Carrie Carter

7th Grade English Language Arts

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


Analyze the development of a theme or central idea over the course of a work of literature; provide a detailed summary that supports the analysis.


Analyze the interaction of elements in a work of literature (e.g., how setting shapes the characters or plot).

Structural Elements and Organization


Analyze how a work of literature's structural elements such as subplots, parallel episodes, climax, and conflicts contribute to its meaning and plot.


Analyze how an author develops and contrasts the points of view of different characters or narrators in a work of literature.

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Depth of Knowledge


Level 1-Tell, Recall

Level 4-Connect


Level 1- recall

Level 2- Infer, cause and effect, use context clues

Level 3-draw conclusions



Read a variety of literature within a range of complexity appropriate for grades 6-8. By the end of grade 7, students interact with texts proficiently and independently at the middle of the range and with scaffolding as needed for texts at the high end of the range.

*students should be able to tell, recall, connect, infer, understand cause and effect, draw conclusions, and use context clues in literature.

*students should be able to identify the elements of a short story (plot, setting, characters, theme, conflict, and resolution)



Vocabulary Building


Use context to determine or clarify the meaning of words and phrases.


Distinguish among the connotations of words with similar denotations.


Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of words (e.g., belligerent, bellicose, rebel).


Consult general and specialized reference materials, both print and digital (e.g., dictionary, thesaurus, style guide), to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, or origin.

Vocabulary in Literature and Nonfiction Texts


Determine the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) within a story, poem, or play.


Depth of Knowledge

Weekly quizzes:

Level 1: Memorize, recall, match

Level 2: use context clues



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

*students will recognize prefixes, suffixes, and roots in unknown words and apply knowledge to create definitions.

*students will use vocabulary in writing.


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Write narrative compositions in a variety of forms that –

● Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.

● Organize an event sequence (e.g., conflict, climax, resolution) that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

● Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

● Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

● Provide an ending that follows from and reflects on the narrated experiences or events.

The Writing Process


Apply the writing process to –

● Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.

● Use technology to interact and collaborate with others to generate, produce, and publish writing and link to sources.


Depth of Knowledge

Weekly writing pieces:

Level 1: tell, illustrate, recall

Level 2: organize

Level 3: revise, critique, compare

Level 4: create, critique, connect



Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis, reflection, and research by drawing evidence from literature and nonfiction texts.

*students draft, revise, and produce writing pieces each week. They benefit from peer editing group meetings, teacher instruction, uninterrupted writing time, and student examples

Conventions of Standard English: Grammar and Usage / Capitalization, Punctuation, and Spelling



Verbs –

Recognizing and correcting problems with subject/verb agreement.


Phrases and Clauses –

Recognizing and correcting misplaced and dangling modifiers.


Usage –

Writing simple, compound, complex, and compound-complex sentences; recognizing and correcting sentence fragments and run-ons; varying sentence patterns for meaning, reader interest, and style.


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on:


Punctuation –

Using commas with subordinate clauses.


Depth of Knowledge:


Level 1: repeat, recall, name, define

Level 2: categorize, distinguish, show

Weekly Quiz:

Level 1: Use, recall, match

Level 2: use context clues



Demonstrate command of English grammar and usage

Speaking and Listening


Discussion and Collaboration


Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly.


Investigate and reflect on ideas under discussion by identifying specific evidence from materials under study and other resources.


Follow rules for considerate discussions, track progress toward specific goals and deadlines, and define individual roles as needed.


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.


Acknowledge new information expressed by others, and consider it in relation to one's own views.


*informal observation of group work (specifically peer editing groups)

Students engage in:

Level 1: who, what, when, where and why

Level 4: critique, apply concepts (vocabulary, grammar, writing), and connect



Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

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*Creating groups in Canvas based on Study Island weekly objectives. Provide PDFs at a 5th grade level to reteach the skill at a lower level. (Mrs. Hill uses resources and reteaches)

* Create alternate Study Island assignments for students to try the skill again at 6th grade level.

*make book suggestions based on students needs, interests, and reading levels

*Read quizzes aloud to inclusion class.

*Provide ESL student with alternative Study Island objectives. Create packets of reading material and comprehension questions to build fluency and comprehension. (Student works on packet all week and then practices with volunteer on Tuesday)