 |
|
|
Grade 7 (pdf) STANDARD #2 – Students will demonstrate the interest and ability to write effectively for a variety of purposes and audiences. CONTENT Students will: • write for a variety of purposes in a variety of subject areas with an emphasis on developing skills in the following: • short story. • compare/contrast essay. • business letter. • lab report. • piece of writing based on research (e.g., poster, newspaper, comic book). • write to a teacher-selected prompt. • bring 6 pieces to final copy. • write open-response answers to questions, supplying supporting details. PROCESS Students will: • free write regularly to enhance fluency and ease in composing. • apply the writing process. • initiate writing for a variety of purposes and audiences including creative, expository, narrative, and practical writing. • use paragraphing independently to show a central idea which is clear and complete; indicate • changes in idea, setting, time, or character; and employ appropriate organizational patterns (e.g., • chronological order and compare/contrast). • use transitional words appropriately. • use varied sentence length and structure to enhance meaning. • use interesting leads/hooks. • write a conclusion that provides closure. • use style, expressions, voice, and point of view (1st, 3rd , omniscient) that are appropriate to the purpose and audience. • self-edit for spelling and items listed in Mechanics and Usage for grades K-7. • analyze and revise their writing independently and in collaboration with others. • conference with teacher and peers resulting in revision for clarity, expansion, conciseness, richness, and voice. GRAMMAR/USAGE/MECHANICS Students will: • self-edit for spelling and items listed in Mechanics and Usage grades K-7. • define and identify adverbs, linking verbs, action verbs, case of pronouns, and prepositions. • review 8 parts of speech. • identify run-on sentences and sentence fragments. • use verb tenses appropriately. • capitalize words that indicate particular sections of the country (e.g., We love living in the Southwest.) but not words that indicate directions (e.g., I am traveling east today.). • capitalize abbreviations of titles and organizations (e.g., UNH, NHDI, SMS, GBS). • capitalize names of official documents (e.g., Declaration of Independence, Gettysburg Address). • capitalize the name of a specific course but not the name of a general subject (e.g., I take Integrated Math. I am going to math class.). However, all languages are proper nouns and are always capitalized (e.g., French, Spanish). • use colons to introduce a list (e.g., On July 4th our family attended a picnic. We brought the following: hot dogs, rolls, pickles, and ketchup.). • use a semi-colon to join two independent clauses that are not connected with a coordinate conjunction. Each of the clauses can stand alone as a separate sentence (e.g., My parents wanted to go to Disney World for summer vacation; we wanted to go to Aruba.). • use a colon after the greeting of a business letter. • use commas for appositives, words that interrupt a sentence. (e.g., Mr. Smith, our French teacher, taught us to count to ten.). • use commas for parenthetical expressions. (e.g., That book, I think, has the best plot I ever read.) • use commas for common parenthetical expressions (e.g., a matter of fact, consequently, however). STANDARD #3 – Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively Students will: • use appropriate articulation, pronunciation, volume, and inflection. • listen and view responsively by using eye contact, body language, and focus. • monitor understanding of the spoken message and seek clarification as needed. • listen to identify examples of rich language such as rhyme schemes, figurative language, and interesting vocabulary. • participate in dramatic presentations (e.g., reader’s theater and role playing). • choose and adapt spoken language to the audience, purpose, and occasion. • anticipate words, meanings, and outcomes. • reflect what a speaker has said. • draw conclusions. • continue to view and listen effectively to spoken and audio-visual messages (e.g., stories, factual presentations and directions). • understand and evaluate spoken and audio-visual messages by • following sequence of ideas, making informed reasoned inferences, making judgments, and making interpretations. • make oral presentations with notes. • integrate visuals to clarify and refine ideas before making a presentation (e.g., diagram, time-line, picture). • give informative speeches. • select the appropriate word for the context using different levels of language (e.g., polite, informal, colloquial, and slang). • use oral language skills to accomplish the following: • clarify ideas. • solve problems. • make decisions. • paraphrase what is said. • use varied vocabulary. • voice an opinion. • follow and give a multi-step direction. STANDARD #4 – Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English. READING BEHAVIORS Students will: • understand characteristics of a wide variety of genres with an emphasis on short stories. • demonstrate think-aloud behaviors as modeled by the teacher. • analyze text structure for organizational frameworks. • understand that themes and events in literature often parallel real life. • identify, analyze, and interpret literary themes and elements. • monitor the adequacy of their understanding. • use “fix-up” strategies flexibly to repair faulty comprehension NOTE: ALL PREVIOUSLY LEARNED LITERARY CONCEPTS (K-6) SHOULD CONTINUE TO BE REINFORCED AS LITERARY TERMS • Demonstrate knowledge of use of literary terms: protagonist, antagonist, and symbol. METACOGNITIVE STRATEGIES • use comprehension strategies (flexibly and as needed) while reading or listening to literature. CONNECTING Students will: • make text-to-self, text-to-text, and text-to-world connections about works they read, hear, and view. • begin to analyze the ways that literature reflects the range of human experience. • begin to analyze the ways readers and writers are influenced by personal, social, cultural, and historical contexts. QUESTIONING Students will: • ask questions of themselves about plot, theme, character, setting, and point of view to help them understand the text. VISUALIZING Students will: • use sensory imagery from the text to visualize settings, characters and actions. • create visual images in their minds based on literal and figurative language from the text to enhance comprehension. DETERMINING IMPORTANCE Students will: • identify essential and supporting ideas which are central to the meaning. INFERRING Students will: • begin to think abstractly to create an understanding of characters, theme, and meaning. • make predictions based on explicit or implicit information from the text and/or personal experience. evaluate predictions. SYNTHESIZING Students will: • synthesize information within and across texts and relate it to their prior reading and personal experiences. • consider a text objectively by performing a range of tasks including comparing and contrasting, understanding the impact of the organizational structure, and analyzing the use of such elements as humor, redundancy, metaphor, and symbolism. • begin to critically analyze and evaluate texts for their practical, informational, or aesthetic value. • begin to analyze and evaluate text for writer’s craft, writer’s biases, and the inherent ability of the work to communicate. STANDARD #5 – Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing, to gather and organize information in a variety of subject areas. Students will: • continue to use a variety of questioning strategies to obtain and evaluate information. • continue to locate and begin to compare and evaluate information from multiple sources on a given topic, including the world almanac and internet. • continue to use a variety of organizational strategies at appropriate grade level. • read, listen to, view, and understand a variety of informational resources at appropriate grade level. • summarize information including main idea, supporting data, and begin to analyze for relevancy. |
|
|
|
|
Language Arts Curriculum Home | Curriculum Home | ConVal Home |