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Standard One: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. | |
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ELA-1-M1 . |
using knowledge of word meaning and developing basic and technical vocabulary using various strategies (e.g., context clues, idioms, affixes, etymology, multiple-meaning words) | |
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ELA-GLE-7-1. |
Develop vocabulary using a variety of strategies, including: | |
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ELA-GLE-7-1a. |
use of connotative and denotative meanings | |
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ELA-GLE-7-1b. |
use of Greek, Latin, and Anglo-Saxon base words, roots, affixes, and word parts (ELA 1 M1) | |
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ELA-1-M2 . |
interpreting story elements (e.g., mood, tone, style) and literary devices (e.g., flashback, metaphor, foreshadowing, symbolism) within a selection | |
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ELA-GLE-7-2. |
Explain story elements, including: | |
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ELA-GLE-7-2a. |
the revelation of character motivation through thoughts, words, and actions | |
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ELA-GLE-7-2b. |
plot sequence (e.g., exposition, rising action, climax, falling action, resolution) | |
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ELA-GLE-7-2c. |
conflicts (e.g., man vs. man, nature, society, self) and their effect on plot | |
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ELA-GLE-7-2d. |
effects of first- and third person points of view | |
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ELA-GLE-7-2e. |
theme development (ELA 1 M2) | |
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ELA-GLE-7-3. |
Interpret literary devices, including: | |
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ELA-GLE-7-3a. |
symbolism | |
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ELA-GLE-7-3b. |
puns | |
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ELA-GLE-7-3c. |
analogies (ELA 1 M2) | |
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ELA-1-M3. |
reading, comprehending, and responding to written, spoken, and visual texts in extended passages (e.g., ranging from 500-1,000 words) | |
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ELA-GLE-7-4. |
Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including: | |
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ELA-GLE-7-4a. |
instructional materials | |
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ELA-GLE-7-4b. |
essays | |
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ELA-GLE-7-4c. |
dramas (ELA 1 M3) | |
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ELA-1-M4. |
interpreting (e.g., paraphrasing, comparing, contrasting) texts with supportive explanations to generate connections to real- life situations and other texts (e.g., business, technical, scientific) | |
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ELA-GLE-7-5. |
Interpret ideas and information in a variety of texts, including periodical articles, editorials, and lyrics, and make connections to real life situations and other texts (ELA 1 M4) | |
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ELA-1-M5 . |
adjusting reading rate according to texts and purposes for reading (e.g., problem solving, evaluating, researching) | |
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Standard Six: Students read, analyze, and respond to literature as a record of life experiences. Standard 6: | |
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ELA-6-M1. |
comparing/contrasting and responding to United States and world literature that represents the experiences and traditions of diverse ethnic groups | |
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ELA-GLE-7-6. |
Identify universal themes (e.g., search for identity, love, friendship, family, courage, adversity) and cultural viewpoints found in national, world, and multicultural literature in oral and written responses (ELA 6 M1) | |
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ELA-6-M2. |
identifying, comparing and responding to a variety of classic and contemporary fiction and non-fiction literature from many genres (e.g., novels, drama) | |
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ELA-GLE-7-7. |
Compare and contrast elements (e.g., plot, setting, character, theme) in multiple genres in oral and written responses (ELA 6 M2) | |
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ELA-6-M3 . |
classifying and interpreting various genres according to their unique characteristics | |
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ELA-GLE-7-8. |
Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including: | |
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ELA-GLE-7-8a. |
fiction (e.g., science fiction/fantasy) | |
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ELA-GLE-7-8b. |
nonfiction (e.g., essays, letters) | |
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ELA-GLE-7-8c. |
poetry (e.g., lyric, narrative) | |
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ELA-GLE-7-8d. |
drama (e.g., short plays) (ELA 6 M3) | |
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Standard Seven: Students apply reasoning and problem-solving skills to reading, writing, speaking, listening, viewing, and visually representing. | |
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ELA-7-M1. |
using comprehension strategies (e.g., summarizing, recognizing literary devices, paraphrasing) to analyze oral, written, and visual texts | |
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ELA-GLE-7-9. |
Demonstrate understanding of information in grade appropriate texts using a variety of strategies, including: | |
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ELA-GLE-7-9a. |
sequencing events and steps in a process | |
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ELA-GLE-7-9b. |
summarizing and paraphrasing information | |
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ELA-GLE-7-9c. |
identifying stated or implied main ideas and explaining how details support ideas | |
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ELA-GLE-7-9d. |
comparing and contrasting literary elements and ideas | |
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ELA-GLE-7-9e. |
making inferences and drawing conclusions | |
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ELA-GLE-7-9f. |
predicting the outcome of a story or situation | |
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ELA-GLE-7-9g. |
identifying literary devices (ELA 7 M1) | |
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ELA-7-M2 . |
using reasoning skills (e.g., categorizing, prioritizing), life experiences, accumulated knowledge, and relevant available information resources to solve problems in oral, written, and visual texts | |
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ELA-GLE-7-10. |
Explain the relationship between life experiences and texts to generate solutions to problems (ELA 7 M2) | |
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ELA-7-M3 . |
interpreting the effects of an author’s purpose (reason for writing) and viewpoint (perspective) | |
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ELA-GLE-7-12. |
Explain the effects of an author’s stated purpose for writing (ELA 7 M3) | |
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ELA-GLE-7-13. |
Identify an author’s bias (objectivity) for, against, or neutral toward an issue (ELA 7 M3) | |
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ELA-7-M4 . |
using inductive and deductive reasoning skills across oral, written, and visual texts | |
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ELA-GLE-7-14. |
Analyze grade appropriate print and nonprint texts using various reasoning skills, for example: | |
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ELA-GLE-7-14a. |
identifying cause-effect relationships | |
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ELA-GLE-7-14b. |
raising questions | |
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ELA-GLE-7-14c. |
reasoning inductively and deductively | |
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ELA-GLE-7-14d. |
generating a theory or hypothesis | |
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ELA-GLE-7-14e. |
skimming/scanning (ELA 7 M4) | |
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Standard Two: Students write competently for a variety of purposes and audiences. | |
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ELA-2-M1. |
writing multi-paragraph compositions (150-200 words) that clearly imply a central idea with supporting details in a logical, sequential order | |
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ELA-GLE-7-16. |
Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences (ELA 2 M1) | |
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ELA-2-M2 . |
using language, concepts, and ideas that show an awareness of the intended audience and/or purpose (e.g., classroom, real-life, workplace) in developing complex compositions | |
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ELA-GLE-7-17. |
Develop grade appropriate compositions on student- or teacher-selected topics that include the following: | |
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ELA-GLE-7-17a. |
word choices (diction) appropriate to the identified audience and/or purpose | |
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ELA-GLE-7-17b. |
vocabulary selected to clarify meaning, create images, and set a tone | |
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ELA-GLE-7-17c. |
information/ideas selected to engage the interest of the reader | |
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ELA-GLE-7-17d. |
clear voice (individual personality) | |
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ELA-GLE-7-17e. |
variety in sentence structure (ELA 2 M2) | |
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ELA-2-M3 . |
identifying and applying the steps of the writing process | |
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ELA-GLE-7-18. |
Develop grade appropriate compositions by identifying and applying writing processes, such as the following: | |
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ELA-GLE-7-18a. |
selecting topic and form | |
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ELA-GLE-7-18b. |
prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers) | |
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ELA-GLE-7-18c. |
drafting | |
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ELA-GLE-7-18d. |
conferencing (e.g., peer and teacher) | |
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ELA-GLE-7-18e. |
revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist, rubrics) | |
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ELA-GLE-7-18f. |
proofreading/editing | |
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ELA-GLE-7-18g. |
publishing using technology (ELA 2 M3) | |
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ELA-2-M4 . |
using narration, description, exposition, and persuasion to develop various modes of writing (e.g., notes, essays) | |
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ELA-GLE-7-19. |
Develop grade appropriate paragraphs and multiparagraph compositions using the various modes of writing (e.g., description, narration, exposition, persuasion), emphasizing narration and exposition (ELA 2 M4) | |
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ELA-GLE-7-20. |
Use the various modes to write compositions, including: | |
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ELA-GLE-7-20a. |
essays based on a stated opinion | |
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ELA-GLE-7-20b. |
fictional narratives (ELA 2 M4) | |
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ELA-2-M5. |
identifying and applying literary devices (e.g., symbolism, dialogue) | |
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ELA-GLE-7-21. |
Develop writing using a variety of literary devices, including analogies, symbolism, and puns (ELA 2 M5) | |
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ELA-2-M6. |
writing as a response to texts and life experiences (e.g., personal and business letters) | |
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ELA-GLE-7-22. |
Write for various purposes, including: | |
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ELA-GLE-7-22a. |
letters of complaint supported with complete and accurate information and reasons | |
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ELA-GLE-7-22b. |
evaluations of media, such as television, radio, and the arts | |
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ELA-GLE-7-22c. |
text supported interpretations of elements of grade appropriate stories, poems, plays, and novels | |
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ELA-GLE-7-22d. |
applications, such as memberships and library cards (ELA 2 M6) | |
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Standard Three: Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting. | |
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ELA-3-M1 . |
writing fluidly and legibly in cursive or printed form | |
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ELA-3-M2. |
demonstrating use of punctuation (e.g., colon, semicolon, quotation marks, dashes, parentheses), capitalization, and abbreviations | |
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ELA-GLE-7-23. |
Use standard English punctuation, including: | |
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ELA-GLE-7-23a. |
commas to set off direct quotations, nouns of direct address, and after introductory words or phrases | |
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ELA-GLE-7-23b. |
semicolons or colons to separate independent clauses (ELA 3 M2) | |
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ELA-3-M3 . |
demonstrating standard English structure and usage by using correct and varied sentence types (e.g., compound and compound-complex) and effective personal styles | |
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ELA-GLE-7-24. |
Write paragraphs and compositions following standard English structure and usage, including: | |
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ELA-GLE-7-24a. |
varied sentence structures, including complex sentences | |
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ELA-GLE-7-24b. |
antecedents that agree with pronouns in number, person, and gender | |
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ELA-GLE-7-24c. |
sentences without double negatives (ELA 3 M3) | |
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ELA-3-M4 . |
demonstrating understanding of the parts of speech to make choices for writing | |
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ELA-GLE-7-25. |
Apply knowledge of parts of speech in writing, including: | |
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ELA-GLE-7-25a. |
infinitives and participles | |
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ELA-GLE-7-25b. |
superlative and comparative degrees of adjectives | |
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ELA-GLE-7-25c. |
adverbs (ELA 3 M4) | |
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ELA-3-M5 . |
spelling accurately using strategies and resources (e.g., glossary, dictionary, thesaurus, spell check) when necessary | |
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ELA-GLE-7-26. |
Spell high frequency, commonly confused, frequently misspelled words and derivatives (e.g., roots, affixes) correctly (ELA 3 M5) | |
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ELA-GLE-7-27. |
Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find correct spellings (ELA 3 M5) | |
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Standard Four: Students demonstrate competence in speaking and listening as tools for learning and communicating. | |
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ELA-4-M1. |
speaking intelligibly, using standard English pronunciation and diction | |
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ELA-GLE-7-28. |
Adjust diction and enunciation to suit the purpose for speaking (ELA 4 M1) | |
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ELA-GLE-7-29. |
Use standard English grammar, diction, syntax, and pronunciation when speaking (ELA 4 M1) | |
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ELA-4-M2. |
giving and following directions/procedures | |
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ELA-GLE-7-30. |
Follow procedures (e.g., read, question, write a response, form groups) from detailed oral instructions (ELA 4 M2) | |
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ELA-4-M3 . |
using the features of speaking (e.g., audience analysis, message construction, delivery, interpretation of feedback) when giving rehearsed and unrehearsed presentations | |
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ELA-GLE-7-32. |
Adjust volume and inflection to suit the audience and purpose of presentations (ELA 4 M3) | |
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ELA-4-M4 . |
speaking and listening for a variety of audiences (e.g., classroom, real-life, workplace) and purposes (e.g., awareness, concentration, enjoyment, information, problem solving) | |
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ELA-GLE-7-35. |
Deliver formal and informal persuasive presentations (ELA 4 M4) | |
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ELA-4-M6 . |
participating in a variety of roles in group discussions (e.g., facilitator, recorder) | |
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ELA-GLE-7-38. |
Participate in group and panel discussions, including: | |
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ELA-GLE-7-38a. |
explaining the effectiveness and dynamics of group process | |
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ELA-GLE-7-38b. |
applying agreed-upon rules for formal and informal discussions | |
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ELA-GLE-7-38c. |
assuming a variety of roles (e.g., facilitator, recorder, leader, listener) (ELA 4 M6) | |
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Standard Five: Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge. | |
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ELA-5-M3 . |
locating, gathering, and selecting information using formal outlining, paraphrasing, interviewing, and surveying to produce documented texts and graphics | |
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ELA-GLE-7-42. |
Gather and select information using data gathering strategies/tools, including: | |
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ELA-GLE-7-42a. |
surveying | |
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ELA-GLE-7-42b. |
interviewing | |
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ELA-GLE-7-42c. |
paraphrasing (ELA 5 M3) | |
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ELA-GLE-7-43. |
Generate grade appropriate research reports that include information presented in a variety of forms, including: | |
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ELA-GLE-7-43a. |
visual representations of data/information | |
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ELA-GLE-7-43b. |
graphic organizers (e.g., outlines, timelines, charts, webs) | |
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ELA-GLE-7-43c. |
works cited lists and/or bibliographies (ELA 5 M3) | |
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ELA-5-M6. |
identifying and interpreting graphic organizers (e.g., flowcharts, timelines, tree diagrams) | |
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ELA-GLE-7-46. |
Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade appropriate sources (ELA 5 M6) | |