Grade 7 Curriculum Calendar

 

English Language Arts and Reading, Grade 7

First Six Weeks

(7.6)    Reading/word identification.  The student uses a variety of word recognition strategies. The student is expected to:

(7.6A)      apply knowledge of letter-sound correspondences, language                                                          structure, and context to recognize words (4-8);

(7.6B)      use structural analysis to identify words, including knowledge of Greek and Latin roots and prefixes/suffixes (7-8)

(7.6C)      locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-8).

(7.9)    Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:

(7.9A)      develop vocabulary by listening to selections read aloud (4-8)

(7.9B)      draw on experiences to bring meanings to words in context such as interpreting [idioms,] multiple-meaning words, and analogies (6-8);

(7.9C)      use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);

(7.9D)      determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay or happy and affixes such as dis-, pre- or un- (4-8);

(7.9E)       study word meanings systematically such as across curricular content areas and through current events (4-8);

(7.9G)      use word origins as an aid to understanding historical influences on English word meanings (6-8).

(7.10)  Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to:

(7.10A)    use his/her own knowledge and experience to comprehend (4-8);

(7.10B)    establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8);

(7.10C)    monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8);

(7.10D)    describe mental images that text descriptions evoke (4-8);

(7.10E)     use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8);

(7.10F)     determine a text's main (or major ideas) and how those ideas are supported with details (4-8);

(7.10G)    paraphrase and summarize text to recall, inform, or organize ideas (4-8);

(7.10H)    draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);

(7.10I)     find similarities and differences across texts such as in treatment, scope, or organization (4-8);

(7.10J)     distinguish fact and opinion in various texts (4-8);

(7.10K)    answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);

(7.10L)     represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and

(7.10M)   use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8).

(7.11)  Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to:

(7.11A)    offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8);

(7.11B)    interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8);

(7.11C)    support responses by referring to relevant aspects of text [and his/her own experiences] (4-8); and

(7.11D)    connect, compare, and contrast ideas, themes, and issues across text (4-8).

(7.12)  Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to:

(7.12A)     identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8);

(7.15)  Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to:

(7.15F)     choose the appropriate form for his/her own purpose for writing, including journal, letters and poems (7-8) 

(7.15G)    use literary devices effectively such as suspense, dialogue, and figurative language (5-8); and

(7.15H)    produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording (6-8).

(7.16)  Writing/penmanship/capitalization/punctuation/spelling. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, penmanship, and spelling to communicate clearly. The student is expected to:

(7.16A)    write legibly by selecting cursive or manuscript as appropriate   (4-8);

(7.16B)    capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation (6-8);

(7.16C)    spell derivatives correctly by applying the spellings of bases and affixes (7-8);

(7.16D)    spell frequently misspelled words correctly such as their, they're, and there (7-8);

(7.16E)     use resources to find correct spellings (4-8);

(7.16F)     spell accurately in final drafts (4-8); and

(7.16G)    understand the influence of other languages and cultures on the spelling of English words (6-8).

(7.17)  Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. The student is expected to:

(7.17A)    write in complete sentences, varying the types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses (7-8);

(7.17B)    use conjunctions to connect ideas meaningfully (4-8);

(7.17C)    employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4-8);

(7.17D)    use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8);

(7.17E)     use prepositional phrases to elaborate written ideas (4-8);

(7.17F)     use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6-8);

(7.17G)    write with increasing accuracy when using apostrophes in contractions such as won't and possessives such as Smith's (4-8); and

(7.17G)    write with increasing accuracy when using apostrophes in contractions such as doesn’t and possessives such as Texas’s (4-8); and

(7.17H)    write with increasing accuracy when using pronoun case such as “She had the party.”(6-8)

(8.17H)    write with increasing accuracy when using pronoun case such as “She stepped between them and us.” (6-8).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

English Language Arts and Reading, Grade 7

Second Six Weeks

(7.9)    Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:

(7.9C)      use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);

(7.9D)      determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay or happy and affixes such as dis-, pre- or un- (4-8);

(7.9E)       study word meanings systematically such as across curricular content areas and through current events (4-8);

(7.9G)      use word origins as an aid to understanding historical influences on English word meanings (6-8)

(7.10)  Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to:

(7.10A)    use his/her own knowledge and experience to comprehend (4-8);

(7.10B)    establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8);

(7.10C)    monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8);

(7.10D)    describe mental images that text descriptions evoke (4-8);

(7.10E)     use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8);

(7.10F)     determine a text's main (or major ideas) and how those ideas are supported with details (4-8);

(7.10G)    paraphrase and summarize text to recall, inform, or organize ideas (4-8);

(7.10H)    draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);

(7.10I)     find similarities and differences across texts such as in treatment, scope, or organization (4-8);

(7.10J)     distinguish fact and opinion in various texts (4-8);

(7.10K)    answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);

(7.10L)     represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and

(7.10M)   use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8).

(7.11)  Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to:

(7.11A)    offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8);

(7.11B)    interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8);

(7.11C)    support responses by referring to relevant aspects of text [and his/her own experiences] (4-8); and

(7.11D)    connect, compare, and contrast ideas, themes, and issues across text (4-8).

(7.12)  Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to:

(7.12A)    identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8);

(7.12B)    recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8);

 (7.12D)   understand and identify literary terms such as playwright, theater, stage, act, dialogue, analogy, and scene across a variety of literary forms (texts) (6-7)(8);

(7.12E)     understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);

(7.12F)     analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);

(7.12G)    recognize and analyze story plot, setting, and problem resolution (4-8);

(7.12H)    describe how the author's perspective or point of view affects the text (4-8);

(7.12I)     analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8);

(7.12J)     recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8)

(7.12K)    recognize how style, tone, and mood contribute to the effect of the text (6-8)

(7.15)  Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to:

(7.15A)    write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8);

(7.15B)    write to influence such as to persuade, argue, and request (4-8);

(7.15C)    write to inform such as to explain, describe, report, and narrate (4-8);

(7.15E)     select and use voice and style appropriate to audience and purpose (6-8);

(7.15F)     choose the appropriate form for his/her own purpose for writing, including narratives and instructions (7-8);

(7.15G)    use literary devices effectively such as suspense, dialogue, and figurative language (5-8); and

(7.15H)    produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording (6-8).

(7.16)  Writing/penmanship/capitalization/punctuation/spelling. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, penmanship, and spelling to communicate clearly. The student is expected to:

(7.16A)    write legibly by selecting cursive or manuscript as appropriate (4-8);

(7.16B)    capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation (6-8);

(7.16C)    spell derivatives correctly by applying the spellings of bases and affixes (7-8);

(7.16D)    spell frequently misspelled words correctly such as their, they're, and there (7-8);

(7.16E)     use resources to find correct spellings (4-8);

(7.16F)     spell accurately in final drafts (4-8); and

(7.16G)    understand the influence of other languages and cultures on the spelling of English words (6-8).

(7.18)  Writing/writing process. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to:

(7.18A)    generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes, and logs (4-8);

(7.18B)    develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8);

(7.18C)    revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8);

(7.18D)    revise drafts for coherence, progression, and logical support of ideas (4-8);

(7.18E)     edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8);

(7.18F)     use available technology to support aspects of creating, revising, editing, and publishing texts (4-8);

(7.18G)    refine selected pieces frequently to "publish" for general and specific audiences (4-8);

(7.18H)    proofread his/her own writing and that of others (4-8); and

(7.18I)     select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8).

(7.19)  Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to:

(7.19A)    apply criteria to evaluate writing (4-8);

(7.19B)    respond in constructive ways to others' writings (4-8);

(7.19C)    evaluate how well his/her own writing achieves its purposes

                        (4-8);

(7.19D)    analyze published examples as models for writing (4-8); and

(7.19E)     review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-8).

(7.21)  Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. The student is expected to:

(7.21C)    identify challenges faced by published authors and strategies they use to compose various types of text (7-8)

 

 

 

 

English Language Arts and Reading, Grade 7

Third Six Weeks

(7.9)    Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:

(7.9C)      use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);

(7.9D)      determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay or happy and affixes such as dis-, pre- or un- (4-8);

(7.9E)       study word meanings systematically such as across curricular content areas and through current events (4-8);

(7.9F)       distinguish denotative and connotative meanings (6-8); and

(7.9G)      use word origins as an aid to understanding historical influences on English word meanings (6-8).

(7.10)  Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to:

(7.10A)    use his/her own knowledge and experience to comprehend (4-8);

(7.10B)    establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8);

(7.10C)    monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8);

(7.10D)    describe mental images that text descriptions evoke (4-8);

(7.10E)     use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8);

(7.10F)     determine a text's main (or major ideas) and how those ideas are supported with details (4-8);

(7.10G)    paraphrase and summarize text to recall, inform, or organize ideas (4-8);

(7.10H)    draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);

(7.10I)     find similarities and differences across texts such as in treatment, scope, or organization (4-8);

(7.10J)     distinguish fact and opinion in various texts (4-8);

(7.10K)    answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);

(7.10L)     represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and

(7.10M)   use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8).

(7.11)  Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to:

(7.11A)    offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8);

(7.11B)    interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8);

(7.11C)    support responses by referring to relevant aspects of text [and his/her own experiences] (4-8); and

(7.11D)    connect, compare, and contrast ideas, themes, and issues across text (4-8).

(7.12)  Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to:

             (7.12A)   identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8)

(7.12B)    recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8);

(7.12C)    compare communication in different forms such as [contrasting a dramatic performance with a print version of the same story or] comparing story variants (2-8);

(7.12D)    understand and identify literary terms such as playwright, theater, stage, act, dialogue, analogy, and scene across a variety of literary forms (texts) (6-7)(8);

(7.12E)     understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);

(7.12F)     analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);

(7.12G)    recognize and analyze story plot, setting, and problem resolution (4-8);

(7.12H)    describe how the author's perspective or point of view affects the text (4-8);

(7.12I)     analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8);

(7.12J)     recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8); and

(7.12K)    recognize how style, tone, and mood contribute to the effect of the text (6-8).

(7.15)  Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to:

(7.15A)    write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8);

(7.15B)    write to influence such as to persuade, argue, and request (4-8);

(7.15C)    write to inform such as to explain, describe, report, and narrate (4-8);

(7.15E)     select and use voice and style appropriate to audience and purpose (6-8);

(7.15F)     choose the appropriate form for his/her own purpose for writing, including reports (7-8);

(7.15G)    use literary devices effectively such as suspense, dialogue, and figurative language (5-8); and

(7.15H)    produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording (6-8).

(7.16)  Writing/penmanship/capitalization/punctuation/spelling. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, penmanship, and spelling to communicate clearly. The student is expected to:

(7.16A)    write legibly by selecting cursive or manuscript as appropriate (4-8);

(7.16B)    capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation (6-8);

 (7.16C)   spell derivatives correctly by applying the spellings of bases and affixes (7-8);

(7.16D)    spell frequently misspelled words correctly such as their, they're, and there (7-8);

(7.16E)     use resources to find correct spellings (4-8);

(7.16F)     spell accurately in final drafts (4-8); and

(7.16G)    understand the influence of other languages and cultures on the spelling of English words (6-8).

(7.18)  Writing/writing process. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to:

(7.18A)    generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes, and logs (4-8);

(7.18B)    develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8);

(7.18C)    revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8);

(7.18D)    revise drafts for coherence, progression, and logical support of ideas (4-8);

(7.18E)     edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8);

(7.18F)     use available technology to support aspects of creating, revising, editing, and publishing texts (4-8);

(7.18G)    refine selected pieces frequently to "publish" for general and specific audiences (4-8);

(7.18H)    proofread his/her own writing and that of others (4-8); and

(7.18I)     select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8).

(7.19)  Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to:

(7.19A)    apply criteria to evaluate writing (4-8);

(7.19B)    respond in constructive ways to others' writings (4-8);

(7.19C)    evaluate how well his/her own writing achieves its purposes (4-8);

(7.19D)    analyze published examples as models for writing (4-8); and

(7.19E)     review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-8).

 

 

 

 

 

English Language Arts and Reading, Grade 7

Fourth Six Weeks

(7.9)    Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:

(7.9B)      draw on experiences to bring meanings to words in context such as interpreting [idioms,] multiple-meaning words, and analogies (6-8);

(7.9C)      use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);

(7.9D)      determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay or happy and affixes such as dis-, pre- or un- (4-8);

(7.9E)       study word meanings systematically such as across curricular content areas and through current events (4-8);

(7.9F)       distinguish denotative and connotative meanings (6-8); and

(7.9G)      use word origins as an aid to understanding historical influences on English word meanings (6-8).

(7.10)  Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to:

(7.10A)    use his/her own knowledge and experience to comprehend (4-8);

(7.10B)    establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8);

(7.10C)    monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8);

(7.10D)    describe mental images that text descriptions evoke (4-8);

(7.10E)     use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8);

(7.10F)     determine a text's main (or major ideas) and how those ideas are supported with details (4-8);

(7.10G)    paraphrase and summarize text to recall, inform, or organize ideas (4-8);

(7.10H)    draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);

(7.10I)     find similarities and differences across texts such as in treatment, scope, or organization (4-8);

(7.10J)     distinguish fact and opinion in various texts (4-8);

(7.10K)    answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);

(7.10L)     represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and

(7.10M)   use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8).

(7.11)  Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to:

(7.11A)    offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8);

(7.11B)    interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8);

(7.11C)    support responses by referring to relevant aspects of text [and his/her own experiences] (4-8); and

(7.11D)    connect, compare, and contrast ideas, themes, and issues across text (4-8).

(7.12)  Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to:

(7.12B)    recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8);

(7.12C)    compare communication in different forms such as [contrasting a dramatic performance with a print version of the same story or] comparing story variants (2-8);

(7.12D)    understand and identify literary terms such as playwright, theater, stage, act, dialogue, analogy, and scene across a variety of literary forms (texts) (6-7)(8);

(7.12E)     understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);

(7.12F)     analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);

(7.12G)    recognize and analyze story plot, setting, and problem resolution (4-8);

(7.12H)    describe how the author's perspective or point of view affects the text (4-8);

(7.12I)     analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8);

(7.12J)     recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8); and

(7.12K)    recognize how style, tone, and mood contribute to the effect of the text (6-8).

(7.13)  Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: