SEVENTH GRADE

 

STANDARD 1: LITERARY GENRE

 

   Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.  Among these texts are fiction and nonfiction, classic and contemporary works.

 

   Reading is a rich and complex human activity. It allows students to create and explore new ideas. They gain the capability to learn about different subjects, find information, participate effectively in the workplace, and have a better understanding of the world. Students need to read for a range of purposes within a variety of contexts.

 

· Read, respond to, and study a variety of texts

· Discuss texts for several purposes

· Study and create nonprint (oral and picture) texts

· Develop as an independent reader

· Read primary texts from many regions

· Discover information, connections, and themes to form new insights

 

 

SEVENTH GRADE

1. Identify and trace the development of an author’s argument, point of view, or perspective in text

2. Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, and essay)

3.      Read 12 books/1800 pages from a variety of fiction and nonfiction

4.      Read and respond to a variety of literature

5.      Infer main idea, predict outcomes or compare characters in a variety of literature

6.      Use different reading styles and rates for different materials

7.      Read daily in school

 

STANDARD 2: LITERATURE AND CRITICAL THINKING

 

   Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

 

   Literature plays a vital role in developing critical thinking. As students learn to read and respond to literary texts, they utilize terms and concepts of literary analysis necessary to and explore worlds (actual and imagined) from perspectives other than their own.

 

· Read and study characteristics of various genres

· Reflect critically on classic and contemporary works

· Learn and use specialized terms and concepts of literary analysis

· Explore the complexities of the human experience through literature

 

 

SEVENTH GRADE

1.      Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future actions(s)

2.      Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters

3.      Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness)

4.      Contract points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work. Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future actions(s)

5.      Assess adequacy/accuracy of the author’s evidence to support claims and assertions. Identify idioms, analogies, metaphors, and similes in prose and poetry

6.      Noting instances of bias and stereotyping

7.      Identify significant literacy devices such as dialect, flashback, foreshadowing, plot, climax, and characterization. Use those elements to interpret the work

 

STANDARD 3: READING COMPREHENSION

 

   Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

 

   Interpreting and evaluating texts is a key element in helping readers explore their own responses, feelings, and values. This takes time and experience with a variety of texts. Students draw on prior knowledge and recognize strategies and conventions that guide them toward comprehension.

 

· Use graphic, phonological, syntactic, and semantic cues

· Form expectations and make predictions about a text

· Build on previous reading and life experiences

· Create meaning from the text

· Change strategies when moving from one genre or context to another

· Question, summarize, and restate the text

· Reflect on textual meaning from personal perspective

· Evaluate text elements such as purpose or emotional appeal

· Explore personal responses, feelings, and values to ideas presented

 

 

SEVENTH GRADE

1.      Use knowledge of Greek and Latin roots and affixes to understand content area vocabulary

2.      Clarify word meanings through the use of definition, example, restatement, or contrast

3.      Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses

4.  Recognize the origin and meanings of frequently used foreign words in English and use these words accurately in speaking and writing

5.  Use reading strategies: context clues, rereading, self-correction, reading with others, predicting, questioning, clarifying, and summarizing

6.  Understand plot, characters, setting, and theme of a story

7.  Answer literal questions accurately

8.  Retell the main events of a text in sequence

9.  Draw conclusions about the feelings and attitudes of a character

10.  Differentiate between fact and opinion

11.     Analyze text which uses cause and effect patterns

 

 

 

STANDARD 4: LANGUAGE AND COMMUNICATION

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

   Language is used as expression in differing social arenas. Students need to study how language conventions vary from one context to another. Students acknowledge the audience as they compose different types of literary texts.

 

• Use various speaking and writing styles to fit different purposes and audiences

• Use standard English for speaking and writing

• Experience dialects and other forms of English

• Develop confidence and versatility in the use of language by exploring connections between voice and audience, purpose and form   

 

 

SEVENTH GRADE

1.      Ask probing questions to elicit information, including evidence to support  speaker’s claims and conclusions

2.      Arrange details, reasons, descriptions or examples effectively and persuasively in relation to the audience

3.      Determine speaker’s attitude toward the subject

4.      Respond to persuasive messages with questions, challenges, affirmations

5.      Provide constructive feedback to speakers concerning the coherence and logic of a speech’s content and delivery and its overall impact on the listener

6.      Organize information to achieve particular purposes and to appeal to the interests and background of the audience

7.      Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience

8.      Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact for effective presentations

9. Deliver narrative presentations:

            a. Establish a context, standard plot line (having a beginning, conflict, rising action, climax, and denouement), and point of view.

            b. Describe complex major and minor characters and definite setting.

            c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, and expressions).

10. Deliver oral summaries of articles and books:

            a. Include the main ideas of the event or article and the most significant details.

            b. Use the student’s own words, except for material quoted from the sources.

            c. Convey a comprehensive understanding of sources, not just superficial details.

11. Deliver persuasive presentations:

            a. State a clear position or perspective in support of an argument or proposal.

            b. Describe the points in support of the argument and employ well articulated 

                 evidence.

12. Make use of appropriate props to present information.

 

STANDARD 5: WRITING STRATEGIES

 

  Interpret and evaluate the various ways that visual image-makers (e.g., graphic artists, documentary filmmakers, illustrators, and news photographers) present events and communicate information.

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

• Reading and writing are not separate but intertwined. Just as students use a variety of strategies for reading, they also use a variety of strategies for writing. Students need frequent opportunities to write about an array of topics for different audiences and purposes. Students develop these skills with guidance through reading and writing activities

• Write frequently about different topics for a variety of audiences and purposes

• Use the stages of the writing process to plan, draft, edit, revise and publish for real audiences

• Utilize standard English as appropriate

• Demonstrate the ability to be flexible and adapt to different writing situations

• Read a variety of authors to learn the craft of writing

 

SEVENTH GRADE

1.  Create an organizational structure that balances all aspects of the composition and used effective transition between sentences to unify important ideas

2.  Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples

3.  Use strategies of notetaking, outlining, and summarizing to impost structure on composition drafts

4.  Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary

5.  Write fictional or autobiographical narratives of 500 to 700 words:

            a. Develop a standard plot line (having a beginning, conflict, rising action,

               climax, and denouement) and point of view.

            b. Develop complex major and minor characters and a definite setting.

            c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming

               of specific narrative action, including movement, gestures, and

               expressions).

6.  Write responses to literature of 500 to 700 words:

            a. Develop interpretations exhibiting careful reading, understanding, and

               insight.

            b. Organize interpretations around several clear ideas, premises, or images

               from the literary work.

            c. Justify interpretations through sustained use of examples and textual

               evidence.

7.  Write persuasive compositions of 500 to 700 words:

            a. State a clear position or perspective in support of a proposition or

               proposal.

            b. Describe the points in support of the proposition, employing well-

               articulate evidence.

            c. Anticipate and address reader concerns and counter arguments.

8.  Write summaries of reading materials of 500 to 700 words:

            a. Include the main ideas and most significant details.

            b. Use the student’s own words, except for quotations.

            c. Reflect underlying meaning, not just the superficial details.

9.  Write daily for fluency and clarity

10. Write frequently on self-selected topics

11. Participate in writing response groups

12. Write a well-formulated paragraph presenting a personal point of view with

substantiation

 

STANDARD 6: LANGUAGE CONVENTIONS AND STRUCTURES

 

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

 

Through the reading-writing process students learn grammar, language patterns, and conventions and apply it to the broader purposes of communication. Knowledge of the systems, structures of language and the conventions of writing, ensure that students write effectively.

 

• Spell frequently used words correctly

• Use spelling resources such as dictionaries, peer editing, word lists, temporary spelling, spell

check, etc.

• Write with command of standard English: capitalization, punctuation, sentence structure, and

grammar

• Evaluate and discuss the structure of language in a variety of print and graphics

Evaluate and discuss a variety of print and graphics

 

 

SEVENTH GRADE

1  Use appropriate grammar

2. Use correct capitalization

3. Spell derivatives correctly by applying the correct spelling of roots and affixes

4. Apply spelling rules (See Appendix)

5. Identify and use infinitives and correct pronoun/antecedent reference

6. Identify types and structures of sentences

7. Use properly placed modifiers; use active voice

8. Identify and use hyphen, dash, and brackets. Use semi-colon between two clauses of a compound sentence that are not joined by a conjunction

9. Identify all parts of speech

10. Identify mechanics (e.g., quotations, commas at end of dependent clauses)

11. Identify appropriate usage (e.g., pronoun reference)

 

STANDARD 7: RESEARCH AND COMMUNICATION

 

      Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.

 

     Investigation, discussion, and reflection help students to look at and make sense of the world to develop questions, identify issues, address problems, and seek answers. Students acquire a range of tools to accomplish these tasks.

 

· Formulate engaging questions from life and classroom experiences

· Discuss, hypothesize and plan steps to find answers

· Gather data from a variety of sources

· Analyze and synthesize data in a way that clearly shows new knowledge

· Communicate what has been learned to suit purposes and audience

     

 

SEVENTH GRADE

1.  Identify topics, ask questions, and develop ideas leading to inquiry, investigation, and research

2. Write research reports that convey a clear and accurate perspective on the subject; include evidence generated through the research process; credit reference sources (e.g., bibliography)

3. Orally deliver research presentations that convey clear and accurate perspectives on the subject

4. Locate nonfiction, fiction, reference materials, and other information following a class library orientation

5. Locate words and their meanings in a dictionary

6.  Locate information using a variety of consumer, workplace, and public documents

7.  Understand and analyze the differences among various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, and signs) in terms of their structure and purpose

 

STANDARD 8: TECHNOLOGY AND RESOURCES

 

    Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

 

    Technology has opened new worlds to students. To utilize these valuable resources, they use computers and other interactive media. This knowledge equips them to attain their goals and career choices. Access to a wealth of information, ideas, and visual images enhances academic success and empowers students as lifelong learners.

 

· Students will demonstrate competence in using technology as a production tool in many disciplines to solve problems and communicate ideas.

· Students will demonstrate ability to access and synthesize information with available

    technologies.

· Students will use technology responsibly, legally and ethically.

           

 

SEVENTH GRADE

1. Compose documents with appropriate formatting using word-processing skills, graphics  (as available)

2. Use spell check (as available)

3. Use school and public libraries including electronic searches to locate information for research (as available)

 

STANDARD 9: DIVERSITY

 

   Students see, understand, and respect different perspectives and communicate effectively with those whose lives, languages, and cultures vary from their own.

 

    Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles.

 

    Language can foster understanding, both socially and culturally. Students bring a diverse heritage into the classroom. They build the groundwork for unity by understanding and respecting differences. Students deserve and need learning environments that encourage respect for culture, age, race, gender, religious and ethnic diversity.

 

· Investigate shared beliefs and traditions, and honor what is distinctive about individuals and groups

· Read and discuss stories and texts that explore diversity

· Recognize how linguistic diversity influences language and perceptions of the world

· Participate in creating a safe, accepting environment

· Develop an appreciation for the complexities of language and dialect

 

 

SEVENTH GRADE

1. Respond to diverse literature, art, music, and movement to create an awareness of values, ethics, and customs

2. Define roles and share responsibility for a team project; set objectives and time frame for work to be completed; establish process for group decision-making; review progress and make adjustments

 

STANDARD 10: ENGLISH LANGUAGE LEARNERS (pre-Proposition 227, awaiting California State Department of Education direction)

 

   Students whose first language is not English use their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.  

 

   This standard provides access to the core curriculum for students who are not part of the Bilingual/Immersion Program. Please refer to the English Language Development (ELD) Bilingual Master Plan for more specific details on ELD learning strategies.

 

   Linguistic diversity is a factor in today’s classrooms as it is in the nation. Our focus is to enable students who are not proficient in English to become so. It is important that these students develop academic competency in both languages.

 

The following may be used throughout the grade levels:

1. Read appropriate leveled primary language content material when available

2.  Read, write, and speak using primary language when appropriate

3. Demonstrate understanding by using an agreed upon signal

4. Work with English speaking partner for difficult tasks

5. Participate actively and collaboratively in group work

6. Participate in discussions with partner or in small groups

7. Interact appropriately in social situations within the classroom

8. Display awareness of common cultural markers (e.g., historical, geographical sites, pastimes, foods, and schedules)

9. Pursue acquisition of English through available activities, resources, and personnel  (e.g., listening centers, computers, TV and libraries)

10. Listen and respond to diverse literature

11. Participate in language arts activities that incorporate different learning styles/modalities

12. Use oral language and models or pictures to explain thinking

13. Listen and respond to literature that reinforces thematic units

14. Write science and social studies reports with format provided

15. Understand written texts through discussion, illustrations and visuals

16. Make oral presentations in English

17. Practice oral language exercises and communicative language functions

18. Develop academic vocabulary

19. Participate in sheltered language activities in content areas

 

STANDARD 11: LITERACY COMMUNITIES

 

   Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

 

   Students are members of a variety of literacy communities including peers, teachers, friends, family members, as well as, communities within the technological world. Students develop awareness of their own roles within these communities and can see how language usage varies. This idea of community emphasizes the collaborative approach of language learning.

 

 

 

 

SEVENTH GRADE

1. Play a variety of roles in group discussion (e.g., active listener, discussion leader, and facilitator) about a literary text

2. Participate in discussions about literary texts

3. Interact appropriately in peer response groups

 

STANDARD 12: LIFELONG LEARNING

 

    Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 

    Students developing strong learning habits and positive attitudes towards language, will chose to read widely, discuss issues, and question others thoughtfully. Students need to be well motivated to become responsible for their own lifelong learning. We are all lifelong learners.

 

 

SEVENTH GRADE

1. Demonstrate awareness of language that people use in different social, school, and work settings

2. Work independently as well as collaboratively for meaning and enjoyment

3. Read independently for meaning and enjoyment

4.  Practice appropriate social awareness