2009-2010 English Language Arts (7th Grade) · PDF fileAchievement Test. This class is a year...

Curriculum Package

2009-2010

English Language Arts (7th Grade)

English Language Arts 7 in an integrated approach to reading, writing, and speaking curriculum based on the Reading/Language Arts Frameworks for the California Public Schools and the objectives contained within the STAR Achievement Test. This class is a year long and was originally created by Twin Rivers Unified School District Teachers for use at the junior high school level.

Included

♦ Course Outline………….………………. 3 ♦Unpacked Standards ………………...……9 ♦ELA roots and affixes ………………….. 21 ♦ Subject Area Standards

Assessment Guides …………. . . 25 ♦Testing Protocols . . . . . . . . . . . . . . . . . . .. . .57 ♦Autobiographical Incident Materials . . . . . ..59 ♦On-Demand Literary Analysis Materials … .61 ♦Oral Expository Speech Materials ………. . 66

♦7th Grade CST Blueprints . . . . . . . . . . . . . . 68 ♦Appendices . . . . . . . . . . . . . . . .. .. . . . . . . . 72

Revised: July, 2009

Revised: July, 2009 2

“To inspire students to extraordinary achievement everyday!” Dear TRUSD Educator, Welcome to a new Academic Year! This curriculum package has been created to help teachers and other instructional support personnel plan instruction and prepare students for the subject area standards assessments. Additionally, this curriculum package was written to promote high quality, standards-based instruction in all subject areas. Included you will find Expected Learning Outcomes, Course Outline, Unpacked Standards to help establish the breadth and depth to which each content standard must be addressed, Subject Area Standards Assessment Guides, and an appendix. The appendix contains a selection of helpful instructional resources. Curriculum development is a continuous process. As such, these packages are subject to periodic revisions to reflect possible changes in student population and future amendments as the State Educational Frameworks are being rewritten. Through the hard work and commitment of passionate educators over many years, this curriculum package was made a reality. This document reflects the common vision of these dedicated educators. For questions about any section of this package, or to offer comments and suggestions for improvements, please contact the Secondary Curriculum and Instruction Office. Thank you. Curriculum and Instruction Secondary Division


DEPARTMENT: English Language Arts COURSE TITLE: ELA 7 GRADE LEVEL: 7 LENGTH: 1 Academic School Year CREDITS: N/A PREREQUISITES: Consult Site Counselor OTHER: This course prepares students to meet A-G requirements Course Description: English Language Arts 7 is a course designed for benchmark and strategic students which focuses on the California Content Standards for seventh grade instruction. This is a year long course. The areas covered are Reading, Writing, Written and Oral Language Conventions, and Listening and Speaking. TEXTBOOK: The Language of Literature, McDougal Littell (adopted 2002) SUPPLEMENTAL MATERIALS: McDougal Littell support materials District approved audio visual materials COURSE OBJECTIVES: Teachers are responsible for covering all the standards in the frameworks; however in this curriculum packet the essential standards based on the California STAR Blueprints are highlighted throughout the school year and will be assessed through Subject Area Standards Assessments (SASA) and writing tests. These culminating tests will focus on the essential standards as a mean to measure mastery of those standards deemed critical for TRUSD students. Instruction should be designed to cover multiple standards that will be measured in the culminating assessment. This packet includes suggested prompts, culminating assessments, and complementary rubrics outlining proficiency levels with corresponding California Content Standards in reading, writing, written and oral conventions, and speaking and listening. Teachers are expected to plan instruction in writing, written and oral conventions, vocabulary development, reading comprehension. The following is a list of suggested instructional strategies and assessment techniques.


Suggested Teaching Strategies and Evaluation Techniques

SUGGESTED TEACHING STRATEGIES:

Whole-group instructions and discussions

Mini-lessons Cooperative learning groups: response groups for

writing; response for literature Modeling/imitative writing and speaking

Role playing and dramatization Individualized instruction Independent practice Meta-cognitive evaluations of processes

Teacher/student conferencing Group conferencing Audio-visual assisted instruction

Thematic approach Individual and/or group projects

Outside guest speakers

EVALUATION TECHNIQUES:

Teacher evaluation of student writing

Self-assessment of writing Teacher/student/parent conferences

Portfolios SAT 9 Publications Participation Assignments completed Teacher assessment of improvement

Observation NOTE: A list of varied formative assessments with descriptions and examples can be found in the Appendix Section.


ELA Standards for Grade 7 Mastery of a given standard will be achieved the year it is specified as key. Key Standards are in bold and highlighted in grey. If a standard is not in bold, it is not to imply that the standard is not to be taught. READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development 1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry. 1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary. 1.3 Clarify word meanings through the use of definition, example, restatement, or contrast. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. Structural Features of Informational Materials 2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.2 Locate information by using a variety of consumer, workplace, and public documents. 2.3 Analyze text that uses the cause-and-effect organizational pattern. Comprehension and Analysis of Grade-Level-Appropriate Text 2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text. 2.5 Understand and explain the use of a simple mechanical device by following technical directions. Expository Critique 2.6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping. 3.0 Literary Response and Analysis Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works 3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay). Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).


3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work. Literary Criticism 3.6 Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses. WRITING 1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus 1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. 1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. 1.3 Use strategies of notetaking, outlining, and summarizing to impose structure on composition drafts. Research and Technology 1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research. 1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. 1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports. Evaluation and Revision 1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary. 2.0 Writing Applications (Genres and Their Characteristics) Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. 2.1 Write fictional or autobiographical narratives:

a. Develop a standard plot line (having a beginning, conflict, rising action, climax, and denouement) and point of view. b. Develop complex major and minor characters and a definite setting. c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions).

2.2 Write responses to literature: a. Develop interpretations exhibiting careful reading, understanding, and insight.


b. Organize interpretations around several clear ideas, premises, or images from the literary work. c. Justify interpretations through sustained use of examples and textual evidence.

2.3 Write research reports: a. Pose relevant and tightly drawn questions about the topic. b. Convey clear and accurate perspectives on the subject. c. Include evidence compiled through the formal research process (e.g., use of a card catalog, Reader’s Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries). d. Document reference sources by means of footnotes and a bibliography.

2.4 Write persuasive compositions: a. State a clear position or perspective in support of a proposition or proposal. b. Describe the points in support of the proposition, employing well-articulated evidence. c. Anticipate and address reader concerns and counterarguments.

2.5 Write summaries of reading materials: a. Include the main ideas and most significant details. b. Use the student’s own words, except for quotations. c. Reflect underlying meaning, not just the superficial details.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Sentence Structure 1.1 Place modifiers properly and use the active voice. Grammar 1.2 Identify and use infinitives and participles and make clear references between pronouns and antecedents. 1.3 Identify all parts of speech and types and structure of sentences. 1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference). Punctuation 1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly. Capitalization 1.6 Use correct capitalization. Spelling 1.7 Spell derivatives correctly by applying the spellings of bases and affixes. LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies Deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Comprehension 1.1 Ask probing questions to elicit information, including evidence to support the speaker’s claims and conclusions. 1.2 Determine the speaker’s attitude toward the subject. 1.3 Respond to persuasive messages with questions, challenges, or affirmations.


Organization and Delivery of Oral Communication 1.4 Organize information to achieve particular purposes and to appeal to the background and interests of the audience. 1.5 Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience. 1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations. Analysis and Evaluation of Oral and Media Communications 1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speech’s content and delivery and its overall impact upon the listener. 1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking. 2.1 Deliver narrative presentations:

a. Establish a context, standard plot line (having a beginning, conflict, rising action, climax, and denouement), and point of view. b. Describe complex major and minor characters and a definite setting. c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, expressions).

2.2 Deliver oral summaries of articles and books: a. Include the main ideas of the event or article and the most significant details. b. Use the student’s own words, except for material quoted from sources. c. Convey a comprehensive understanding of sources, not just superficial details.

2.3 Deliver research presentations: a. Pose relevant and concise questions about the topic. b. Convey clear and accurate perspectives on the subject. c. Include evidence generated through the formal research process (e.g., use of a card catalog, Reader’s Guide to Periodical Literature, computer databases, magazines, news-papers, dictionaries). d. Cite reference sources appropriately.

2.4 Deliver persuasive presentations: a. State a clear position or perspective in support of an argument or proposal. b. Describe the points in support of the argument and employ well-articulated evidence.


Deconstructing and Unpacking the Standards (Word Analysis) *Only identified key standards are unpacked. Course: ELA 7 Key Standard: 1.1 Main Strand/ Unit: 11..00.. Word Analysis, Fluency, and Systematic Vocabulary Development Standard: (Deconstruct - Identify skill, topic, context)

1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.

Key Elements: (Unpack)

1. Identify idioms in prose.

2. Identify idioms in poetry.

3. Identify analogies in prose. 4. Identify analogies in poetry. 5. Identify metaphors in prose. 6. Identify metaphors in poetry.

7. Identify similes in prose.

8. Identify similes in poetry.

Course: ELA 7 Key Standard: 1.2 Main Strand/ Unit: 11..00.. Word Analysis, Fluency, and Systematic Vocabulary Development Standard: (Deconstruct - Identify skill, topic, context)

1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary.


1. Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand content-area vocabulary.

2. Use knowledge of Greek, Latin, and Anglo-Saxon affixes to understand content-area vocabulary.


Deconstructing and Unpacking the Standards

Course: ELA 7 Key Standard: 1.3 Main Strand/ Unit: 11..00.. Word Analysis, Fluency, and Systematic Vocabulary Development Standard: (Deconstruct - Identify skill, topic, context)

1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.


1. Clarify word meanings through the use of definition context clues.

2. Clarify word meanings through the use of example context clues.

3. Clarify word meanings through the use of restatement context clues.

4. Clarify word meanings through the use of contrast context clues.


Deconstructing and Unpacking the Standards (Reading) Course: ELA 7 Key Standard: 2.1 Main Strand/ Unit: 22..00 Reading Comprehension (Focus on Informational Materials) Standard: (Deconstruct - Identify skill, topic, context)

2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).


1. Identify the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2. Identify the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 3. Analyze the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 4. Analyze the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

Course: ELA 7 Key Standard: 2.2 Main Strand/ Unit: 22..00 Reading Comprehension (Focus on Informational Materials) Standard: (Deconstruct - Identify skill, topic, context)

2.2 Locate information by using a variety of consumer, workplace, and public documents.


1. Locate information by using a variety of consumer, workplace, and public documents.



2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text.


1. Identify the development of an author’s argument, point of view, or perspective in text.

2. Trace the development of an author’s argument, point of view, or perspective in text.


2.5 Understand and explain the use of a simple mechanical device by following technical directions.


1. Describe the use of a simple mechanical device by following technical directions.

2. Explain the use of a simple mechanical device by following technical directions.




2.6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims assertions, noting instances of bias and stereotyping.


1. Assess the adequacy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 2. Assess the accuracy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 3. Assess the appropriateness of the author’s evidence to support claims assertions, noting instances of bias and stereotyping.

Course: ELA 7 Key Standard: 3.2 Main Strand/ Unit: 33..00 Literary Response and Analysis Standard: (Deconstruct - Identify skill, topic, context)

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).


1. Identify events that advance the plot.

2. Determine how each event explains past or present action(s) or foreshadows future action(s).




3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters.


1. Analyze characterization as delineated through a character’s thoughts.

2. Analyze characterization as delineated through a character’s words and speech patterns.

3. Analyze characterization as delineated through a character’s actions.

4. Analyze characterization as delineated through the narrator’s description.

5. Analyze characterization as delineated through the thoughts, words, and actions of other characters.


3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).


1. Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 2. Analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).




3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work.


1. Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text. 2. Explain how point of view affects the overall theme of the work.


Deconstructing and Unpacking the Standards (Writing Strategies) Course: ELA 7 Key Standard: 1.1 Main Strand/ Unit: 11..00.. Writing Strategies Standard: (Deconstruct - Identify skill, topic, context)

1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.


1. Create an organizational structure that balances all aspects of the composition.

2. Create an organizational structure that uses effective transitions between sentences to unify important ideas.

Course: ELA 7 Key Standard: 1.5 Main Strand/ Unit: 11..00.. Writing Strategies Standard: (Deconstruct - Identify skill, topic, context)

1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.


**1. Give credit for both quoted and paraphrased information in a bibliography.

2. Use a consistent and sanctioned format and methodology for citations.

Course: ELA 7 Key Standard: 1.7 Main Strand/ Unit: 11..00.. Writing Strategies Standard: (Deconstruct - Identify skill, topic, context)

1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary.


1. Revise writing to improve organization after checking the logic of the ideas. (consistent point of view, parallelism, sequencing of transitions) 2. Revise writing to improve word choice after checking the precision of the vocabulary.



(Written and Oral Language Conventions)

Course: ELA 7 Key Standard: 1.1 Main Strand/ Unit: 11..00 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context)

1.1 Place modifiers properly and use the active voice.


1. Place modifiers properly.

2. Use the active voice.


1.2 Identify and use infinitives and participles and make clear references between pronouns and antecedents.


1. Identify infinitives and participles.

2. Use infinitives and participles.

3. Make clear references between pronouns and antecedents.



1.3 Identify all parts of speech and types and structure of sentences.


1. Identify all parts of speech.

2. Identify all types of sentences. (declarative, imperative, interrogative, exclamatory)

3. Identify all structures of sentences. (simple, compound, complex, compound-complex)


1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference).


1. Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses).

2. Demonstrate appropriate English usage (e.g., pronoun reference).



1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly.


1. Identify hyphens.

2. Identify dashes.

3. Identify brackets.

4. Use semicolons correctly.

5. Use hyphens correctly.

6. Use dashes correctly.

7. Use semicolons correctly.


1.6 Use correct capitalization.


1. Use correct capitalization.




1.7 Spell derivatives correctly by applying the spellings of bases and affixes.


1. Spell derivatives correctly by applying the spellings of bases and affixes.


Greek and Latin Roots, Prefixes and Suffixes ELA 7-12

Greek 7th 8th 9th 10th 11th 12th BIO ACRO AUTO ACRO GRAM ANTHROP BIBLIO,BIBL ARCHE GRAPH ARCHE BIO ARISTO PHON CHROM CHRON CHRON PHOTO COSM COSM COSM SCOP DEM CRAC,CRAT DEM THREM GRAPH GEN GE,GEO ASTER LOG,LOGY GEO GNOS CHRON META GRAPH GRAM CYCL METER HYDR LOG DEM PHYS LOG,LOGO LOGUE GE AUTO LOGY MANIA GNOS BIBL METER METRON LOG BIOS PHOB MONO MORPH CRAC,CRAT PHONO,PHON MORPH ONYM DERM PHYS PATH PHYS GEN,GENE POL PERI GEO POLI PHOB GNOS THERM PHON GRAM PHOTO HYDR POLI KINE,CINE SOPH LOUGE SYN ORTHO TELE PAN PATH PHIL PHOB PHOTO PSYCH PYRO TELE THREM


Greek and Latin Roots, Prefixes and Suffixes ELA 7-12

Latin 7th 8th 9th 10th 11th 12th AUD AMBI AG,ACT ALTER CRED CENTER AUD,AUDIT BELLI DICT CRED,CREDIT BENE,BEN BREV MAN DICT CAPT,CAP CIDE MOB DUC,DUT CED,CEED,CEDE CLAIM,CLAM MOT FER CED,CESS CLUD RUPT FUG,FUGIT CIP,CEPT CONT SPEC MAL CRED DOC DUC,DUCT MEDI DIV DUR FRACT,FRAG MOT,MOB DOMIN FAC JECT PLAC FORM FER MITT,MISS POS,POSIT JECT GRAT PLI QUER,QUEST JUR,JUST IMAG POPUL SATIS LUC JECT SCEND SIGN MAND JUS SON SPECT MITT,MISS MENT TRACT SPIR PON,POS MIT VOLV,VOLU TORT PORT MORT VOLUT TRIB SACR,SANC NUMER VEN SCRIB,SCRIPT OPTIM VIS SPEC,SPECT PED VOC SPIR PEND VOR VACA,VACU PERTURB CAPUT VID,VIS PLAC,PLAIS CEDERE PORT DOMIN RID,RIS FORM ROG,ROGA MORT SANIT NOV SENT,SENS PEND,PENS SIST,STA POP SOLUS SIST,STA STRUCT SOL TEMPER TANG TEMPO TEMPO TEN UMBR VAC VEN VIV,VIT VOC,VOK

VOL


Greek and Latin Roots, Prefixes and Suffixes ELA 7-12 Prefixes

7th 8th 9th 10th 11th 12th ABLE ABLE ABLE,IBLE ABLE,IBLE AGE AGE ACIOUS ANCE,ENCE AL AL,IC,ISH ADE ATE ANT ANCY ANCE,ENCE ED,ING ATE ANT ANT EN ATIVE ANCE,ENCE ARIUM ENCE,ENCY CY ANT,IST,ICIAN ATE ER,EST ED ANT,IVE,SOME CIDE FUL ER ARIAN CY FY,IFY ES ATE DOM ILE EST ATION ED,ING IST FUL DOM EN IZE HOOD ED,ING ER,EST LY IBLE EN EUR LY,ILY IC ER FUL MENT ING ED,ING FY NESS ION EDQUE IAN OID IST FUL,OUS ICE OUS ITY FY ION S,ES IVE HOOD ISM URE IZE ION IZE WARD LESS ISH LY WAYS LY ISM MENT WISE MENT IST MONY NESS IVE NESS OUS IZE OUS S LESS S,ES URE LY SOME WARD NESS TUDE WAYS OSE ULAR WISE WARD ULENT WAYS UOUS WISE WAYS


Greek and Latin Roots, Prefixes and Suffixes ELA 7-12 Suffixes

7th 8th 9th 10th 11th 12th ANTE ANTI ANTI A,AB ANTI BENE AUTO AD BE CENT DE AN CIRCUM CO DIS ANTE COM COL EQUI ANTI CON COUNTER HYPER BENE COUNTER DE IL,IM,IN,IR CIRCUM DIS DIS INTER CONTRA EXTRA EX MICRO DE HYDRO IL MONO DIS IL IL,IM,IN PARA EPI IM IM POLY EQUI IN IN POST EXTRA IR INTER QUASI FOR MULTI INTRO SEMI HEMI NEG MAL SUB HYPER OUT MIKRO,MICRO SUPER IL,IM,IN,IR OVER MINI PAN INTER PERI MIS INTRO INTRA POST MULTI PERI MAL PRE NON MACRO MID RE PARA MAGNI MIS SUB PER NON SUPER POST OMNI SYN PRE PEN TRANS RE PRE UN SUPER PRO SYM RE ULTRA RETRO UN SEMI WITH TELE TRANS


ELA 7 SUBJECT AREA STANDARDS ASSESSMENT GUIDE

Quarters 1 2 3 4 Objective Assessments

R 1.1.5 1.1.6 1.1.7 1.1.8 1.2.1 1.3.1 1.3.2 1.3.3 1.3.4 2.4.1 2.4.2 3.2.1 3.2.2 3.3.1 3.3.2 3.3.3 3.4.1 W 1.1.2 1.7.2 LC 1.1.1 1.1.2 1.2.1 1.2.2 1.2.3 1.3.1 1.4.1 1.4.2 1.6.1 1.7.1

R 1.1.1 1.1.2 1.1.3 1.1.4 1.2.2 1.3.1 1.3.2 1.3.3 1.3.4 2.4.1 2.4.2 3.2.1 3.2.2 3.3.3 3.3.4 3.4.1 3.5.1 3.5.2 W 1.1.1 1.1.2 1.7.2 LC 1.1.1 1.1.2 1.3.1 1.3.2 1.3.3 1.4.1 1.4.2 1.6.1 1.7.1

R 1.1.1 1.1.3 1.1.5 1.1.7 1.2.1 1.3.1 1.3.2 1.3.3 1.3.4 2.6.1 2.6.2 2.6.3 3.4.2 3.5.1 3.5.2 W 1.1.1 1.1.2 1.5.2 1.7.1 LC 1.1.1 1.1.2 1.2.1 1.2.2 1.2.3 1.4.1 1.4.2 1.5.2 1.5.6 1.7.1

R 1.2.2 2.1.1 2.1.2 2.1.3 2.1.4 2.2.1 2.5.1 2.5.2 2.6.1 2.6.2 2.6.3 W 1.5.2 1.7.1 LC 1.4.1 1.4.2 1.5.1 1.5.3 1.5.4 1.5.5 1.5.7 1.5.8 1.7.1

Note: The district pacing matrix and pacing guide reflects the district ELA 7 Key Standards. ELA 7 standards which are not considered Key Standards for the district shall still be addressed in ELA 7 classes; however, they will be informally assessed at the classroom level.


ELA 7 Quarter 1 Key Standards At-a-Glance

R 1.1 1.1.5 Identify metaphors in prose. 1.1.6 Identify metaphors in poetry. 1.1.7 Identify similes in prose. 1.1.8 Identify similes in poetry.

R 1.2 1.2.1 Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand content-area vocabulary.

R 1.3 1.3.1 Clarify word meanings through the use of definition context clues. 1.3.2 Clarify word meanings through the use of example context clues. 1.3.3 Clarify word meanings through the use of restatement context clues. 1.3.4 Clarify word meanings through the use of contrast context clues.

R 2.4 2.4.1 Identify the development of an author’s argument, point of view, or perspective in text. 2.4.2 Trace the development of an author’s argument, point of view, or perspective in text.

R 3.2 3.2.1 Identify events that advance the plot. 3.2.2 Determine how each event explains past or present action(s) or foreshadows future action(s).

R 3.3 3.3.1 Analyze characterization as delineated through a character’s thoughts. 3.3.2 Analyze characterization as delineated through a character’s words and speech patterns. 3.3.3 Analyze characterization as delineated through a character’s actions.

R 3.4 3.4.1 Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).

W 1.1 1.1.2 Create an organizational structure that uses effective transitions between sentences to unify important ideas.

W 1.7 1.7.2 Revise writing to improve word choice after checking the precision of the vocabulary.

LC 1.1 1.1.1 Place modifiers properly. 1.1.2 Use the active voice.

LC 1.2 1.2.1 Identify infinitives and participles. 1.2.2 Use infinitives and participles. 1.2.3 Make clear references between pronouns and antecedents.

LC 1.3 1.3.1 Identify all parts of speech. LC1.4 1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas

at end of dependent clauses). 1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference).

LC 1.6 1.6.1 Use correct capitalization. LC 1.7 1.7.1 Spell derivatives correctly by applying the spellings of bases and

affixes.



R 1.1 1.1.1 Identify idioms in prose. 1.1.2 Identify idioms in poetry. 1.1.3 Identify analogies in prose. 1.1.4 Identify analogies in poetry.

R 1.2 1.2.2 Use knowledge of Greek, Latin, and Anglo-Saxon affixes to understand content-area vocabulary.




R 3.3 3.3.3 Analyze characterization as delineated through a character’s actions. R 3.4 3.3.4 Analyze characterization as delineated through the narrator’s

description. 3.4.1 Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).

R 3.5 3.5.1 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text. 3.5.2 Explain how point of view affects the overall theme of the work.

W 1.1 1.1.1 Create an organizational structure that balances all aspects of the composition. 1.1.2 Create an organizational structure that uses effective transitions between sentences to unify important ideas.



LC 1.3 1.3.1 Identify all parts of speech. 1.3.2 Identify all types of sentences. (declarative, imperative, interrogative, exclamatory). 1.3.3 Identify all structures of sentences. (simple, compound, complex, compound-complex).

LC 1.4 1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses). 1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference).


affixes.


R 1.1 1.1.1 Identify idioms in prose. 1.1.2 Identify idioms in poetry. 1.1.3 Identify analogies in prose. 1.1.4 Identify analogies in poetry.





R 3.3 3.3.3 Analyze characterization as delineated through a character’s actions. R 3.4 3.3.4 Analyze characterization as delineated through the narrator’s

description. 3.4.1 Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).





LC 1.3 1.3.1 Identify all parts of speech. 1.3.2 Identify all types of sentences. (declarative, imperative, interrogative, exclamatory). 1.3.3 Identify all structures of sentences. (simple, compound, complex, compound-complex).



affixes.



R 1.1 1.1.1 Identify idioms in prose. 1.1.3 Identify analogies in prose. 1.1.5 Identify metaphors in prose. 1.1.7 Identify similes in prose.



R 2.6 2.6.1 Assess the adequacy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 2.6.2 Assess the accuracy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 2.6.3 Assess the appropriateness of the author’s evidence to support claims assertions, noting instances of bias and stereotyping.

R 3.4 3.4.2 Analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).



W 1.5 1.5.2 Use a consistent and sanctioned format and methodology for citations.W 1.7 1.7.1 Revise writing to improve organization after checking the logic of the

ideas. (consistent point of view, parallelism, sequencing of transitions). LC 1.1 1.1.1 Place modifiers properly.

1.1.2 Use the active voice. LC 1.2 1.2.1 Identify infinitives and participles.

1.2.2 Use infinitives and participles. 1.2.3 Make clear references between pronouns and antecedents.


LC 1.5 1.5.2 Identify dashes. 1.5.6 Use dashes correctly.

LC 1.7 1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes.



R 1.1 R 1.2 1.2.2 Use knowledge of Greek, Latin, and Anglo-Saxon affixes to

understand content-area vocabulary. R 2.1 2.1.1 Identify the differences in structure between various categories of

informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.1.2 Identify the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.1.3 Analyze the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.1.4 Analyze the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

R 2.2 2.2.1 Locate information by using a variety of consumer, workplace, and public documents.

R 2.5 2.5.1 Describe the use of a simple mechanical device by following technical directions. 2.5.2 Explain the use of a simple mechanical device by following technical directions.

R 2.6 2.6.1 Assess the adequacy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 2.6.2 Assess the accuracy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 2.6.3 Assess the appropriateness of the author’s evidence to support claims assertions, noting instances of bias and stereotyping.

W 1.5 1.5.2 Use a consistent and sanctioned format and methodology for citations.W 1.7 1.7.1 Revise writing to improve organization after checking the logic of the

ideas. (consistent point of view, parallelism, sequencing of transitions). LC 1.4 1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas

at end of dependent clauses). 1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference).

LC 1.5 1.5.1 Identify hyphens. 1.5.3 Identify brackets. 1.5.4 Use semicolons correctly. 1.5.5 Use hyphens correctly. 1.5.7 Use brackets correctly. 1.5.8 Use semicolons correctly.



ELA 7 Quarter 1 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA)

Domain Standard Sample Question 1.1.5 Identify metaphors in prose.

* 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy

1.1.6 Identify metaphors in poetry. * 1. Which type of figurative language is used in line 5?

A. idiom B. metaphor C. simile D. analogy

1.1.7 Identify similes in prose. * 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile. D. Analogy

Reading(R) R 1.1

1.1.8 Identify similes in poetry. * 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy


*Which word from the passage comes from the Latin root meaning look or watch?

A. ascend B. spectacle C. urgent D. figures


1.3.1 Clarify word meanings through the use of definition context clues. In the passage above, what does the word elated mean?

A. higher B. excited C. interested D. late

1.3.2 Clarify word meanings through the use of example context clues.

Read these sentences from the passage. 1 The sun bounced along behind the chariot like a basketball. It grazed the stars and skidded along mountaintops, leaving charred remains behind. Charred means

A. burnt. B. dangerous. C. filthy. D. colorful.

1.3.3 Clarify word meanings through the use of restatement context clues.

Read this sentence. “Come on, Christopher!” Laura cried as Christopher continued to scrutinize the menu. “You’ve been looking at the menu all day—just pick something!” To scrutinize means

A. to study carefully. B. to read with difficulty. C. to skim quickly. D. to read carelessly.

R 1.3

1.3.4 Clarify word meanings through the use of contrast context clues.

Read this sentence. Choose the meaning based on the context clues. Sarah wanted a prominent place in the class picture; however, I preferred to be in the background.

A. hiding in the background B. place in the picture C. I preferred D. not in the background


2.4.1 Identify the development of an author’s argument, point of view, or perspective in text.

* The author’s attitude toward Mary Breckinridge is best described as

A. respectful. B. humorous. C. objective. D. indifferent.

R 2.4

2.4.2 Trace the development of an author’s argument, point of view, or perspective in text.

What is the author’s perspective in the passage above? A. hostile B. frustrated C. encouraged D. discouraged

3.2.1 Identify events that advance the plot. * What happens at the end of the poem?

A. The speaker is bitten by a rattlesnake. B. The speaker picks up a stray twig. C. The speaker kills a rattlesnake. D. The rattlesnake rattles its tail as a warning

R 3.2

3.2.2 Determine how each event explains past or present action(s) or foreshadows future action(s).

Which event in the story foreshadows Mike’s death? A. the light turning green B. the dove landing C. daybreak D. breakfast conversation

R 3.3

3.3.1 Analyze characterization as delineated through a character’s thoughts.

* How does the speaker of the poem feel about the snake? A. cautious B. disinterested C. disgusted D. angry


3.3.2 Analyze characterization as delineated through a character’s words and speech patterns.

What caused Apollo to allow Phaëthon to drive the chariot? A. Apollo wanted to protect Phaëthon from teasing. B. Phaëthon dared to approach Apollo’s

throne. C. Apollo was bound by his promise to Phaëthon. D. Apollo asked Phaëthon to do it as a favor.

3.3.3 Analyze characterization as delineated through a character’s actions.

Dillon’s actions cannot hide his… A. evil intent B. physical challenges C. dislike of summer D. challenges with conflict


* What is the theme, or underlying message, of the poem? A. Rattlesnakes hunt at night. B. Always be alert for hidden dangers. C. Walking at dusk is a bad idea. D. Poisonous snakes are everywhere.

Writing Strategies (W) W 1.1

1.1.2 Create an organizational structure that uses effective transitions between sentences to unify important ideas.

Read this sentence. Puppet theaters can be traced back to ancient Egypt, Greece, Rome, and China; _________________, some people believe that puppet theaters may have been the first theater of any kind. * Which word or phrase could best provide an effective transition between the two parts of the sentence?

A. in fact B. even so C. besides D. additionally



Which word most improves the underlined word as a way to

best illustrate disbelief? A. befuddled B. angry C. crazy D. incredulous

1.1.1 Place modifiers properly. * How should sentence 7 be revised to correct the misplaced modifier?

A. Since as an adult he had endured many hardships during his youth, Hampleton knew the importance of taking his formal education seriously.

B. Since he had endured many hardships as an adult during his youth, Hampleton knew the importance of taking his formal education seriously.

C. Since he had endured many hardships during his youth, as an adult Hampleton knew the importance of taking his formal education seriously.

D. Since he had endured, as an adult, many hardships during his youth, Hampleton knew the importance of taking his formal education seriously.

Written and Oral English

Language Conventions

(LC) LC 1.1

1.1.2 Use the active voice. Read the following sentence. He was driving all day long. What would be a way to revise the sentence using active voice?

A. He had been driving all day long. B. He drove all day long. C. All day he was driving. D. All day he had been driving.


1.2.1 Identify infinitives and participles. Which verb uses the past participle form? A. bringing B. sing C. helped D. jumping

1.2.2 Use infinitives and participles. Which form of the verb best completes the sentence? I will wait until you are ready ________.

A. to leave B. leaving C. leave D. left

LC 1.2

1.2.3 Make clear references between pronouns and antecedents.

* Read this sentence from the editorial. The cascading light will almost make people think you are sitting in the library by the table! ____ is big enough to be seen from far. Which word or words should be used to match the underlined pronoun to its antecedent?

A. he B. she C. it D. they

LC 1.3

1.3.1 Identify all parts of speech. Identify the adjectives in the sentence below. Sharon, bright-eyed and smiling, arrived.

A. Sharon, arrived B. bright-eyed, smiling C. arrived D. smiling


1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses).

* In sentence 2, a comma should be placed after the word-

A. reasons B. class C. meetings D. longer

LC 1.4

1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference).

* Which of the following best improves the writing in the underlined section in sentence?

A. Norwood Junior High School is a school within the TRUSD District.

B. Norwood Junior High School, a school within the TRUSD District,

C. Norwood Junior High School, being a school within the TRUSD District,

D. Correct as is. LC 1.6

1.6.1 Use correct capitalization. Read this sentence. The biggest earthquake on record is one that happened in 1964 in the city of Anchorage, Alaska. What is the correct way to write the underlined words?

A. in the City Of Anchorage, Alaska B. in the City of Anchorage, Alaska C. in The City of Anchorage, Alaska D. Leave as is.

LC 1.7

1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes.

Pick the phrase containing the misspelled word. A. believeable story B. nighttime snack C. necessary precaution D. no mistake


ELA 7 Quarter 2 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA)

Domain Standard Sample Question 1.1.1 Identify idioms in prose.


1.1.2 Identify idioms in poetry.


1.1.3 Identify analogies in prose.


Reading (R) R 1.1

1.1.4 Identify analogies in poetry.



Which word from the passage comes from the Greek affix

meaning life? A. Biology B. Anthropology C. Chronology D. physiology


1.3.1 Clarify word meanings through the use of definition context clues. .

In the passage above, what does the word elated mean? A. higher B. excited C. interested D. late




1.3.3 Clarify word meanings through the use of restatement context clues



R 1.3





2.4.1 Identify the development of an author’s argument, point of view, or perspective in text.

* The author’s attitude toward Mary Breckinridge is best described as

A. respectful. B. humorous. C. objective. D. indifferent.

R 2.4

2.4.2 Trace the development of an author’s argument, point of view, or perspective in text.

What is the author’s perspective in the passage above? A. hostile B. frustrated C. encouraged D. discouraged

3.2.1 Identify events that advance the plot. * What happens at the end of the poem? A. The speaker is bitten by a rattlesnake. B. The speaker picks up a stray twig. C. The speaker kills a rattlesnake. D. The rattlesnake rattles its tail as a warning

R 3.2

3.2.2 Determine how each event explains past or present action(s) or foreshadows future action(s).

Which event in the story foreshadows Mike’s death? A. the light turning green B. the dove landing C. daybreak D. breakfast conversation

R 3.3 3.3.3 Analyze characterization as delineated through a character’s actions.

Dillon’s actions cannot hide his… A. evil intent B. physical challenges C. dislike of summer D. challenges with conflict

3.3.4 Analyze characterization as delineated through the narrator’s description.

Why does the author of “The Old Juniper Tree” use a narrative form?

A. to relate an experience B. to argue a point C. to share a feeling D. to present an issue



* What is the theme, or underlying message, of the poem? A. Rattlesnakes hunt at night. B. Always be alert for hidden dangers. C. Walking at dusk is a bad idea. D. Poisonous snakes are everywhere.

3.5.1 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text.

*From what point of view are events in the poem told? A. first person, the speaker B. first person, the rattlesnake C. third person, limited D. third person, omniscient

R 3.5

3.5.2 Explain how point of view affects the overall theme of the work.

Which point of view does the author use to highlight the theme of loneliness?

A. first person B. objective C. third person D. omniscient


1.1.1 Create an organizational structure that balances all aspects of the composition.

Which sentence below should be added to the end of the second paragraph in order to most effectively transition to the third paragraph?

A. Overall, the process of composting can be a lot of fun to do with the whole family. B. After that, the process of composting requires some additional maintenance. C. Then you will need to put a lid on your compost bin, and you’re done. D. Nevertheless, the new mixture will need to blend together over time.





W 1.7 1.7.2 Revise writing to improve word choice

after checking the precision of the vocabulary.

Which word most improves the underlined word as a way

to best illustrate disbelief? E. befuddled F. angry G. crazy H. incredulous



(LC) LC 1.1

1.1.1 Place modifiers properly.

* How should sentence 7 be revised to correct the misplaced modifier? A. Since as an adult he had endured many hardships during his youth, Hampleton knew the importance of taking his formal education seriously. B. Since he had endured many hardships as an adult during his youth, Hampleton knew the importance of taking his formal education seriously. C. Since he had endured many hardships during his youth, as an adult Hampleton knew the importance of taking his formal education seriously. D. Since he had endured, as an adult, many hardships during his youth, Hampleton knew the importance of taking his formal education seriously.



E. He had been driving all day long. F. He drove all day long. G. All day he was driving. H. All day he had been driving.

1.3.1 Identify all parts of speech.

Identify the adjectives in the sentence below. Sharon, bright-eyed and smiling, arrived. a. Sharon, arrived b. bright-eyed, smiling c. arrived d. smiling

1.3.2 Identify all types of sentences. (declarative, imperative, interrogative, exclamatory).

Which type of sentence is highlighted above? A. imperative B. declarative C. exclamatory D. interrogative

LC 1.3

1.3.3 Identify all structures of sentences. (simple, compound, complex, compound-complex).

The underlined word in sentence 12 represents which grammatical part of the sentence? A simple subject B simple predicate C direct object D indirect object



* In sentence 2, a comma should be placed after the word- A. reasons B. class C. meetings D . longer

LC 1.4


* Which of the following best improves the writing in the underlined section in sentence? A. Norwood Junior High School is a school within the TRUSD District. B. Norwood Junior High School, a school within the TRUSD District, C. Norwood Junior High School, being a school within the TRUSD District, D. correct as is.

LC 1.6 1.6.1 Use correct capitalization. Read this sentence. The biggest earthquake on record is one that happened in 1964 in the city of Anchorage, Alaska. What is the correct way to write the underlined words?

A. in the City Of Anchorage, Alaska B. in the City of Anchorage, Alaska C. in The City of Anchorage, Alaska D. Leave as is.

LC 1.7

1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes.

Pick the phrase containing the misspelled word. A. believeable story B. nighttime snack C. necessary precaution D. no mistake


ELA 7 Quarter 3 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment

(SASA) Domain Standard Sample Question

1.1.1 Identify idioms in prose. * 1. Which type of figurative language is used in line 5? E. idiom F. metaphor G. simile H. analogy

1.1.3 Identify analogies in prose.


1.1.5 Identify metaphors in prose.


Reading (R) R 1.1 1.1.7 Identify similes in prose. * 1. Which type of figurative language is used in line 5?

A. idiom B. metaphor C. simile D. analogy

R 1.2

1.2.1 Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand content-area vocabulary.

*Which word from the passage comes from the Latin root meaning look or watch?

A. ascend B. spectacle C. urgent D. figures


1.3.1 Clarify word meanings through the use of definition context clues. In the passage above, what does the word elated mean?

A. higher B. excited C. interested D. late




1.3.3 Clarify word meanings through the use of restatement context clues.



R 1.3





R 2.6

2.6.1 Assess the adequacy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping..

* There is enough information in this passage to show that the author believes that Mary Breckinridge

A. trained all of her assistants herself. B. wiped out disease in the Kentucky mountains. C. never had enough money for her work. D. remains a major influence on health care today.

2.6.2 Assess the accuracy of the author’s

evidence to support claims assertions, noting instances of bias and stereotyping.

*After reading Document C, which phrase in Document A proves to be false?

A. America’s favorite and safest scooter! B. Adjustable steering arm that ranges from 23” to 38” C. Self-adjusting shoulder strap for comfortable carrying D. Imagine being able to get a WINNING STREAK scooter for

ONLY $39.95 2.6.3 Assess the appropriateness of the

author’s evidence to support claims assertions, noting instances of bias and stereotyping.

*What statement can be proved? A. No one is certain as to why whales beach themselves. B. Right whales are the most important of all whale species. C. No one cares more about whales than the islanders of

Nantucket. D. All whales deserve a chance at survival.

R 3.4

3.4.2 Analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).

Which theme is most strongly emphasized in the two poems? A. bravery B. humanism C. loyalty D. friendship

R 3.5

3.5.1 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text.

*From what point of view are events in the poem told? A. first person, the speaker B. first person, the rattlesnake C. third person, limited D. third person, omniscient


3.5.2 Explain how point of view affects the overall theme of the work. Which point of view does the author use to highlight the theme of

loneliness? A. first person B. objective C. third person D. omniscient


1.1.1 Create an organizational structure that balances all aspects of the composition.

Which sentence below should be added to the end of the second paragraph in order to most effectively transition to the third paragraph?

A. Overall, the process of composting can be a lot of fun to do with the whole family.

B. After that, the process of composting requires some additional maintenance.

C. Then you will need to put a lid on your compost bin, and you’re done.

D. Nevertheless, the new mixture will need to blend together over time.





W 1.5

1.5.2 Use a consistent and sanctioned format and methodology for citations.

How should the following Works Cited be revised?

Works Cited

Colvin, Hannah. Decorating Your Home. New Bremen, CT: Carillon Publishing, 1999.

Henry Smith. Fun and Easy Pictures to Paint. Fort Laramie, WY: Ace Publications, 2002.

A. Remove the date the books were published. B. Put the authors’ last names first in both entries. C. Arrange the books alphabetically by the publisher. D. Place quotation marks around the title of the second book.

W 1.7 1.7.1 Revise writing to improve organization after checking the logic of the ideas. (consistent point of view, parallelism, sequencing of transitions)

* Which of the following sentences from paragraph 3 would make the most logical concluding sentence for that paragraph?

A. As a result, Hallidie began making wire cables. B. He hired William E. Eppelsheimer, a German engineer, to design

the first cable-car line. C. Now he was ready to “go onboard.” D. Hallidie also needed a franchise to build the system.


1.1.1 Place modifiers properly. * How should sentence 7 be revised to correct the misplaced modifier?

A. Since as an adult he had endured many hardships during his youth, Hampleton knew the importance of taking his formal education seriously.

B. Since he had endured many hardships as an adult during his youth, Hampleton knew the importance of taking his formal education seriously.

C. Since he had endured many hardships during his youth, as an adult Hampleton knew the importance of taking his formal education seriously.

D. Since he had endured, as an adult, many hardships during his youth, Hampleton knew the importance of taking his formal education seriously.



(LC) LC 1.1


A. He had been driving all day long. B. He drove all day long. C. All day he was driving. D. All day he had been driving.

1.2.1 Identify infinitives and participles. Which verb uses the past participle form? E. bringing F. sing G. helped H. jumping

LC 1.2

1.2.2 Use infinitives and participles. Which form of the verb best completes the sentence? I will wait until you are ready ________.

A. to leave B. leaving C. leave D. has left


1.2.3 Make clear references between pronouns and antecedents.

* Read this sentence from the editorial. The cascading light will almost make people think you are sitting in the library! Which word or words should be used to match the underlined pronoun to its antecedent?

A. he B. they C. we D. us


* In sentence 2, a comma should be placed after the word- A. reasons B. class C. meetings

D. longer

LC 1.4



E. Norwood Junior High School is a school within the TRUSD District.

F. Norwood Junior High School, a school within the TRUSD District,

G. Norwood Junior High School, being a school within the TRUSD District,

H. Correct as is. LC 1.5

1.5.2 Identify dashes. Which version of sentence 11 shows the correct place to put a dash?

A. If you have a talent and want to use it to reach others—in a positive way, that’s one thing being a great performer or creative artist can involve being seen and having people recognize your face.

B. If you have a talent and want to use it to reach others in a positive way, that’s one thing— being a great performer or creative artist can involve being seen and having people recognize your face.


C. If you have a talent and want to use it to reach others in a positive way, that’s one thing being a great performer or creative artist can involve being seen—and having people recognize your face.

D. If you have a talent and want to use it to reach others in a positive way—that’s one thing being a great performer or creative artist can involve being seen—and having people recognize your face.

1.5.6 Use dashes correctly. Which sentence correctly uses a dash? A. Steve—an athlete—loves to play baseball. B. Steve is an athlete so he loves to play—baseball. C. Steve loves to—play baseball. D. Baseball—is Steve’s favorite sport.


Pick the phrase containing the misspelled word. E. believeable story F. nighttime snack G. necessary precaution H. no mistake


ELA 7 Quarter 4 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA) Domain Standard Sample Question

Reading (R) R 1.2

1.2.2 Use knowledge of Greek, Latin, and Anglo-Saxon affixes to understand content-area vocabulary.

Which word from the passage comes from the Greek affix

meaning life? A. Biology B. Anthropology C. Chronology D. Physiology

2.1.1 Identify the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

Which type of material would have the most critical information

at the beginning of the text? A. textbook B. newspaper C. manual D. poem

2.1.2 Identify the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

Which type of material would tend to be the least objective? A. textbook B. newspaper C. manual D. menu

2.1.3 Analyze the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

*The article uses numbered headings in order to- A. show the consumer the chronological steps to follow. B. show the major components of the computer. C. rank the computer components in order of importance. D. explain what to buy first.

R 2.1

2.1.4 Analyze the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

*This article would most likely be found in a- A. textbook about animal behavior. B. popular science or health magazine. C. newspaper’s local news section. D. professional journal for eye doctors


R 2.2 2.2.1 Locate information by using a variety of consumer, workplace, and public documents.

*If you want to find out if you have all parts of the microscope you are using, where in the passage would you look?

A. In the introduction B. Under the section labeled “Caution” C. Under the section labeled “ How to Use the Microscope” D. At the drawing

2.5.1 Describe the use of a simple mechanical device by following technical directions.

*If you want to observe a strand of hair, which of the following should you do first?

A. Cover the microscope. B. Adjust the mirror. C. Look through the eyepiece. D. Place the hair on a glass slide.

R 2.5

2.5.2 Explain the use of a simple mechanical device by following technical directions.

*The buttons to the right of the text on the Steven Spielberg website will lead you to-

A. awards that Spielberg has won. B. films that Spielberg has made. C. facts about Spielberg’s life. D. all of the above.

2.6.1 Assess the adequacy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping.

* There is enough information in this passage to show that the author believes that Mary Breckinridge

A. trained all of her assistants herself. B. wiped out disease in the Kentucky mountains. C. never had enough money for her work. D. remains a major influence on health care today.

R 2.6

2.6.2 Assess the accuracy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping.

*After reading Document C, which phrase in Document A proves to be false?

A. America’s favorite and safest scooter! B. Adjustable steering arm that ranges from 23” to 38” C. Self-adjusting shoulder strap for comfortable carrying D. Imagine being able to get a WINNING STREAK scooter for

ONLY $39.95


2.6.3 Assess the appropriateness of the author’s evidence to support claims assertions, noting instances of bias and stereotyping.

*What statement can be proved? A. No one is certain as to why whales beach themselves. B. Right whales are the most important of all whale species. C. No one cares more about whales than the islanders of

Nantucket. D. All whales deserve a chance at survival.


1.5.2 Use a consistent and sanctioned format and methodology for citations.

How should the following Works Cited be revised? Works Cited

Colvin, Hannah. Decorating Your Home. New Bremen, CT: Carillon Publishing, 1999.

Henry Smith. Fun and Easy Pictures to Paint. Fort Laramie, WY: Ace Publications, 2002.

A. Remove the date the books were published. B. Put the authors’ last names first in both entries. C. Arrange the books alphabetically by the publisher. D. Place quotation marks around the title of the second book.

W 1.7 1.7.1 Revise writing to improve organization

after checking the logic of the ideas. (consistent point of view, parallelism, sequencing of transitions)

* Which of the following sentences from paragraph 3 would make the most logical concluding sentence for that paragraph?

A. As a result, Hallidie began making wire cables. B. He hired William E. Eppelsheimer, a German engineer, to

design the first cable-car line. C. Now he was ready to “go onboard.” D. Hallidie also needed a franchise to build the system.



* In sentence 2, a comma should be placed after the word- A. reasons B. class C. meetings D. longer

Written and Oral English Language Conventions (LC) LC 1.4



A. Norwood Junior High School is a school within the TRUSD District.

B. Norwood Junior High School, a school within the TRUSD District,

C. Norwood Junior High School, being a school within the TRUSD District,

D. Correct as is. 1.5.1 Identify hyphens. Which combination contains a hyphen?

A. home-grown B. home/grown C. home:grown D. home;grown

1.5.3 Identify brackets. *Which sentence contains brackets? A. sentence 1 B. sentence 3 C. sentence 4 D. sentence 9

1.5.4 Use semicolons correctly. See 1.5.8

LC 1.5

1.5.5 Use hyphens correctly. Which sentence correctly uses a hyphen? A. The house is freshly-painted. B. The freshly-painted house is beautiful. C. The house has fresh-paint. D. The beautiful house has fresh-paint.


1.5.7 Use brackets correctly. No longer key element

1.5.8 Use semicolons correctly. *In sentence 3, a semicolon should be placed after the word-

A. news B. many C. relatives D. upset


Pick the phrase containing the misspelled word. I. believeable story J. nighttime snack K. necessary precaution L. no mistake


Test Security Protocols of Subject Area Standards Assessments

In order to protect the validity and integrity of our Subject Area Standards Assessments, appropriate and ethical testing practices are necessary. It is essential that everyone understand the crucial need for test security so we may ensure that trends in achievement results can be calculated accurately across years. The issue of test security is also important as we aspire for a much-improved CST correlation.

The following protocols shall guide handling and administration of ALL Subject Area Standards Assessments:

1. Before the assessment, items should not be used for review, quizzes, or warm ups. There is to be no prior exposure to any part of the Subject Area Standards Assessment with the sole exception of the ELA On-Demand narrative (not the prompt).

2. Students may not take a test home under any circumstances.

3. Subject Area Standards Assessments should not be used for the creation of

formatives. Answer keys will not be made available to pupils under any circumstance.

4. Assessment scantrons should remain free of staples, wrinkles, folding,

crumpling, etc. This ensures that the scores can be read accurately and without compromise.

5. After the test is administered, scores returned, and the testing window is

closed, teachers may go over the test, particularly the items students found challenging, to address misconceptions as well as to re-teach. Also, teachers may use diagrams, tables, graphs, narratives, primary sources from the test to emphasize some test taking strategies in anticipation of the CST.

It is everyone’s responsibility to maintain test security. We appreciate your commitment towards this endeavor.


COMMON EXPECTATIONS FOR JR. HIGH SCHOOL On-DEMAND WRITING and OBJECTIVE TESTS:

1. This test will not be used for teacher evaluation purposes. 2. This purpose is to assure that all students have access to the most critical skills and knowledge at

grade level. 3. Data should be used to facilitate reteaching of key skills/standards.

On-Demand Writing Pre-testing Protocol:

1. Teachers should review the rubric with students during instructional time. 2. The reading material should be distributed beforehand. 3. Students may write on their test materials and use these notes on the essay test. 4. Students may not bring or make separate notes. 5. The teacher is not to read or discuss selection with students or provide any assistance with

comprehension or vocabulary. 6. Students are not to use dictionary or reference materials. 7. The only materials the students will be allowed to have on the test day are:

a. Prompt b. Reading material c. Essay-writing paper (binder paper or teacher-made) d. Blue or black ink pen or pencil as mandated by instructor e. Rubric

Writing Test Procedures: 1. Teachers may only read the directions. Do not read the prompt to the students. 2. Teachers may remind students what an essay is in simple terms. 3. Students will have one class period to complete the essay. 4. Absence or excessive tardy (teacher discretion) students must make up the test at a later date. 5. When tests are finished, use the rubrics to score them. It is highly recommended that two readers

score the students’ writing. 6. Select your anchor papers from your class and submit them to your department chair. 7. Official scores are due on or before the official testing day. 8. All students must take the test. 9. Make up tests scores should be given to department chair.

Essay Requirements: 1. Introductory paragraph 2. At least one body paragraph with textual evidence and analysis 3. Concluding paragraph 4. Non-Scorable = Blank, Written/Spoken in a language other than English, Off-Topic, Illegible or Unintelligible.

Objective Test Protocols: 1. The teacher is not to read or discuss selection with students or provide any assistance with

comprehension or vocabulary. 2. Students are not to use dictionary or reference materials. 3. The only materials the students will be allowed to have on the test day are:

1. Number two pencils 2. Scantron 3. Objective Test

Test Procedures: 1. Absence or excessive tardy (teacher discretion) students must make up the test at a later date. 2. When tests are finished, give the completed scantrons to your department chair. 3. Scantrons are due on or before the official testing day. 4. All students must take the test. 5. Make up tests should be given to department chair (teachers score make up tests).


English Language Arts Grade 7 Writing Prompt

Autobiographical-Incident Narrative

Writing Task Directions:

In this writing test, you will respond to the writing task below. You will have time to plan, write, and proofread. Only what you write on the lined paper provided to you will be scored.

Scoring: Your writing will be scored on how well you

develop a plot with a beginning, a middle, and an end. use appropriate strategies, for example: action, dialogue, suspense, and details that make the

reader feel that they were there as your experience unfolds. clearly communicate the significance of the event. use correct grammar, spelling, punctuation, and capitalization.

Read the following writing task. You must write a narrative about this topic.

Writing the Autobiographical-Incident Narrative Writing Situation: Choose a vivid time from your childhood. For example, you might think of the first time that you rode a school bus, a time when you went to the principal’s office, the first “A” you earned on a test, a detention you did not deserve, the fist time you were successful at something, a memorable trip, a family reunion, etc… Writing Task: Once you have chosen a vivid memory, write a narrative story about the events surrounding that one incident. Make sure that the reader of your story understands why the event was important, meaningful, and memorable to you. When you write about this experience, remember

to develop a plot with a beginning, a middle, and an end. to use appropriate strategies, for example: action, dialogue, suspense, and details that make

the reader feel that they were there as your experience unfolds. to clearly communicate the significance of the event. to use correct grammar, spelling, punctuation, and capitalization.


COMMENDABLE(4) PROFICIENT(3) APPROACHING STANDARD(2) NON-PROFICIENT(1) Autobiogra

-phical Narrative

STANDARDS PROFICIENT(PASSING) NON-PROFICIENT(NOT PASSING)

I.) ASSIGNM

ENT / TOPIC

Writing 1.0 Clearly addresses all parts of the writing tasks. Includes all

format requirements. Demonstrates a clear

understanding of purpose and audience.

Addresses all parts of the writing task. Demonstrates a general understanding of purpose and

audience.

Addresses minimally or only parts of the writing task.

Includes most format requirements. Demonstrates

some understanding of purpose and audience.

Addresses only parts of the writing task. Includes little, if any, understanding of purpose

and audience.

II.) RESPOND

ING TO THE

TEXT

Writing Applications 2.1 a, b, and c.

Provides a thoroughly developed plot line (having beginning, conflict, rising

action, climax, denouement) including major and minor

characters and a definite setting in the context of an

autobiographical incident(s). Includes appropriate strategies

(e.g. dialogue, suspense, narrative action). Relates a

meaningful and engaging story.

Provides an adequately developed plot line (having beginning, conflict, rising action, climax, denouement),

including major and minor characters and definite setting in the context of

autobiographical incident(s). Includes appropriate strategies (e.g. dialogue,

suspense, narrative action). Effectively tells the story.

Provides a minimally developed plot line, including

characters and a setting. Attempts to use strategies but with minimal effectiveness

(e.g. dialogue, suspense, narrative action.)

Lacks a developed plot line. Fails to use strategies (e.g.

dialogue, suspense, narrative action.)

III.) FOCUS,

ORGANIZATION & SUPPORT

Writing 1.1 Maintains a strongly consistent point of view, focus and

organized structure.

Maintains a mostly consistent or coherent point of view, focus and

organizational structure.

Maintains an inconsistent point of view, focus, and/or

organizational structure. Needs more coherence.

Lacks a point of view, focus, organizational structure.

IV.) CONVENTIONS OF

THE ENGLISH LANGUA

GE

Writing Applications 1.7 Conventions 1.1, 1.2, 1.4, 1.5, 1.6, 1.7

Contains few, if any, errors in grammar, punctuations,

spelling, capitalization and usage.

May contain some errors in grammar, punctuation, spelling, capitalization and usage, which do not interfere

with the reader’s understanding of the essay.

May contain several errors in grammar, punctuation,

spelling, capitalization and usage, which detracts from

the reader’s understanding of the essay.

May contain serious errors in grammar, punctuation,

spelling, capitalization and usage, which do interfere with the reader’s understanding of

the essay.


English Language Arts Grade 7 Writing Prompt

Literary Analysis (Character Development)

Writing Task Directions:

In this writing test, you will respond to the writing task below. You will have time to plan, write, and proofread. Only what you write on the lined pages will be scored.

Scoring: Your writing will be scored on how well you

write a clear explanation of how the character changed. use specific examples from the character’s thoughts, words, and actions to support

the main idea use correct grammar, spelling, punctuation, and capitalization.

Read the following writing task. You must write about this topic.

Writing the Character Analysis Writing Situation: Throughout the course of our lives, we will change our perspectives, attitudes, and beliefs about things many times. Often, these changes come about as a result of events and experiences. In the literature that we read, a character often goes through this type of change as a result of his or her own experiences in the story. Writing Task: Choose a character from the story provided by your teacher to read for this prompt. Write an essay where you fully discuss how one of the story’s main characters (protagonist or antagonist) changes from the beginning of the story to the end. Make sure you include examples from the story to support your essay. When you write your character analysis remember to

write a clear explanation of how the character changed. use specific examples from the character’s thoughts, words, and actions to support

the main idea. use correct grammar, spelling, punctuation, and capitalization.


English Language Arts Grade 7 Story

Literary Analysis (Character Development)

Thank you, Ma’m

by Langston Hughes

She was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap, and she carried it slung across her shoulder. It was about eleven o’clock at night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But the boy’s weight and the weight of the purse combined caused him to lose his balance so, instead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk, and his legs flew up. the large woman simply turned around and kicked him right square in his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled.

After that the woman said, “Pick up my pocketbook, boy, and give it here.” She still held him. But she bent down enough to permit him to stoop and pick up her purse. Then she said, “Now ain’t you ashamed of yourself?”

Firmly gripped by his shirt front, the boy said, “Yes’m.”

The woman said, “What did you want to do it for?”

The boy said, “I didn’t aim to.”

She said, “You a lie!”

By that time two or three people passed, stopped, turned to look, and some stood watching.

“If I turn you loose, will you run?” asked the woman.

“Yes’m,” said the boy.

“Then I won’t turn you loose,” said the woman. She did not release him.

“I’m very sorry, lady, I’m sorry,” whispered the boy.


“Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain’t you got nobody home to tell you to wash your face?”

“No’m,” said the boy.

“Then it will get washed this evening,” said the large woman starting up the street, dragging the frightened boy behind her.

He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans.

The woman said, “You ought to be my son. I would teach you right from wrong. Least I can do right now is to wash your face. Are you hungry?”

“No’m,” said the being dragged boy. “I just want you to turn me loose.”

“Was I bothering you when I turned that corner?” asked the woman.

“No’m.”

“But you put yourself in contact with me,” said the woman. “If you think that that contact is not going to last awhile, you got another thought coming. When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones.”

Sweat popped out on the boy’s face and he began to struggle. Mrs. Jones stopped, jerked him around in front of her, put a half-nelson about his neck, and continued to drag him up the street. When she got to her door, she dragged the boy inside, down a hall, and into a large kitchenette-furnished room at the rear of the house. She switched on the light and left the door open. The boy could hear other roomers laughing and talking in the large house. Some of their doors were open, too, so he knew he and the woman were not alone. The woman still had him by the neck in the middle of her room.

She said, “What is your name?”

“Roger,” answered the boy.

“Then, Roger, you go to that sink and wash your face,” said the woman, whereupon she turned him loose—at last. Roger looked at the door—looked at the woman—looked at the door—and went to the sink.

Let the water run until it gets warm,” she said. “Here’s a clean towel.”


“You gonna take me to jail?” asked the boy, bending over the sink.

“Not with that face, I would not take you nowhere,” said the woman. “Here I am trying to get home to cook me a bite to eat and you snatch my pocketbook! Maybe, you ain’t been to your supper either, late as it be. Have you?”

“There’s nobody home at my house,” said the boy.

“Then we’ll eat,” said the woman, “I believe you’re hungry—or been hungry—to try to snatch my pocketbook.”

“I wanted a pair of blue suede shoes,” said the boy.

“Well, you didn’t have to snatch my pocketbook to get some suede shoes,” said Mrs. Luella Bates Washington Jones. “You could of asked me.”

“M’am?”


COMMENDABLE(4) PROFICIENT(3) APPROACHING STANDARD(2) NON-PROFICIENT(1)Literary Analysis STANDARDS PROFICIENT(PASSING) NON-PROFICIENT(NOT PASSING)

I.) ASSIGNM

ENT / TOPIC

Writing 1.0 Clearly addresses all parts of the writing. Includes all format

requirements. Demonstrates a clear understanding of purpose

and audience

Addresses all parts of the writing task. Includes all format

requirements. Demonstrates a general understanding of purpose and

audience.

Minimally addresses parts of the writing task. Minimally

includes format requirements. Demonstrates limited


Addresses only parts of the writing task. Does not meet

format requirements. Demonstrates little, if any,


II.) RESPOND

ING TO THE

TEXT

Reading 2.4 Writing Applications 2.2a, b, c. Literary Response and Analysis 3.3

Thoroughly develops interpretations that exhibit

careful reading, understanding and insight. Thoroughly

organizes interpretations around several clear ideas, premises

and images. Thoroughly justifies interpretations through sustained use of examples from the character’s thoughts, words,

speech patterns and actions.

Develops interpretations that exhibit reading, understanding and insight. Organized interpretations around several ideas, premises or images. Justifies interpretations through

sustained use of examples from the character’s thoughts, words, speech

patterns and actions.

Minimally develops interpretations that exhibit reading, understanding and

insight. Minimally organized interpretations around ideas,

premises or images. Minimally justifies

interpretations through use of examples from the character’s

thoughts, words, speech patterns and actions.

Develops little or no interpretation of text. No

examples from the character’s thoughts, words, speech

III.) FOCUS,

ORGANIZATION & SUPPORT

Writing 1.1, 1.2, 1.3 Maintains a consistent point of

view, focus and organized structure. Supports the focus and main ideas with specific

details and examples.

Maintains a mostly consistent or coherent point of view, focus and

organizational structure. Supports the focus and main ideas with details and

examples.

Maintains an inconsistent point of view, focus, and/or

organizational structure. May support the focus and main ideas with limited, if any, details and/or examples.

Lacks a point of view, focus, organizational structure. Fails to support ideas with details

and/or examples.

IV.) CONVENTIONS OF

THE ENGLISH LANGUA

GE

Writing Applications 1.7 Conventions 1.1, 1.2, 1.4, 1.5, 1.6, 1.7

Contains few, if any, errors in grammar, punctuations,

spelling, capitalization and usage.

May contain some errors in grammar, punctuation, spelling, capitalization and usage, which do not interfere

with the reader’s understanding of the essay.

May contain several errors in grammar, punctuation,

spelling, capitalization and usage, which detracts from

the reader’s understanding of the essay.

May contain serious errors in grammar, punctuation,

spelling, capitalization and usage, which do interfere with the reader’s understanding of

the essay.


English Language Arts Grade 7 Oral Presentation Prompt

Oral Expository Summary Directions:

In this speech task, you will respond to the prompt below. You will have time to plan, take notes and practice. You will deliver your oral presentation to the class.

Scoring: Your speech will be scored on how well you

address the prompt. organized your information. maintained eye-contact with the audience/ classmates. met all requirements from the rubric. prepared for this presentation.

Read the following writing task. You must write a narrative about this topic.

Speaking Task Situation: When we read an interesting article in a newspaper or magazine, we may want to share our new knowledge with others. In order to communicate the information, we have to read the article carefully, make note of the important details, and summarize in a way that others will understand. Directions: Please read a non-fiction article from a newspaper, magazine, or textbook that interests you. Take notes on the important details. You will be asked to get up in front of the class and do a 1-3 minute summary on your article. You may use an outline or note-cards, but may not read directly from the article. A well-delivered speech will include:

The main idea & the most significant details from the article Your own words unless quoting directly from the article Purposeful eye contact with the audience


COMMENDABLE(4) PROFICIENT(3) APPROACHING STANDARD(2) NON-PROFICIENT(1)

Oral/written expository summary

STANDARDS PROFICIENT(PASSING) NON-PROFICIENT(NOT PASSING)

I.) ASSIGNM

ENT / TOPIC

Listening and Speaking

Strategies: 1.4, 1.5 Clearly addresses all parts of the

tasks. Demonstrates a clear understanding of purpose and

audience. Appeals to the interests of the audience.

Addresses all parts of the task. Demonstrates understanding of

purpose and audience. Considers the audience.

Minimally addresses all parts of the task. Demonstrates

some understanding of purpose and audience.

Addresses only parts of the task. Demonstrates little, if

any, understanding of purpose and audience.

II.) SUMMAR

Y: ORGANIZ

ATION


Strategies: 2.2 a,b,c

Delivers focused, coherent presentation that clearly

conveys the main idea and the most significant details.

Conveys a comprehensive understanding of sources.

Delivers coherent presentation that sufficiently conveys the main idea and significant details. Conveys an

understanding of sources.

Presentation has minimal organization, unsupported

main idea. Insufficient use of understanding of sources.

Presentation lack organization, an introduction

or conclusion may be missing.

III.) DELIVER

Y OR ORAL

COMMUNICATION


Strategies: 1.5, 1.6 Sustains precise language,

action verbs, sensory details, active voice, voice modulation,

expression (gestures); appropriate grammar, word

choice, enunciation, purposeful eye contact and (tempo) pace.

Uses action verbs, active voice, expression (gestures); appropriate

word choice, enunciation, eye contact is sustained; nervous behavior may be

evident.

Chooses some action verbs, may vary tone, eye contact is

sporadic, expression (gestures) are forced; nervous

behavior is evident; enunciation of generally clear.

Enunciation is unclear, does not vary tone or inflection,

gestures are distracting, nervous behavior interferes

with audience’s understanding; little or no eye

contact. IV.)

WRITTEN COMPON

ENT

Writing Applications 1.1, 1.2, 1.3, 1.7, 2.5a, b, c Conventions 1.1, 1.2, 1.4, 1.5, 1.6, 1.7

Includes main ideas and most significant details. Uses

student’s own words except for quotation. Clearly reveals

underlying meaning/message. Draft contains evidence of

effective structure revision and effective word choice.

Contains main ideas and supporting details. Uses student’s own words

except for quotations. Grasps underlying meaning/message. Has

sufficient structure and word choice to communicate ideas.

Main idea unclearly presented and/or insufficient use of

supporting details. Imbalance between student’s own words and direct quotations. Vague

on understanding meaning/message.

Insufficient structure and/or word choice.

Lacks main idea and/or supporting details. Student

expresses no original wording. Underlying meaning or message unclear. Lacks

effective structure and/or word choice.


CALIFORNIA STANDARDS TESTS GRADE 7 ENGLISH-LANGUAGE ARTS

(Blueprints adopted by the State Board of Education 10/02)

CALIFORNIA CONTENT STANDARDS: READING # of Items %

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

11 15%

1.1 Vocabulary and Concept Development: identify idioms, analogies, metaphors, and similes in prose and poetry 3

1.2 Vocabulary and Concept Development: use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary

3

1.3 Vocabulary and Concept Development: clarify word meanings through the use of definition, example, restatement, or contrast

5

2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal.

18 24%

2.1 Structural Features of Informational Materials: understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs)

3

2.2 Structural Features of Informational Materials: locate information by using a variety of consumer, workplace, and public documents

4

2.3 Structural Features of Informational Materials: analyze text that uses cause-and-effect organizational pattern 2

2.4 Comprehension and Analysis of Grade-Level-Appropriate Text: identify and trace the development of an author’s argument, point of view, or perspective in text

3


CALIFORNIA CONTENT STANDARDS: READING # of Items %

2.5 Comprehension and Analysis of Grade-Level-Appropriate Text: understand and explain the use of a simple mechanical device by following technical directions

3

2.6 Expository Critique: assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping

3

3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

13 17%

3.1 Structural Features of Literature: articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay)

1

3.2 Narrative Analysis of Grade-Level-Appropriate Text: identify events that advance the plot, and determine how each event explains past or present action(s) or foreshadows future action(s)

2

3.3 Narrative Analysis of Grade-Level-Appropriate Text: analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters

3

3.4 Narrative Analysis of Grade-Level-Appropriate Text: identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness)

2

3.5 Narrative Analysis of Grade-Level-Appropriate Text: contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work

3

3.6 Literary Criticism: analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses

2


CALIFORNIA CONTENT STANDARDS: WRITING # of

Items %

1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions appropriate to the grade level.

16 21%

1.1 Sentence Structure: place modifiers properly, and use the active voice 1

1.2 Grammar: identify and use infinitives and participles and make clear references between pronouns and antecedents 1

1.3 Grammar: identify all parts of speech and types and structure of sentences 4

1.4 Grammar: demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference)

4

1.5 Punctuation: identify hyphens, dashes, brackets, and semi-colons and use them correctly 1

1.6 Capitalization: use correct capitalization 2 1.7 Spelling: spell derivatives correctly by applying the spellings of

bases and affixes 3

1.0 WRITING STRATEGIES: Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

17 23%

1.1 Organization and Focus: create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas

3

1.2 Organization and Focus: support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples

2

1.3 Organization and Focus: use strategies of note-taking, outlining, and summarizing to impose structure on composition drafts

3

1.4 Research and Technology: identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research

3

1.5 Research and Technology: give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations

2


CALIFORNIA CONTENT STANDARDS: WRITING # of

Items %

1.6 Research and Technology: create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports

NA*

1.7 Evaluation and Revision: revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary

4

TOTALS 75 100% * Not assessable in multiple-choice format

© California Department of Education

2009-2010 English Language Arts (7th Grade) · PDF fileAchievement Test. This class is a year...

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