CA Keystone 2013 Grade 7 B - final - Pearson School Correlation of Pearson Longman Keystone, Level B...

A Correlation of

Keystone Level B, ©2013

To the

California English Language Development Standards

for Grade 7

A Correlation of Pearson Longman Keystone, Level B ©2013 to the

California English Language Development Standards Grade 7

2 SE = Student Edition TE = Teacher’s Edition

Introduction

This document demonstrates how Pearson Longman Keystone, Level B ©2013 supports the California English Language Development Standards. Correlation references are to the Student Edition and Teacher’s Edition and are cited by page number. Lessons in the annotated Teacher’s Edition contain facsimile Student Edition pages.

Pearson Longman Keystone is a Grades 6-12 eight-level flexible program designed for English learners and struggling readers whose academic achievement is two or more years below grade level. Through explicit, intensive, and focused instruction that accelerates students' language acquisition, reading comprehension, vocabulary, and oral and written communication skills, students will quickly begin achieving academic success and be better prepared to transition to mainstream coursework across the curriculum.

Pearson Longman Keystone blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, high-interest literature. In addition, this series incorporates the focused and purposeful instructional principles of Understanding by Design, which allow students to demonstrate their understanding and mastery of skills through multiple formal and informal assessment opportunities. Through this process, students will be equipped with the key transferable academic skills necessary for lifelong success.

Program Highlights

Six thematic units per level are organized around a Big Question Critical academic vocabulary and key words are explicitly taught before each reading Connected learning opportunities allow students to demonstrate their mastery of the

skills covered Well-organized instructional support provides a clearly defined roadmap of

instruction




Table of Contents

Part I: Interacting in Meaningful Ways .................................................................. 4 Part II: Learning About How English Works ......................................................... 17 Part III: Using Foundational Literacy Skills.......................................................... 25




California ELD Standards for Grade 7


Grade 7 Section 1: Goal, Critical Principles, and Overview

Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language is a complex, dynamic, and social resource for making meaning, as well as how content is organized in different text types and across disciplines using text structure, language features, and vocabulary depending on purpose and audience. They are aware that different languages and variations of English exist, and they recognize their home languages and cultures as resources to value in their own right and to draw upon in order to build proficiency in English. English learners contribute actively to class and group discussions, asking questions, responding appropriately, and providing useful feedback. They demonstrate knowledge of content through oral presentations, writing, collaborative conversations, and multimedia. They develop proficiency in shifting language use based on task, purpose, audience, and text type. Critical Principles for Developing Language and Cognition in Academic Contexts: While advancing along the continuum of English language development levels, English learners at all levels engage in intellectually challenging literacy, disciplinary and disciplinary literacy tasks. They use language in meaningful and relevant ways appropriate to grade level, content area, topic, purpose, audience, and text type in English language arts, mathematics, science, social studies, and the arts. Specifically, they use language to gain and exchange information and ideas in three communicative modes (collaborative, interpretive, and productive), and they apply knowledge of language to academic tasks via three cross-mode language processes (structuring cohesive texts, expanding and enriching ideas, and connecting and condensing ideas) using various linguistic resources. Part I: Interacting in Meaningful Ways A. Collaborative 1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics CCSS: SL.7.1,6; L.7.3,6 Emerging 1. Exchanging information/ideas Engage in conversational exchanges and express ideas on familiar topics by asking and answering yes-no and wh- questions and responding using simple phrases.

SE/TE: Discussion, 13, 29, 47, 61, 89, 103, 119, 133, 161, 175, 193, 207, 237, 253, 269, 283, 315, 329, 345, 359, 387, 401, 419, 433

Expanding 1. Exchanging information/ideas Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.

SE/TE: Listening Skills: listen to others’ ideas, 29, listen politely, even if you disagree, 119, listen for implicit ideas, 253, 315, listen for supporting details and reasons, 269, evaluate classmates’ facts, 433






Bridging 1. Exchanging information/ideas Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.

SE/TE: Listening and Speaking Workshop (evaluate): presentation, 69, interview, 215, speech, 291, team presentation, 367; also see: Discussion (Listening Skill): listen to others’ ideas, 29, take notes, write down key ideas, 103, listen politely, even if you disagree, 119, retell or summarize ideas, 237, 359, 419, listen for implicit ideas, 253, 315, listen for supporting details and reasons, 269, evaluate classmates’ facts, 433

2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia CCSS: W.7.6; WHST.7.6; SL.7.2; L.7.3,6 Emerging 2. Interacting via written English Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.

SE/TE: Grammar: Practice & Apply, 14, 15, 30, 31, 48, 49, 62, 63, 90, 91, 105, 120, 121, 134, 135, 162, 163, 104, 176, 177, 194, 195, 208, 209, 238, 239, 254, 255, 270, 271, 284, 285, 316, 317, 330, 331, 346, 347, 360, 361, 388, 389, 402, 403, 420, 421, 434, 435

Expanding 2. Interacting via written English Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.

SE/TE: Writing: personal letter, 122–123, letter to the editor, 286; also see: Literary response and evaluation: writing thank–you letters, 47

Bridging 2. Interacting via written English Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.

SE/TE: Expository writing: problem and solution paragraph, 178, critique, 196, news article, 210, 216–220, letter to the editor, 286, instructional paragraph, 332, instructional essay, 368–372; also see: Writing Workshop: descriptive essay, 70–74, expository essay, 216–220, instructional essay, 368–372, persuasive essay, 292–296, research report, 442–448, short story, 142–146






3. Offering and supporting opinions and negotiating with others in communicative exchanges CCSS: W.7.1; WHST.7.1; SL.7.1,4,6; L.7.3,6 Emerging 3. Supporting opinions and persuading others Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or ask for clarification) using learned phrases (e.g., I think. . . , Would you please repeat that?) and open responses.

SE/TE: Discussion, 13, 29, 47, 61, 89, 103, 119, 133, 161, 175, 193, 207, 237, 253, 269, 283, 315, 329, 345, 359, 387, 401, 419, 433

Expanding 3. Supporting opinions and persuading others Negotiate with or persuade others in conversations (e.g., to provide counter-arguments) using learned phrases (I agree with X, but . . ), and open responses.

SE/TE: Listening Skill: listen to others’ ideas, 29, listen politely, even if you disagree, 119, listen for implicit ideas, 253, 315, listen for supporting details and reasons, 269, evaluate classmates’ facts, 433

Bridging 3. Supporting opinions and persuading others Negotiate with or persuade others in conversations using appropriate register (e.g., to acknowledge new information) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before), and open responses.







4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) CCSS: W.7.4-5; WHST.7.4-5; SL.7.6; L.7.1,3,6 Emerging 4. Adapting language choices Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).

SE/TE: Discussion, 13, 29, 47, 61, 89, 103, 119, 133, 161, 175, 193, 207, 237, 253, 269, 283, 315, 329, 345, 359, 387, 401, 419, 433; Strengthen Your Social language, 69, 141, 215, 291, 367, 441

Expanding 4. Adapting language choices Adjust language choices according to purpose (e.g., explaining, persuading, entertaining), task, and audience.

SE/TE: Listening and Speaking Workshop, 68–69, 140–141, 214–215, 290–291, 366–367, 440–441; also see: Discussion, 13, 29, 47, 61, 89, 103, 119, 133, 161, 175, 193, 207, 237, 253, 269, 283, 315, 329, 345, 359, 387, 401, 419, 433;

Bridging 4. Adapting language choices Adjust language choices according to task (e.g., facilitating a science experiment, providing peer feedback on a writing assignment), purpose, task, and audience.

SE/TE: Media Literacy and Projects, 67, 139, 213, 289, 365, 439; also see: Listening and Speaking Workshop, 68–69, 140–141, 214–215, 290–291, 366–367, 440–441; Link the Readings: Discussion, 66, 138, 212, 288, 364, 438






B. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts CCSS: SL.7.1,3,6; L.7.1,3,6 Emerging 5. Listening actively Demonstrate active listening in oral presentation activities by asking and answering basic questions with prompting and substantial support.

SE/TE: Discussion, 13, 29, 47, 61, 89, 103, 119, 133, 161, 175, 193, 207, 237, 253, 269, 283, 315, 329, 345, 359, 387, 401, 419, 433

Expanding 5. Listening actively Demonstrate active listening in oral presentation activities by asking and answering detailed questions with occasional prompting and moderate support.

SE/TE: Listening Skill: listen to others’ ideas, 29, listen politely, even if you disagree, 119, listen for implicit ideas, 253, 315, listen for supporting details and reasons, 269, evaluate classmates’ facts, 433; also see: Listening and Speaking Workshop (evaluate): presentation, 69, interview, 215, speech, 291, team presentation, 367

Bridging 5. Listening actively Demonstrate active listening in oral presentation activities by asking and answering detailed questions with minimal prompting and support.







6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language CCSS: RL.7.1-7,9-10; RI.7.1-10; RH.7.1-10; RST.7.1-10; SL.7.2; L.7.1,3,6 Emerging 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia with substantial support. b) Express inferences and conclusions drawn based on close reading of grade-appropriate texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on). c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar topics.

SE/TE: Word Study, 7, 21, 37, 55, 83, 97, 111, 127, 155, 169, 183, 201, 229, 245, 261, 277, 305, 323, 337, 353, 381, 395, 409, 427; Comprehension, 12, 28, 46, 60, 88, 102, 118, 132, 160, 174, 192–193, 206, 236, 252, 268, 282, 314–315, 328, 344–345, 358, 386–387, 400, 418, 432; Reading Strategies: identify main idea and details, 55, identify problems and solution, 83, make inferences, 111, recognize cause and effect, 127, connect ideas, 155, distinguish fact from opinion, 169, draw conclusions, 245, recognize sequence, 261, compare and contrast, 381, analyze text structure, 409 Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels. For examples, see the following pages: 56, 84, and 246.

Expanding 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia with moderate support. b) Express inferences and conclusions drawn based on close reading of grade-appropriate texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to). c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics.

SE/TE: Key words, 19, 95, 125, 153, 199, 227, 275, 321, 351, 393, 425; Word Study, 7, 21, 37, 55, 83, 97, 111, 127, 155, 169, 183, 201, 229, 245, 261, 277, 305, 323, 337, 353, 381, 395, 409, 427; Reading Strategies: identify main idea and details, 55, identify problems and solution, 83, make inferences, 111, recognize cause and effect, 127, connect ideas, 155, distinguish fact from opinion, 169, draw conclusions, 245, recognize sequence, 261, compare and contrast, 381, analyze text structure, 409






Bridging 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia with light support. b) Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of precise academic verbs (e.g., indicates that, influences). c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.

SE/TE: Academic words, 6, 20, 36, 54, 82, 96, 110, 126, 154, 168, 182, 200, 228, 244, 260, 276, 304, 322, 336, 352, 380, 394, 408, 426; Word Study, 7, 21, 37, 55, 83, 97, 111, 127, 155, 169, 183, 201, 229, 245, 261, 277, 305, 323, 337, 353, 381, 395, 409, 427; Media Literacy and Projects, 67, 139, 213, 289, 365, 439; Reading Strategies: identify main idea and details, 55, identify problems and solution, 83, make inferences, 111, recognize cause and effect, 127, connect ideas, 155, distinguish fact from opinion, 169, draw conclusions, 245, recognize sequence, 261, compare and contrast, 381, analyze text structure, 409






7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area CCSS: RL.7.4-5; RI.7.4,6,8; RH.7.4-6,8; RST.7.4-6,8; SL.7.3; L.7.3,5-6 Emerging 7. Evaluating language choices Explain how well writers and speakers use language to support ideas and arguments with detailed evidence (e.g., identifying the precise vocabulary used to present evidence, or the phrasing used to signal a shift in meaning) when provided with substantial support.

SE/TE: Discussion, 13, 29, 47, 61, 89, 103, 119, 133, 161, 175, 193, 207, 237, 253, 269, 283, 315, 329, 345, 359, 387, 401, 419, 433; Persuasive Essay: appeal to readers with strong persuasive words, 292, 293

Expanding 7. Evaluating language choices Explain how well writers and speakers use specific language to present ideas of support arguments and provide detailed evidence (e.g., showing the clarity of the phrasing used to present an argument) when provided with moderate support.

SE/TE: Listening and Speaking Workshop (evaluate): speech, 291; Persuasive Essay: appeal to readers with strong persuasive words, 292, 293; also see: Listening Skill): listen to others’ ideas, 29, listen politely, even if you disagree, 119, listen for implicit ideas, 253, 315, listen for supporting details and reasons, 269, evaluate classmates’ facts, 433

Bridging 7. Evaluating language choices Explain how well writers and speakers use specific language resources to present ideas or support arguments and provide detailed evidence (e.g., identifying the specific language used to present ideas and claims that are well supported and distinguishing them from those that are not) when provided with light support.

SE/TE: Link the Readings: Discussion, 66, 138, 212, 288, 364, 438; Critique: supporting reasons and examples, 196, 197; Advertisement: supporting reasons and examples, 240, 241; Question–and–answer format: explaining with specificity and details, 256; Review: state your recommendation clearly, 272, present reasons in logical order, 273






8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area CCSS: RL.7.4-5; RI.7.4-5; RH.7.4-5; RST.7.4-5; SL.7.3; L.7.3,5-6 Emerging 8. Analyzing language choices Explain how phrasing or different common words with similar meaning (e.g., choosing to use the word polite versus good) produce different effects on the audience.

SE/TE: Homophones, 169; Synonyms, 277, 305

Expanding 8. Analyzing language choices Explain how phrasing, different words with similar meaning (e.g., describing a character as diplomatic versus respectful) or figurative language (e.g., The wind whispered through the night.) produce shades of meaning and different effects on the audience.

SE/TE: Homophones, 169; Synonyms, 277, 305

Bridging 8. Analyzing language choices Explain how phrasing, different words with similar meaning (e.g., refined-respectful-polite-diplomatic), or figurative language (e.g., The wind whispered through the night.) produce shades of meaning, nuances, and different effects on the audience.

SE/TE: Homophones, 169; Synonyms, 277, 305; also see: Literary terms: figurative language, personification, 35, metaphor, 109, extended metaphor, 167, hyperbole, 335






C. Productive 9. Expressing information and ideas in formal oral presentations on academic topics CCSS: SL.7.4-6; L.7.1,3 Emerging 9. Presenting Plan and deliver brief informative oral presentations on familiar topics.

SE/TE: In Your Own Words, 28, 60, 102, 132, 160, 206, 236, 252, 282, 328, 358, 400, 432; also see: Discussion, 13, 29, 47, 61, 89, 103, 119, 133, 161, 175, 193, 207, 237, 253, 269, 283, 315, 329, 345, 359, 387, 401, 419, 433

Expanding 9. Presenting Plan and deliver longer oral presentations on a variety of topics, using details and evidence to support ideas.

SE/TE: Listening and Speaking Workshop: presentation, 68–69, personal narrative, 140–141, interview, 214–215, speech, 290–291, team presentation, 366–367, play, 440–441

Bridging 9. Presenting Plan and deliver longer oral presentations on a variety of topics in a variety of disciplines, using reasoning and evidence to support ideas, as well as growing understanding of register.

SE/TE: Media Literacy and Projects, 67, 139, 213, 289, 365, 439; also see: Listening and Speaking Workshop: presentation, 68–69, personal narrative, 140–141, interview, 214–215, speech, 290–291, team presentation, 366–367, play, 440–441






10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology CCSS: W.7.1-10; WHST.7.1-2,4-10; L.7.1-6 Emerging 10. Writing a) Write short literary and informational texts (e.g., an argument for wearing school uniforms) collaboratively (e.g., with peers) and independently. b) Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

SE/TE: Literary response and evaluation: concept map, 13, 400, writing thank–you letters, 47, making charts, 89, 119, 175, 193, writing dialogue, 253, 315, writing poem or making picture about dreams, 269, making up a character, 345, finding myths, 387, ideas for science fiction story, 419

Expanding 10. Writing a) Write longer literary and informational texts (e.g., an argument for wearing school uniforms) collaboratively (e.g., with peers) and independently using appropriate text organization. b) Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

SE/TE: Expository writing: summary, 362–363; also see: Writing assignments, 16–17, 32–33, 50–51, 64–65, 92–93, 106–107, 122–123, 136–137, 164–165, 178–179, 196–197, 210–211, 240–241, 256–257, 272–273, 286–287, 318–319, 332–333, 348–349, 390–391, 404–405, 422–423, 436–437

Bridging 10. Writing a) Write longer and more detailed literary and informational texts (e.g., an argument for wearing school uniforms) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register. b) Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).

SE/TE: Writing Workshop: interview, 214–215, personal narrative, 139–141, play, 440–441, presentation, 68–69, speech, 290–291, team presentation, 366–367; Media Literacy and Projects, 67, 139, 213, 289, 365, 439;






11. Supporting own opinions and evaluating others’ opinions in speaking and writing CCSS: W.7.1,8-9; WHST.7.1,8-9; L.7.1-3,6 Emerging 11. Justifying/arguing a) Justify opinions by providing some textual evidence or relevant background knowledge with substantial support. b) Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).

SE/TE: Discussion, 13, 29, 47, 61, 89, 103, 119, 133, 161, 175, 193, 207, 237, 253, 269, 283, 315, 329, 345, 359, 387, 401, 419, 433

Expanding 11. Justifying/arguing a) Justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge with moderate support. b) Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would/should).

SE/TE: Link the Readings: Discussion, 66, 138, 212, 288, 364, 438; Listening and Speaking Workshop: speech, 290–291; also see: Discussion, 13, 29, 47, 61, 89, 103, 119, 133, 161, 175, 193, 207, 237, 253, 269, 283, 315, 329, 345, 359, 387, 401, 419, 433

Bridging 11. Justifying/arguing a) Justify opinions or persuade others by providing detailed and relevant textual evidence or relevant background knowledge with light support. b) Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/potentially/absolutely, should/might).

SE/TE: Persuasive writing: advertisement, 240, question–and–answer format, 256, review, 272, essay, 292–296; Listening and Speaking Workshop: speech, 290–291; also see: Discussion, 13, 29, 47, 61, 89, 103, 119, 133, 161, 175, 193, 207, 237, 253, 269, 283, 315, 329, 345, 359, 387, 401, 419, 433






12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas CCSS: W.7.4-5; WHST.7.4-5; SL.7.4,6; L.7.1,3,5-6 Emerging 12. Selecting language resources a) Use a select number of general academic words (e.g., cycle, alternative) and domain-specific words (e.g., scene, chapter, paragraph, cell) to create some precision while speaking and writing. b) Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X. He walked to school.).

SE/TE: Key words, 19, 95, 125, 153, 199, 227, 275, 321, 351, 393, 425; also see: Word Study: Prefixes in–, re–, over–, un–, 7, Suffixes –er/–or, 97, Prefixes under–, re–, multi–, inter–, 155

Expanding 12. Selecting language resources a) Use a growing set of academic words (e.g., cycle, alternative, indicate, process), domain-specific words (e.g., scene, soliloquy, sonnet, friction, monarchy, fraction), synonyms, and antonyms to create precision and shades of meaning while speaking and writing. b) Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., She likes walking to school. That’s impossible.).

SE/TE: Literary terms, 5, 35, 81, 109, 167, 181, 243, 259, 303, 379, 407; also see: Word Study: Prefixes in–, re–, over–, un–, 7, Suffixes –er/–or, 97, Prefixes under–, re–, multi–, inter–, 155

Bridging 12. Selecting language resources a) Use an expanded set of general academic words (e.g., cycle, alternative, indicate, process, emphasize, illustrate), domain-specific words (e.g., scene, soliloquy, sonnet, friction, monarchy, fraction), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing. b) Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing destroy -> destruction, probably - > probability, reluctant -> reluctantly).

SE/TE: Academic words, 6, 20, 36, 54, 82, 96, 110, 126, 154, 168, 182, 200, 228, 244, 260, 276, 304, 322, 336, 352, 380, 394, 408, 426; also see: Word Study: Prefixes in–, re–, over–, un–, 7, Suffixes –er/–or, 97, Prefixes under–, re–, multi–, inter–, 155






Part II: Learning About How English Works A. Structuring Cohesive Texts 1. Understanding text structure CCSS: RL.7.5; RI.7.5; RH.7.5; RST.7.5; W.7.1-5,10; WHST.7.1-2,4-5,10; SL.7.4 Emerging 1. Understanding text structure Apply understanding of how different text types are organized to express ideas (e.g., how narratives are organized sequentially) to comprehending texts and to writing brief arguments, informative/ explanatory texts and narratives.

SE/TE: Genre: novel excerpt, 8–11, 306–311, informational text, 22–27, 56–59, 98–101, 128–131, 156–159, 202–205, 230–235, 278–281, 324–327, 354–357, 396–399, 428–431, short story, 38–44, 184–191, poetry, 45, 173, 267, 313, myth, 84–87, 382–385, historical fiction, 112–117, stanza, 167, interview, 170–172, memoir, 246–251, essay, 262–243, 262–265, art, 266, song lyrics, 312, stage directions, 407, tall tale, 338–343, radio play, 410–417

Expanding 1. Understanding text structure Apply understanding of the organizational features of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing increasingly clear and coherent arguments, informative/explanatory texts and narratives.

SE/TE: Comprehension (informational text): Analyze, 28, 60, 102, 132, 160, 206, 236, 252, 282, 328, 358, 400, 432; Comprehension: Comprehend & Analyze (fiction, poetry, drama), 12, 46, 88, 118, 192–193, 268, 314–315, 344–345, 386–387, 418

Bridging 1. Understanding text structure Apply understanding of the organizational structure of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.

SE/TE: Link the Readings: Critical Thinking, 66, 138, 212, 288, 364, 438






2. Understanding cohesion CCSS: RI.7.5; RH.7.5; RST.7.5; W.7.1-5,10; WHST.7.1-2,4-5,10; L.7.1,3-6 Emerging 2. Understanding cohesion a) Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing brief texts. b) Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everyday connecting words or phrases (e.g., at the end, next) to comprehending texts and writing brief texts.

SE/TE: Antecedent-pronoun agreement, 271; also see: Short Story: use transitions, 143; Expository Essay: details presented in order that makes sense, 219; Question–and–answer format: explaining with specificity and details, 256; Review: present reasons in logical order, 273; Instructional Paragraph: logical sequence, 332, 333; Instructional Essay: present steps in best order, 368, use sequence words, 369

Expanding 2. Understanding cohesion a) Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text, how using synonyms helps avoid repetition) to comprehending texts and writing texts with increasing cohesion. b) Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, as a result, on the other hand) to comprehending texts and writing texts with increasing cohesion.

SE/TE: Antecedent-pronoun agreement, 271; Synonyms, 277, 305; also see: Short Story: use transitions, 143; Expository Essay: details presented in order that makes sense, 219; Question–and–answer format: explaining with specificity and details, 256; Review: present reasons in logical order, 273; Instructional Paragraph: logical sequence, 332, 333; Instructional Essay: present steps in best order, 368, use sequence words, 369






Bridging 2. Understanding cohesion a) Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns, synonyms, or nominalizations are used to refer backward in a text) to comprehending texts and writing cohesive texts. b) Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, consequently) to comprehending texts and writing texts with increasing cohesion.

SE/TE: Antecedent-pronoun agreement, 271; Synonyms, 277, 305; also see: Short Story: use transitions, 143; Expository Essay: details presented in order that makes sense, 219; Question–and–answer format: explaining with specificity and details, 256; Review: present reasons in logical order, 273; Instructional Paragraph: logical sequence, 332, 333; Instructional Essay: present steps in best order, 368, use sequence words, 369






B. Expanding and Enriching Ideas 3. Using verbs and verb phrases CCSS: W.7.5; WHST.7.5; SL.7.6; L.7.1,3-6 Emerging 3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., present, past, future), and aspects (e.g., simple, progressive) appropriate for the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.

SE/TE: Verbs: simple present tense, 62, simple past tense, regular and irregular, 90–91, 316–317, past progressive tense and present participle, 134, past progressive tense and adverbial clauses, 135

Expanding 3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., present, past, future), and aspects (e.g., simple, progressive, perfect) appropriate for the task, text type, and discipline (e.g., simple present for literary analysis) on an increasing variety of topics.

SE/TE: Verbs: simple present tense, 62, simple past tense, regular and irregular, 90–91, 316–317, past progressive tense and present participle, 134, past progressive tense and adverbial clauses, 135, present perfect tense with have/has and past participle, 238, present perfect tense with already and yet, 239, past perfect and simple past tense, 316–317

Bridging 3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., present, past, future), and aspects (e.g., simple, progressive, perfect) appropriate for the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on a variety of topics.

SE/TE: Verbs: simple present tense, 62, simple past tense, regular and irregular, 90–91, 316–317, past progressive tense and present participle, 134, past progressive tense and adverbial clauses, 135, present perfect tense with have/has and past participle, 238, present perfect tense with already and yet, 239, past perfect and simple past tense, 316–317






4. Using nouns and noun phrases CCSS: W.7.5; WHST.7.5; SL.7.6; L.7.1,3-6 Emerging 4. Using nouns and noun phrases Expand noun phrases in basic ways (e.g., adding a sensory adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, and things.

SE/TE: Adjectives, order of, 14; also see: Pronouns and modifiers, 48

Expanding 4. Using nouns and noun phrases Expand noun phrases in a growing number of ways (e.g., adding adjectives to nouns or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, and things.

SE/TE: Adjectives, order of, 14; also see: Pronouns and modifiers, 48; Adjectival clauses, 162–163; Participial adjectives, 402–403

Bridging 4. Using nouns and noun phrases Expand noun phrases in an increasing variety of ways (e.g., more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, and things.

SE/TE: Adjectives, order of, 14; also see: Pronouns and modifiers, 48; Adjectival clauses (nonrestrictive adjectival, restrictive adjectival), 162–163; Participial adjectives, 402–403






5. Modifying to add details CCSS: W.7.4-5; WHST.7.4-5; SL.7.6; L.7.1,3-6 Emerging 5. Modifying to add details Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar activity or process.

SE/TE: Adverbial clauses of time, 120–121, 135; Gerunds as objects after verbs and prepositions, 177

Expanding 5. Modifying to add details Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process.

SE/TE: Adverbial clauses of time, 120–121, 135; Gerunds as objects after verbs and prepositions, 177

Bridging 5. Modifying to add details Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.

SE/TE: Adverbial clauses of time, 120–121, 135; Gerunds as objects after verbs and prepositions, 177 Also see the Accelerate Language Development instruction found in the teacher’s edition below the Grammar lessons. For examples, see the following pages: 120 and 176.






C. Connecting and Condensing Ideas 6. Connecting ideas CCSS: W.7.1-5; WHST.7.1-2,4-5; SL.7.4,6; L.7.1,3-6 Emerging 6. Connecting ideas Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so; creating complex sentences using because).

SE/TE: Sentences: simple, 48–49, compound and complex, 360–361; also see: Conjunctions: and, but, so, 254, because, since, 255

Expanding 6. Connecting ideas Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday’s exam) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).

SE/TE: Sentences: simple, 48–49, compound and complex, 360–361; also see: Conjunctions: and, but, so, 254, because, since, 255

Bridging 6. Connecting ideas Combine clauses in a wide variety of ways (e.g., creating compound, complex, and compound-complex sentences) to make connections between and join ideas, for example, to show the relationship between multiple events or ideas (e.g., After eating lunch, the students worked in groups while their teacher walked around the room.) or to evaluate an argument (e.g., The author claims X, although there is a lack of evidence to support this claim.).

SE/TE: Sentences: simple, 48–49, compound and complex, 360–361; also see: Conjunctions: and, but, so, 254, because, since, 255 Also see the Accelerate Language Development instruction found in the teacher’s edition below the Grammar lessons. For examples, see the following pages: 48, 254 and 360.






7. Condensing ideas CCSS: W.7.1-5; WHST.7.1-2,4-5; SL.7.4,6; L.7.1,3-6 Emerging 7. Condensing ideas Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. This is a story about a girl who changed the world.) to create precise and detailed sentences.

SE/TE: Conjunctions: and, but, so, 254, because, since, 255; also see: Adverbial clauses of time, 120–121, 135; Gerunds as objects after verbs and prepositions, 177

Expanding 7. Condensing ideas Condense ideas in an increasing variety of ways (e.g., through various types of embedded clauses and other ways of condensing, as in, Organic vegetables are food. They’re made without chemical fertilizers. They’re made without chemical insecticides. Organic vegetables are foods that are made without chemical fertilizers or insecticides.) to create precise and detailed sentences.

SE/TE: Conjunctions: and, but, so, 254, because, since, 255; also see: Adverbial clauses of time, 120–121, 135; Gerunds as objects after verbs and prepositions, 177

Bridging 7. Condensing ideas Condense ideas in a variety of ways (e.g., through various types of embedded clauses, ways of condensing, and nominalization as in, They destroyed the rainforest. Lots of animals died. The destruction of the rainforest led to the death of many animals.) to create precise and detailed sentences.

SE/TE: Conjunctions: and, but, so, 254, because, since, 255; also see: Adverbial clauses of time, 120–121, 135; Gerunds as objects after verbs and prepositions, 177 Also see the Accelerate Language Development instruction found in the teacher’s edition below the Grammar lessons. For examples, see the following pages: 120, 134 and 254.






Part III: Using Foundational Literacy Skills Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts Part III: Using Foundational Literacy Skills CCSS: RF.K-1.1-4; RF.2-5.3-4 (as appropriate) Foundational Literacy Skills: Literacy in an Alphabetic Writing System Print concepts Phonological awareness Phonics & word recognition Fluency

SE/TE: Word Study, 7, 21, 37, 55, 83, 97, 111, 127, 155, 169, 183, 201, 229, 245, 261, 277, 305, 323, 337, 353, 381, 395, 409, 427; Fluency, 29, 61, 103, 138, 161, 207, 237, 253, 283, 329, 359, 401, 433; also see: Reading Strategies: preview, 21, visualize, 37, use visuals, 97, skim, 337, evaluate new information, 395, analyze text structure, 409, evaluate written information, 427

CA Keystone 2013 Grade 7 B - final - Pearson School Correlation of Pearson Longman Keystone, Level B...

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Transcript of CA Keystone 2013 Grade 7 B - final - Pearson School Correlation of Pearson Longman Keystone, Level B...