Grade+7

RL 7.1 WIDA 2 || Cite several pieces of textual evidence to support analysis of what the text says explicitly in grade 7 text(s). || Identify key details that support the main idea using a graphic organizer in a small group || **VU**: evidence, prove, character, setting, plot, mood, internal/external conflict, resolution; Transitional words
 * Grade 7: SLOs Unit 1**
 * **SLO**
 * CCSS**
 * WIDA** || **Student Learning Objective** || **Performance Indicator**
 * (language target)**
 * Function + topic + support** || **Language needed** ||
 * 1.
 * LFC**: quoted/reported speech
 * DC:** Paraphrasing, Conditional sentences Complex sentences ||


 * || ** ELP 1 ** || ** ELP 2 ** || ** ELP 3 ** || ** ELP 4 ** || ** ELP 5 ** ||

RL.7.1 WIDA 2 || Cite several pieces of textual evidence to support analysis of inferences drawn from grade 7 text(s). || Locate details within the text that support inference using a graphic organizer in a small group. || **VU:** inference, conclusion, judgment, vocabulary within text
 * 2.
 * LFC:** language of citation (for example, according to, the author explains)
 * DC:** declarative sentences, complex sentences, quotations, similes/metaphors ||


 * || ** ELP 1 ** || ** ELP 2 ** || ** ELP 3 ** || ** ELP 4 ** || ** ELP 5 ** ||

RL7. 2 WIDA 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. || Identify the theme of a text using a “big idea” list or plot diagram to provide details in a small group || **VU:** theme, literary terms (setting, character, plot, conflict, climax, resolution) Coordinating conjunctions ||
 * 3.
 * LFC:** Modals; Compound tense (tense progression)
 * DC:** Complex sentences


 * || ** ELP 1 ** || ** ELP 2 ** || ** ELP 3 ** || ** ELP 4 ** || ** ELP 5 ** ||

RL 7.3 WIDA 2 || Analyze how particular elements of a story interact (e.g., how setting shapes the characters) in 7th grade text(s). || Give reasons for actions characters take based on setting using a chart with a partner. || **VU:** literary terms, questions words, transition words, dialogue
 * 4.
 * LFC:** present tense
 * DC**: use logical connections, parallelism ||


 * || ** ELP 1 ** || ** ELP 2 ** || ** ELP 3 ** || ** ELP 4 ** || ** ELP 5 ** ||

RL.7.3 WIDA 2 || Analyze how particular elements of a story interact (e.g., how setting shapes the plot) in 7th grade text(s). || Draw conclusions about plot based on setting using a graphic organizer from Inspiration software with a partner. || **VU:** literary elements: plot, setting, conflict, theme
 * 5.
 * LFC:** present tense
 * DC:** use logical connections, parallelism, identifying mood ||


 * || ** ELP 1 ** || ** ELP 2 ** || ** ELP 3 ** || ** ELP 4 ** || ** ELP 5 ** ||

RL.7.4 WIDA 2 || Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of 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. || Identify and interpret poetic devices by highlighting text with a partner. || **VU:** alliteration, rhyme, simile, metaphor
 * 6.
 * LFC:** descriptive verbs and adjectives, imagery
 * DC:** organizational types of stanzas in poems, free verse, rhyme schemes ||


 * || ** ELP 1 ** || ** ELP 2 ** || ** ELP 3 ** || ** ELP 4 ** || ** ELP 5 ** ||

RL.7.5 WIDA 2 |||| Analyze how a poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. |||| Draw conclusions using a T-chart about the meaning of a poem with a partner. || **VU:** structure, sonnet, soliloquy RL.7.6 WIDA 2 |||| Analyze how an author develops the points of view of different characters or narrators in a 7th grade text. |||| Evaluate characters by staging a character dinner party as a whole-class role-play, where students assume character identities while the class audience analyzes the dialogue. || **VU:** point of view, objective, narration RL.7.6 WIDA 2 |||| Analyze how an author contrasts the points of view of different characters or narrators in a 7th grade text. |||| Write a letter from one character to another that highlights differences between the two characters. || **VU:** contrast, perspective, omniscient, opinion, first-person RL.7.7 WIDA 2 |||| Compare and contrast a written story 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). |||| Use an interactive electronic Venn diagram to compare and contrast elements from the book and movie. || **VU:** transition words: similarly, likewise, however, in addition, film terms: lighting, sound, angle, focus RL.7.7 WIDA 2 |||| Compare and contrast a 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). |||| Create a podcast that contrasts the printed and audio version of the same poem with a partner. || **VU:** diction, volume, pitch, intonation, accent, annunciation, rhythm W.7.3b. WIDA 2 |||| Write narratives to develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters. |||| Create a digital story (using storybird.com or other program) using a graphic organizer. || **VU:** parts of a story: introduction, development, conflict, conclusion W.7.3d. WIDA 2 |||| Write narratives to develop real or imagined experiences or events using relevant descriptive details; use precise words and phrases, and sensory language to capture the action and convey experiences and events. |||| Write a memoir using a timeline or sequencing organizer. || **VU:** foreshadowing, flashback, sensory words W.7.3a. WIDA 2 |||| Write narratives to develop real or imagined experiences or events using well-structured event sequences; 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. |||| Retell a story from another character’s point of view using a story chart with a partner. || **VU:** scene, events, dialogue, persuasion, narrator W.7.3c WIDA 2 |||| Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another when writing narratives. |||| Use elaboration starters with transitional words to introduce details and signal shifts. || **VU:** ordinal words: first of all, next, in addition, therefore, consequently W.7.3e. WIDA 2 |||| When engaged in narrative writing, provide a conclusion that follows from and reflects on the narrated experiences or events. |||| Explain the lesson that was learned from the personal experience using self-reflection. || **VU:** moral, outcome W.7.4 WIDA 2 |||| Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |||| Create a TAP (task, audience, purpose) visual organizer with a partner identifying the specifics related to the writing topic, intended audience, and the purpose for writing. || **VU:** task, audience, purpose, thesis statement W.7.5 WIDA 2 |||| 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 has been addressed. |||| Model an essay (persuasive) provided by a teacher with examples from a required element checklist. || **VU:** variety of idioms, required elements: hyperbole, similes, alliteration W.7.5 WIDA 2 |||| 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 audience has been addressed ||||  || **VU:** W.7.6 WIDA 2 |||| Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others. |||| Utilize wikispaces to produce a published work in a group. Create a list of citations using bibme.org, or other citation generation software. || **VU:** revision, proofreading, editing W.7.9a WIDA 2 |||| Draw evidence from literary texts to support analysis and reflection. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as means of understanding how authors of fiction use or alter history”). |||| Utilize graphic organizers (Venn diagram, T-chart) to compare historical fiction to real historic documents as they relate to a quotation. || **VU:** facts, assumptions, documents W.7.10 WIDA 2 |||| Write narratives routinely over extended time frames (time for 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 |||| Keep a writer's journal that demonstrates use of various writing styles and topics. || **VU:** personal narrative, journal SL.7.1 WIDA 1, 2 |||| 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. |||| Discuss and respond to a range of questions and topics in pairs and small groups. || **VU:** turn-taking, expressing opinion, clarification SL.7.1a WIDA 1, 2 |||| Come to discussions prepared, having read or researched 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. |||| Utilize realia, images, post-it notes to share ideas gained from independent reading and research. || **VU:** evidence, explicit, facts, support ideas SL.7.1b. WIDA 1 |||| When participating in collaborative discussions, follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. |||| Discuss and take notes regarding assigned roles and consensus statements. || **VU:** turn-taking, specific language SL.7.1c. WIDA 1 |||| 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. |||| Ask specific, targeted questions as well as open-ended questions as necessitated by the flow of the discussion. || **VU:** elaboration, voice, mood SL.7.1d. WIDA 1 |||| When participating in collaborative discussions, acknowledge new information expressed by others and, when warranted, modify their own views. |||| Elaborate and comment on ideas and opinions expressed by others. Share own opinions, acknowledge differences and modify own ideas. || **VU:** collaborate, acknowledge, modify WIDA 1 |||| Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. ||||  || **VU:** SL.7.6; L.7.3 WIDA 1 |||| Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening; adapt speech to a variety of contexts and choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. ||||  || **VU:** L.7.1a. WIDA 2 |||| Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; explain the function of phrases and clauses in general and their function in specific sentences. ||||  || **VU:** L.7.1b. WIDA 2 |||| Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. ||||  || **VU:** L.7.2a. WIDA 2 |||| Demonstrate command of the conventions of standard English capitalization, punctuation, when writing; use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). ||||  || **VU:** L.7.2b. WIDA 2 |||| Demonstrate command of the conventions of standard English to spell correctly. ||||  || **VU:** L.7.4a. WIDA 2 |||| 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; 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. ||||  || **VU:** L.7.4b. WIDA 2 |||| 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; use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). ||||  || **VU:** L.7.4c.d. WIDA 2 |||| 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; 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; verify the preliminary determination of the meaning of a word or phrase e.g., by checking the inferred meaning in context or in a dictionary) ||||  || **VU:** L.7.6 WIDA 2 |||| 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 ||||   || **VU:**
 * 7.
 * LFC:** pronoun usage, identifying subjects
 * DC:** understanding speech structure, word order, direct/indirect address ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 8.
 * 8.
 * LFC:** first person voice, third person voice (subject, personal, object, possessive, reflexive pronouns)
 * DC:** organization of text/dialogue, exposition ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 9.
 * 9.
 * LFC:** transition words, tense variety and aspect
 * DC:** parallelism ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 10.
 * 10.
 * LFC:** past tense, antonyms
 * DC:** shot, sequence, cropping, close-up ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 11
 * 11
 * LFC:** pattern, present tense
 * DC:** figurative language, idiomatic expression ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 12.
 * 12.
 * LFC:** using quotations
 * DC:** leads, description, dialogue, indenting, ordered story-telling ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 13.
 * 13.
 * LFC:** past tense, irregular past, descriptive adjectives, active verbs
 * DC:** sensory description, time-ordered paragraphs ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 14.
 * 14.
 * LFC:** pronoun-antecedent agreement, past tense
 * DC**: character’s tone, time-ordered paragraphs ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 15.
 * 15.
 * LFC:** transitional words
 * DC:** elaboration of ideas, cohesive forms ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 16.
 * 16.
 * LFC:** conclusion words, repetition
 * DC:** use a closing technique: pose a question, give a strong statement, allude to mystery, begin a new story ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 17.
 * 17.
 * LFC:** tense and aspect
 * DC:** cohesion of ideas, logical connectors ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 18.
 * 18.
 * LFC:** subject-verb agreement, tense and aspect
 * DC:** parallel structure, simple, compound and complex sentences, logical connectors ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 19.
 * 19.
 * LFC:**
 * DC** ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 20.
 * 20.
 * LFC:** subject/verb agreement
 * DC:** compound/complex sentences ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 21.
 * 21.
 * LFC:**
 * DC** ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 22.
 * 22.
 * LFC:** tenses and aspets
 * DC:** styles of journal writing ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 23.
 * 23.
 * LFC:** subject-verb agreement
 * DC:** ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 24.
 * 24.
 * LFC:** subject-verb agreement
 * DC:** appropriate voice and expression, volume for group discussion ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 25.
 * 25.
 * LFC:** conventions, language, fluency
 * DC:** organization and cohesion of ideas ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 26.
 * 26.
 * LFC:** question-formation, 5W + H words
 * DC:** density of speech ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 27.
 * 27.
 * LFC:** subject-verb agreement, match language forms to purpose
 * DC:** Use intonation and stress to donate new information ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 28. SL.7.231.
 * 28. SL.7.231.
 * LFC:**
 * DC** ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 29.
 * 29.
 * LFC:**
 * DC** ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 30.
 * 30.
 * LFC:**
 * DC** ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 31.
 * 31.
 * LFC:**
 * DC** ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 32.
 * 32.
 * LFC:**
 * DC** ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 33.
 * 33.
 * LFC:**
 * DC** ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 34.
 * 34.
 * LFC:**
 * DC** ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 35.
 * 35.
 * LFC:**
 * DC** ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 36.
 * 36.
 * LFC:**
 * DC** ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||
 * 37
 * 37
 * LFC:**
 * DC** ||
 * || **ELP 1** || **ELP 2** || **ELP 3** || **ELP 4** || **ELP 5** ||

Grade 7: Reading Standards for Informational Text

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text || Summarizing Asking informational questions Defining sequencing || Identify key details that support the main idea using a graphic organizer in a small group || Declarative sentences Answer questions with increasing specificity Vocabulary based on the content area of the text ||
 * Standard || Language Function || Target Performance Indicator || Language ||
 * 7RI1