-RI-RL-10
Benchmark: see T.E. LA.6-8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.Clarification: The student will analyze words that have multiple meanings and determine the correct meaning of the word as used in the text.CCSS RI & RL 6-8.4Clarification:Knowledge Targets
Students must identify figurative language in text.
Students must know an analogy is a comparison between things with similar features.
Students must know an allusion is a reference to a person, place, or thing in history, or a reference to another literary text.
Students must know words have connotations (associations or
Suggested Daily Doable Objectives
I can use context clues to determine the meaning of multiple meaning words.
I will learn to utilize words with multiple meanings appropriately based on their context within the text.
I can determine how the author's use of words and phrases controls the meaning/tone of the text.
I will learn to explain how changing the context of word (how it is used) can change the definition of the word.1
Opening Routine: 5 minIntroduce Benchmark and objective, review EQ and CBC/AgendaObjective:
SAMPLE BENCHMARK-RELATED ESSENTIAL QUESTIONS: Teacher will pick one of these two!
1. How does using context clues help the reader understand the specific meaning of multiple meaning words?
2. How do readers use their knowledge of multiple meaning words to better understand text?
THEMATIC/SELECTION-RELATED ESSENTIAL QUESTION1. How do you introduce yourself when meeting new people?
Text Selection: New at School/Many People to Meet
Genre: Realistic Fiction/Photo Essay
Ticket to leave-Wrap up! Vocabulary Instruction: Deep teaching of 5 words that are crucial to
the topic and/or understanding of the texts or, Independent practice-http://esl-lab.com/ Quick write Benchmark Driven Power Point Presentation (See Teacher
Resources)
Please Follow the gradual release (see below)I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.
We do (Teacher Guided Practice): Teacher practices with students, asks higher order
Core Text:Inside Level A Teacher’s EditionReading Selection:Unit 1: Glad To Meet You:
New at School TE p. 16
Many People to Meet TE p. 22
Poetry Selection: Hello, Good Bye TE
p. 4Vocabulary Support:
Personal Information TE p. 9
Grammar Focus: Pronouns TE p. 4
and 5 Present Tense Verbs
TE p. 6 Statements and
Exclamations TE p. 18
Writing Focus: Write an Email TE p.
32Teacher Resources:
http://insideng.com http://
www.discoveryeducation.com/
1 Adapted by: Jennifer McCabe, M.Ed. ELL Director, Malden Public Schools
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Students must know tone is the author's attitude toward the topic.
Students must understand every text has a tone, and that an author's choice of words and phrases controls the tone of the text.
Reasoning Targets Students must determine
how the author's use of words and phrases controls the meaning/tone of the text.
Students must explain how the author's use of figurative language further illustrates/expands the tone and meaning of the text.
Students must explain how the author's use of connotative meanings conveys the author's stance/tone within a text.
Students must explain how analogies expand an author's ideas and attitude about the topic.
thinking questions, and provides explicit corrective feedback.
We do (Collaboration): Students practice with other students through pairs, groups … a product should be produced.
You do (Independent Practice): Students work alone to demonstrate knowledge. This can be done in independent group or as an exit slip at the end of the class. The assignment should demonstrate understanding of the objective
Differentiated Instruction : 3 Rotation Daily for 20 minGroups should be determined by most recent data.__3___Rotation Daily
Teacher Led Independent Group TechnologyRequired:Explicit deep teaching of the benchmark using reading selection.
Suggested Activities:LOW: Use Context Clues to teach vocabulary. Chunk reading selection. Use graphic organizer(s). Provide selection summaries. Use visuals to scaffold plot development and teach vocabulary. GIST, SWAG, WIN, MOPP throughout reading. Plot development
INTERMEDIATE:All of the above plus: Thematic analysis
Required:Independent Reading: AR Book with active reading log Informational Text Question Stem Cards/ Task Cards Vocabulary Activity (Frayer Model, word array, etc.) Integrated Grammar Practice USA Today Newspaper
Suggested Activities:
Achieve 3000
Imagine Learning
Discovery Education
http://esl.lab.com/
http:// www.ereadingworksheets.com
..\..\Multiple meaning words ppt..ppt
..\..\ ConnotationsDenotations_ppt.ppt
..\..\ connotationdenotation[1]ppt.ppt
One sentence summary frames:http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategies/main%20idea%20plot%20and%20purpose/One%20Sentence%20Summary.pdf
http://www.sanchezclass.com/reading-graphic-organizers.htm
Main idea graphic organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
CELLA Testing Supporting Materials:https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-listening
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
Students must explain allusions within a text, and how allusions add background knowledge and depth to a text.
CCSS RI & RL 6-8.10Clarification:Read and comprehend complex literary and informational texts independently and proficiently.
Benchmark Prerequisites Synonym Antonym Same meaning Used in same way Convey the
same/different/opposite meaning
Most similar/ most opposite
Benchmark Vocabulary Context Clues Multiple Meanings Synonyms Antonyms Drawing Conclusions Making Inferences
Character Analysis
ADVANCED:All of the above plus: Use Question Stem Cards/Task Cards Write story summaries.
LOW:
INTERMEDIATE:
ADVANCED:
Please Follow the gradual release (see below)
I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice).
Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question, assign Home learning, Exit Slip, etcSuggested Exit Slip:
. Revisit essential question
. Turn and talk. Students should produce an end product
Grading Rubric: 5 minUse rubric provided below or:
Use rubrics provided on www.insideng.com or Create your own
Points Earned
Possible Points
Teachers Explicit Corrective Feedback:
I participated in class by raising my hand and sharing with others.
15 pts.
I used Turn and Talk while sharing with my partner.
10 pts.
I completed my final writing assignment to the best of
10 pts.
https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-reading
ELL Active Reading Strategies
Preview text features
S.W.A.G. W.I.N. and GIST M.O.P.P Think Alouds Think-Pair-
Share Role play Turn and talk Stop and Jot
Selection Vocabulary First Home Meet Next People
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
my ability.I edited my writing for the grammar focus which is _______________________.
25 pts.
I used correct punctuation. 25 pts.I completed the exit activity. 10 pts.I follow the instructions in every assignment presented today.
5 pts.
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicLearning Focus: VocabularyBenchmark: see T.E. LA 6-8.1.6.8CCSS-RI-RL-4, CCSS-RI-RL-10
WIDA STANDARDSMA DESE STANDARDS
COMMON CORE STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
VocabularyBenchmark: see T.E. LA.6-8.1.6.8
CCSS-RI-RL-4CSS-RI-RL-10
Continually focus on Vocabulary instruction, especially context
cluesBenchmark: see T.E. LA. LA.6-8.1.6.8 The student will identify advanced word/phrase relationships and their meanings.Clarification: The student will analyze the meanings of words, phrases, and word relationships by using strategies including, but not limited to, context clues and word structure.CCSS RI & RL 6-8.4Clarification:Knowledge Targets
Students must identify figurative language in text.
Students must know an analogy is a comparison between things with similar features.
Students must know an allusion is a reference to a person, place, or thing in history, or a reference to another literary text.
Students must know words have connotations
Suggested Daily Doable Objectives
I will learn how to (skill) ___________. By using/doing (process) ___________ in order to _____________. I will know I’ve mastered it when I am able to (end product) ______________.
I will learn to determine the meaning of an unknown word using affixes and roots.
I will learn to compare and contrast words within a text based on their meanings. (Synonyms, Antonyms, Analogies)
I will learn to determine how the author's use of words and phrases controls the meaning/tone of the text.
Opening Routine: 5 minIntroduce Benchmark and objective, review EQ and CBC/AgendaObjective:
SAMPLE BENCHMARK-RELATED ESSENTIAL QUESTIONS: Teacher will pick one of these two!
1. How does using word parts help the reader understand the meaning of unknown words?
2. How do readers use their knowledge of the author’s use of words and phrases to better understand text?
SELECTION RELATED ESSENTIAL QUESTION SAMPLE1. How can food bring people together?
Text Selection: Something Good For Lunch/U.S. Tour of Food
Genre: Realistic Fiction/Essay
Ticket to leave-Wrap up! Vocabulary Instruction: Deep teaching of 5 words that are crucial to
the topic and/or understanding of the texts or, Independent practice-http://esl-lab.com/ Quick write Benchmark Related Power Point Presentation (See teacher
resources)
Please Follow the gradual release (see below)
I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.
We do (Teacher Guided Practice): Teacher practices with students, asks higher order
Core Text:Inside Level A Teacher’s EditionReading Selection:Unit 2: Set the Table:
Something Good For Lunch TE p. 46
U.S. Tour of Food TE p. 52
Poetry Selection: Tasty Salad TE p. 36
Vocabulary Support: Vocabulary Color,
Shapes and Sizes TE p. 37
Vocabulary: Describe/Foods TE p. 38
Grammar Focus: Action Verbs TE p.
39 Negative Sentences
TE p. 48Writing Focus:
Write a How-To Card TE p. 61
Teacher Resources: http://insideng.com http://
www.discoveryeducation.com/
http:// www.ereadingworksh
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
(associations or secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Students must know tone is the author's attitude toward the topic.
Students must understand every text has a tone, and that an author's choice of words and phrases controls the tone of the text.
Reasoning Targets Students must determine
how the author's use of words and phrases controls the meaning/tone of the text.
Students must explain how the author's use of figurative language further illustrates/expands the tone and meaning of the text.
Students must explain how the author's use of connotative meanings conveys the author's stance/tone within a text.
Students must explain how analogies expand an author's ideas and attitude
thinking questions, and provides explicit corrective feedback.
We do (Collaboration): Students practice with other students through pairs, groups … a product should be produced.
You do (Independent Practice): Students work alone to demonstrate knowledge. This can be done in independent group or as an exit slip at the end of the class. The assignment should demonstrate understanding of the objective
Differentiated Instruction : 3 Rotation Daily for 20 minGroups should be determined by most recent data.__3___Rotation Daily
Teacher Led Independent Group TechnologyRequired:Explicit deep teaching of the benchmark using reading selection.
Suggested Activities:LOW: Use Context Clues to teach vocabulary. Chunk reading selection. Use graphic organizer(s). Provide selection summaries. Use visuals to scaffold plot development and teach vocabulary. GIST, SWAG, WIN, MOPP throughout reading. Plot development
INTERMEDIATE:All of the above plus: Thematic analysis
Required:Independent Reading: AR Book with active reading log Informational Text Question Stem Cards/ Task Cards Vocabulary Activity (Frayer Model, word array, etc.) Integrated Grammar Practice USA Today Newspaper
Suggested Activities:
Achieve 3000
Imagine Learning
Discovery Education
http://esl.lab.com/
eets.com ..\..\Word
Relationships ppt..ppt ..\..\
Prefixes_and_Suffixes ppt.ppt
..\..\prefixes and suffixes ppt.ppt
http:// www.englishforeveryone.org/PDFs/Level_8_Analogies_1.pdf
One sentence summary frames:http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategies/main%20idea%20plot%20and%20purpose/One%20Sentence%20Summary.pdf
http://www.sanchezclass.com/reading-graphic-organizers.htm
Main idea graphic organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
CELLA Testing Supporting Materials:https://www.casas.org/product-overviews/curriculum-management-instruction/
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
about the topic. Students must explain
allusions within a text, and how allusions add background knowledge and depth to a text.
CCSS RI & RL 6-8.10Clarification:Read and comprehend complex literary and informational texts independently and proficiently.
Benchmark Vocabulary Context Clues Multiple Meanings Synonyms Antonyms Drawing Conclusions Making Inferences
Character Analysis
ADVANCED:All of the above plus: Use Question Stem Cards/Task Cards Write story summaries.
LOW:
INTERMEDIATE:
ADVANCED:
Please Follow the gradual release (see below)
I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice)
Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question, assign Home learning, Exit Slip, etcSuggested Exit Slip:
. Revisit essential question
. Turn and talk. Students should produce an end product
Grading Rubric: 5 minUse rubric provided below or:
Use rubrics provided on www.insedng.com or Create your own
Points Earned
Possible Points
Teachers Explicit Corrective Feedback:
I participated in class by raising my hand and sharing with others.
15 pts.
I used Turn and Talk while sharing with my partner.
10 pts.
I completed my final writing assignment to the best of
10 pts.
sample-test-items/life-and-work-listening
https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-reading
ELL Active Reading Strategies
Preview text features S.W.A.G. W.I.N. and GIST Think-Pair-Share Role play Turn and talk Stop and Jot M.O.P.P Think Alouds
Selection Vocabulary Color Foods Shapes Sizes Visit
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
my ability.I edited my writing for the grammar focus which is ______________________
25 pts.
I used correct punctuation. 25 pts.I completed the exit activity. 10 pts.I follow the instructions in every assignment presented today.
5 pts.
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicLearning Focus: VocabularyBenchmark: see T.E. LA 6-8.1.6.3CCSS-RI-RL-4, CCSS-RI-RL-10
WIDA STANDARDSMA DESE STANDARDS
COMMON CORE STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
VocabularyBenchmark: see T.E. LA.6-8.1.6.3
CCSS-RI-RL-4CSS-RI-RL-10
Continually focus on Vocabulary instruction, especially context
cluesBenchmark LA.6-8. 1.6.3 The student will use context clues to determine meanings of unfamiliar words.Clarification: The student, using context clues, will identify the meaning of an unfamiliar word.
Revisit Benchmark LA.6-8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.
CCSS RI & RL 6-8.4Clarification:Knowledge Targets
Students must identify figurative language in text.
Students must know an analogy is a comparison between things with similar features.
Students must know an allusion is a reference to a person, place, or thing in history, or a reference to
Suggested Daily Doable Objectives
I will learn how to (skill) ___________. By using/doing (process) ___________ in order to _____________. I will know I’ve mastered it when I am able to (end product) ______________.
I will learn to determine the meaning of words using context clues.
I will learn to create sentences that provide context clues to determine the meaning of a given word.
I will learn to differentiate between the connotative and denotative meaning of a word. (Prerequisite Skill for CC)
Opening Routine: 5 minIntroduce Benchmark and objective, review EQ and CBC/AgendaObjective:
SAMPLE BENCHMARK-RELATED ESSENTIAL QUESTIONS: Teacher will pick one of these two!
1. How context clues help the reader understand the specific meaning of unknown words?
2. How do readers use their knowledge of the author’s use of connotative meaning of a word to better understand text?
SELECTION RELATED ESSENTIAL QUESTION SAMPLE1. What’s in a Job?
Text Selection: Let Ben Take It/Geologists: Rock Scientists
Genre: Realistic Fiction/Expository Text
Ticket to leave-Wrap up! Vocabulary Instruction: Deep teaching of 5 words that are crucial to
the topic and/or understanding of the texts or, Independent practice-http://esl-lab.com/ Quick write Benchmark Related Power Point Presentation (See teacher
resources)Please Follow the gradual release (see below)
I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.
We do (Teacher Guided Practice): Teacher practices with students, asks higher order thinking questions, and provides explicit corrective feedback.
Core Text:Inside Level A Teacher’s EditionReading Selection:Unit 3: On the Job:
Let Ben Take It TE p. 76
Geologist: Rock Scientists TE p. 82
Poetry Selection Jobs TE p. 66
Vocabulary Support: Ask and Answer
Questions/Tools and Careers TE p. 69
Grammar Focus: Present Tense Verbs.
TE p. 67 Yes-or-No Questions
TE p. 68 Written Conventions:
Questions with Who, What, Where and When? TE p. 78
Writing Focus: Write About an
Interview TE p. 91Teacher Resources:
http://insideng.com http://
www.discoveryeducation.com/
http://
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
another literary text. Students must know
words have connotations (associations or secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Students must know tone is the author's attitude toward the topic.
Students must understand every text has a tone, and that an author's choice of words and phrases controls the tone of the text.
Reasoning Targets Students must determine
how the author's use of words and phrases controls the meaning/tone of the text.
Students must explain how the author's use of figurative language further illustrates/expands the tone and meaning of the text.
Students must explain how the author's use of connotative meanings conveys the author's stance/tone within a text.
We do (Collaboration): Students practice with other students through pairs, groups … a product should be produced.
You do (Independent Practice): Students work alone to demonstrate knowledge. This can be done in independent group or as an exit slip at the end of the class. The assignment should demonstrate understanding of the objective
Differentiated Instruction : 3 Rotation Daily for 20 minGroups should be determined by most recent data.__3___Rotation Daily
Teacher Led Independent Group TechnologyRequired:Explicit deep teaching of the benchmark using reading selection.
Suggested Activities:LOW: Use Context Clues to teach vocabulary. Chunk reading selection. Use graphic organizer(s). Provide selection summaries. Use visuals to scaffold plot development and teach vocabulary. GIST, SWAG, WIN, MOPP throughout reading. Plot development
INTERMEDIATE:All of the above plus: Thematic analysis Character Analysis
ADVANCED:All of the above plus: Use Question Stem Cards/Task Cards
Required:Independent Reading: AR Book with active reading log Informational Text Question Stem Cards/ Task Cards Vocabulary Activity (Frayer Model, word array, etc.) Inside Writing USA Today Newspaper Reading Horizon
Suggested Activities:
LOW:
INTERMEDIATE:
ADVANCED:
Achieve 3000
Imagine Learning
Discovery Education
http://esl.lab.com/
www.ereadingworksheets.com
..\..\Multiple meaning words ppt..ppt
E:\Context Clues ppt..ppt
..\..\Context Clues ppt..ppt
http:// www.woodland.k12.mo.us/faculty/rgarner/Reading/context_clues.htm
..\..\ connotationdenotation[1]ppt.ppt
One sentence summary frames:http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategies/main%20idea%20plot%20and%20purpose/One%20Sentence%20Summary.pdf
http://www.sanchezclass.com/reading-graphic-organizers.htm
Main idea graphic organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdfCELLA Testing Supporting Materials:
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
Students must explain how analogies expand an author's ideas and attitude about the topic.
Students must explain allusions within a text, and how allusions add background knowledge and depth to a text.
CCSS RI & RL 6-8.10Clarification:Read and comprehend complex literary and informational texts independently and proficiently.
Benchmark Vocabulary Context Clues Multiple Meanings Synonyms Antonyms Drawing Conclusions Making Inferences
Benchmark Pre-requisites Synonym Antonym Same meaning Used in same way Convey the
same/different/opposite meaning
Most similar/ most opposite
Write story summaries.
Please Follow the gradual release (see below)
I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice)
Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question, assign Home learning, Exit Slip, etcSuggested Exit Slip:
. Revisit essential question
. Turn and talk. Students should produce an end product
Grading Rubric: 5 min
Use rubric provided below or:Use rubrics provided on www.insideng.com or Create your own
Points Earned
Possible Points
Teachers Explicit Corrective Feedback:
I participated in class by raising my hand and sharing with others.
15 pts.
I used Turn and Talk while sharing with my partner.
10 pts.
I completed my final writing assignment to the best of my ability.
10 pts.
https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-listening
https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-reading
ELL Active Reading Strategies
Preview text features S.W.A.G. W.I.N. and GIST Think-Pair-Share Role play Turn and talk Stop and Jot M.O.P.P Think Alouds
Selection Vocabulary Learn Scientist Use Rock Study
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
I edited my writing for the grammar focus which is _______________________
25 pts.
I used correct punctuation. 25 pts.I completed the exit activity. 10 pts.I follow the instructions in every assignment presented today.
5 pts.
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicLearning Focus: Plot DevelopmentBenchmark: see T.E. LA 6-8.2.1.2CCSS RI & RL 6-8.2RI & RL 6-8.1CSS-RI-RL-10
WIDA STANDARDSMA DESE STANDARDS
COMMON CORE STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
Plot DevelopmentBenchmark: see T.E. LA.6-8.2.1.2
CCSSCCSS RI & RL 6-8.2
RI & RL 6-8.1CSS-RI-RL-10
Continually focus on Vocabulary instruction, especially context
cluesBenchmark LA.6-8 2.1.2 : The student will locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, conflict/resolution, and theme in a variety of fiction. The student will identify, analyze, and interpret elements of plot development (foreshadowing, flashback, theme, and setting) within or across texts. The student will also identify, analyze, and interpret other literary elements, such as character development, character point of view, and conflict and resolution within or across texts. In addition, the student will identify, analyze, and interpret how plot events in the text contribute to conflict and resolution within or across texts.
Suggested Daily Doable Objectives
I will learn how to (skill) ___________. By using/doing (process) ___________ in order to _____________. I will know I’ve mastered it when I am able to (end product) ______________.
I will learn to describe the relationship between events and characters.*Plot Development/Character Development
I will learn to identify and analyze character traits.*Character Development
Opening Routine: 5 minIntroduce Benchmark and objective, review EQ and CBC/AgendaObjective:
SAMPLE BENCHMARK-RELATED ESSENTIAL QUESTIONS: Teacher will pick one of these two!
3. How does understanding character traits help the reader gain better understanding of the text?
4. How do readers use their knowledge of plot development to better understand text?
SELECTION RELATED ESSENTIAL QUESTION SAMPLE1. What can we learn about ancient civilizations?
Text Selection: Rush!/The Mighty Maya
Genre: Realistic Fiction/Personal Narrative
Ticket to leave-Wrap up! Vocabulary Instruction: Deep teaching of 5 words that are crucial to
the topic and/or understanding of the texts or, Independent practice-http://esl-lab.com/ Quick write Benchmark Related Power Point Presentation (See teacher
resources)
Please Follow the gradual release (see below)
I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.
Core Text:Inside Level A Teacher’s EditionReading Selection:Unit 4: Numbers Count:
Rush! TE p. 106 The Mighty Maya TE
p. 112Poetry Selection
Numbers Everywhere TE p. 96
Vocabulary Support: Cardinal Numbers TE
p. 97Grammar Focus:
Negative Sentences TE p. 98
Written Conventions: Contractions with Not TE p. 108
Writing Focus: Write About a Fact
Sheet TE p. 121Teacher Resources:
http://insideng.com http://
www.discoveryeducation.com/
http:// www.ereadingworksheets.com
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
CCSS RI & RL 6-8.2Clarification:Knowledge Targets
a. Students must know an author's use of motif (i.e. central idea) can help illuminate the theme of a particular text.
Reasoning Targetsa. Students must analyze
how the interrelationships of literary elements influence the development of plot and subplots, complex characters, and themes in text.
b. Students must analyze how a theme or central idea develops over the course of the text, including evidence from the text as support.
c. Students must explain how specific details from the text refine or create subtle distinctions that shape the theme.
d. Students must use a range of textual evidence to support summaries and interpretations of texts (e.g., purpose, plot/subplot, central idea, theme).
Product Targetsa. Students will provide an
We do (Teacher Guided Practice): Teacher practices with students, asks higher order thinking questions, and provides explicit corrective feedback.
We do (Collaboration): Students practice with other students through pairs, groups … a product should be produced.
You do (Independent Practice): Students work alone to demonstrate knowledge. This can be done in independent group or as an exit slip at the end of the class. The assignment should demonstrate understanding of the objective
Differentiated Instruction : 3 Rotation Daily for 20 minGroups should be determined by most recent data.__3___Rotation Daily
Teacher Led Independent Group TechnologyRequired:Explicit deep teaching of the benchmark using reading selection.
Suggested Activities:LOW: Use Context Clues to teach vocabulary. Chunk reading selection. Use graphic organizer(s). Provide selection summaries. Use visuals to scaffold plot development and teach vocabulary. GIST, SWAG, WIN, MOPP throughout reading. Plot development
INTERMEDIATE:
Required:Independent Reading: AR Book with active reading log Informational Text Question Stem Cards/ Task Cards Vocabulary Activity (Frayer Model, word array, etc.) Integrated Grammar Practice USA Today Newspaper
Suggested
Achieve 3000
Imagine Learning
http://esl.lab.com/
E:\Plot Deveopment PPt..ppt
http:// www.authorstream.com/Presentation/ttravis-57878-Theme-Education-ppt-powerpoint/
One sentence summary frames:http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategies/main%20idea%20plot%20and%20purpose/One%20Sentence%20Summary.pdf
http://www.sanchezclass.com/reading-graphic-organizers.htm
Main idea graphic organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
CELLA Testing Supporting Materials:https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-listening
https://www.casas.org/product-
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
objective summary.CCSS RI & RL 6-8.1Clarification:Reasoning Targets
Students must know textual evidence is a quote, paraphrase, or summary from a text that supports a specific argument or claim that is being made.
Reasoning Targets Students must draw
inferences from literary text to make and support an analysis.
Students must support their conclusions with explicit and implicit textual evidence.
Students must determine the textual evidence that best supports their conclusions.
Students must explain the relationship between their conclusions and the evidence for their conclusions.
CCSS RI & RL 6-8.10Clarification:Read and comprehend complex literary and informational texts independently and proficiently.
Benchmark Pre-requisites
All of the above plus: Thematic analysis Character Analysis
ADVANCED:All of the above plus: Use Question Stem Cards/Task Cards Write story summaries.
Activities:
LOW:
INTERMEDIATE:
ADVANCED:
Please Follow the gradual release (see below)
I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice).
Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question, assign Home learning, Exit Slip, etcSuggested Exit Slip:
. Revisit essential question
. Turn and talk. Students should produce an end product
Grading Rubric: 5 minUse rubric provided below or:
Use rubrics provided on www.insideng.com or Create your own
Points Earned
Possible Points
Teachers Explicit Corrective Feedback:
I participated in class by raising my hand and sharing with others.
15 pts.
overviews/curriculum-management-instruction/sample-test-items/life-and-work-reading
ELL Active Reading Strategies
Preview text features S.W.A.G. W.I.N. and GIST Think-Pair-Share Role play Turn and talk Stop and Jot M.O.P.P Think Alouds
Selection Vocabulary City Hundreds Population Thousands Two
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
Main Idea and Supporting Details
Making Inferences Drawing Conclusions Sequence of Events Recognize Text Structures Recognize Text Features
Benchmark Vocabulary Plot Setting Characters Climax Conflict Resolution Theme Fiction Tone Trait
I used Turn and Talk while sharing with my partner.
10 pts.
I completed my final writing assignment to the best of my ability.
10 pts.
I edited my writing for the grammar focus which is _______________________.
25 pts.
I used correct punctuation. 25 pts.I completed the exit activity. 10 pts.I follow the instructions in every assignment presented today.
5 pts.
Learning Focus: Figurative LanguageBenchmark: see T.E. LA 6-8.2.1.7RI & RL 6-8.1, RI & RL 6-8.2 & CCSS RI & RL 6-8.4 & CSS-RI-RL-10
WIDA STANDARDSMA DESE STANDARDS
COMMON CORE STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
Figurative LanguageBenchmark: see T.E. LA.6-8.2.1.7
CCSS RI & RL 6-8.4RI & RL 6-8.1RI & RL 6-8.2CSS-RI-RL-10
Continue with Vocabulary Benchmarks
Suggested Daily Doable Objectives
I will learn how to (skill) ___________. By using/doing (process) ___________ in order to _____________. I will
Opening Routine: 5 minIntroduce Benchmark and objective, review EQ and CBC/AgendaObjective:
SAMPLE BENCHMARK-RELATED ESSENTIAL QUESTIONS: Teacher will pick one of these two!
1. How does the author’s use of figurative language enhance meaning in a reading selection?
Core Text:Inside Level A Teacher’s EditionReading Selection:Unit 5: City Sights:
Meet Jo TE p. 138 San Francisco TE p.
144
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
LA.6-8.2.1.7: The student will locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice sets the author’s tone and advances the work’s theme. The student will identify, analyze, interpret, and evaluate the author’s use of descriptive and/or figurative language and will determine how the author’s use of language impacts meaning in a variety of grade-level appropriate texts.Clarification: The student will identify, analyze, interpret, and evaluate the author’s use of descriptive or figurative language and will determine how the author’s use of language impacts meaning in a variety of grade-appropriate texts. Descriptive Language (e.g., tone, irony, mood, imagery, alliteration, onomatopoeia, allusion, satire) Figurative Language (e.g., simile, metaphor, symbolism, personification, hyperbole, pun)CCSS RI & RL 6-8.4Clarification:Knowledge Targets
Students must identify figurative language in text.
Students must know an analogy is a comparison between things with similar features.
know I’ve mastered it when I am able to (end product) ______________.
I will learn to identify examples of figurative language within a text.
2. How does understanding figurative language help the reader understand a reading selection?
SELECTION RELATED ESSENTIAL QUESTION SAMPLE1. What makes a neighborhood?
Text Selection: Meet Jo/San Francisco
Genre: Newspaper Article/Travel Article
Ticket to leave-Wrap up! Vocabulary Instruction: Deep teaching of 5 words that are crucial to
the topic and/or understanding of the texts or, Independent practice-http://esl-lab.com/ Quick write Benchmark Related Power Point Presentation (See teacher
resources)Please Follow the gradual release (see below)
I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.
We do (Teacher Guided Practice): Teacher practices with students, asks higher order thinking questions, and provides explicit corrective feedback.
We do (Collaboration): Students practice with other students through pairs, groups … a product should be produced.
You do (Independent Practice): Students work alone to demonstrate knowledge. This can be done in independent group or as an exit slip at the end of the class. The assignment should demonstrate understanding of the objective
Differentiated Instruction : 3 Rotation Daily for 20 minGroups should be determined by most recent data.__3___Rotation Daily
Poetry Selection My City TE p. 126
Vocabulary Support: Ask For and Give
Information: Neighborhood TE p. 127
Grammar Focus: Regular Past Tense
Verbs TE p. 129 Statements with
There Is and There Are TE p. 130
Written Conventions: Pronoun-Verb Contractions TE p. 140
Writing Focus: Journal Page TE p.
153Teacher Resources:
http://insideng.com http://
www.discoveryeducation.com/
http:// www.ereadingworksheets.com
..\..\..\ Figurative_lang_overview ppt..ppt
One sentence summary frames:http://sharepoint.chiles.leon.k12.fl.us/
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
Students must know an allusion is a reference to a person, place, or thing in history, or a reference to another literary text.
Students must know words have connotations (associations or secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Students must know tone is the author's attitude toward the topic.
Students must understand every text has a tone, and that an author's choice of words and phrases controls the tone of the text.
Reasoning Targets Students must determine
how the author's use of words and phrases controls the meaning/tone of the text.
Students must explain how the author's use of figurative language further illustrates/expands the tone and meaning of the text.
Students must explain
Teacher Led Independent Group TechnologyRequired:Explicit deep teaching of the benchmark using reading selection.
Suggested Activities:LOW: Use Context Clues to teach vocabulary. Chunk reading selection. Use graphic organizer(s). Provide selection summaries. Use visuals to scaffold plot development and teach vocabulary. GIST, SWAG, WIN, MOPP throughout reading. Plot development
INTERMEDIATE:All of the above plus: Thematic analysis Character Analysis
ADVANCED:All of the above plus: Use Question Stem Cards/Task Cards Write story summaries.
Required:Independent Reading: AR Book with active reading log Informational Text Question Stem Cards/ Task Cards Vocabulary Activity (Frayer Model, word array, etc.) Integrated Grammar Practice USA Today Newspaper
Suggested Activities:
LOW:
INTERMEDIATE:
ADVANCED:
Achieve 3000
Imagine Learning
Discovery Education
http://esl.lab.com/
Please Follow the gradual release (see below)
I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice):
Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question,
lcsreadingstrategies/main%20idea%20plot%20and%20purpose/One%20Sentence%20Summary.pdf
http://www.sanchezclass.com/reading-graphic-organizers.htm
Main idea graphic organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
CELLA Testing Supporting Materials:https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-listening
https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-reading
ELL Active Reading Strategies
Preview text features GIST Think-Pair-Share Role play Turn and talk Stop and Jot
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
how the author's use of connotative meanings conveys the author's stance/tone within a text.
Students must explain how analogies expand an author's ideas and attitude about the topic.
Students must explain allusions within a text, and how allusions add background knowledge and depth to a text.
CCSS RI & RL 6-8.2Clarification : Knowledge Targets
b. Students must know an author's use of motif (i.e. central idea) can help illuminate the theme of a particular text.
Reasoning Targetse. Students must analyze
how the interrelationships of literary elements influence the development of plot and subplots, complex characters, and themes in text.
f. Students must analyze how a theme or central idea develops over the course of the text, including evidence from the text as support.
g. Students must explain
assign Home learning, Exit Slip, etc.Suggested Exit Slip:
. Revisit essential question
. Turn and talk. Students should produce an end product
Grading Rubric: 5 minUse rubric provided below or:
Use rubrics provided on www.insideng.com or Create your own
Points Earned
Possible Points
Teachers Explicit Corrective Feedback:
I participated in class by raising my hand and sharing with others.
15 pts.
I used Turn and Talk while sharing with my partner.
10 pts.
I completed my final writing assignment to the best of my ability.
10 pts.
I edited my writing for the grammar focus which is ______________________
25 pts.
I used correct punctuation. 25 pts.I completed the exit activity. 10 pts.I follow the instructions in every assignment presented today.
5 pts.
M.O.P.P. Think Alouds
Selection Vocabulary Buildings Live Neighborhood Store Town
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
how specific details from the text refine or create subtle distinctions that shape the theme.
h. Students must use a range of textual evidence to support summaries and interpretations of texts (e.g., purpose, plot/subplot, central idea, and theme).
Product Targetsb. Students will provide an
objective summary.CCSS RI & RL 6-8.1Clarification:Reasoning Targets
Students must know textual evidence is a quote, paraphrase, or summary from a text that supports a specific argument or claim that is being made.
Reasoning Targets Students must draw
inferences from literary text to make and support an analysis.
Students must support their conclusions with explicit and implicit textual evidence.
Students must determine the textual evidence that best supports their
MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide
Inside Level A National GeographicWIDA STANDARDS
MA DESE STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
conclusions. Students must explain the
relationship between their conclusions and the evidence for their conclusions.
CCSS RI & RL 6-8.10Clarification:Read and comprehend complex literary and informational texts independently and proficiently
Benchmark Pre-requisites Make Inferences Understand Main Idea Understand Theme Understand Multiple
Meaning Words Understand Structure of
Poetry
Benchmark Vocabulary Metaphor Simile Personification Onomatopoeia Allusion Alliteration Rhyme