7th Grade English Language Arts Curriculum And
Washington County Department of Education7th Grade English Language ArtsCurriculum and Assessment Guide2017-2018Table of Contents:Section One-Assessment/Instruction ScheduleELA 2016-2017 Assessment, Instruction, and Unit Schedulepages 1-6Section Two- Pacing Guides:Curriculum at a Glancepages 7-12Section Three- Assessment/Instruction and Unit Resources:REQUIRED STAR Universal Screening Assessmentspage 13REQUIRED WCDE Common Formative Assessment (CFA)pages 14-15Optional Instructional Unitspage 16-17Suggested -Units of Study in Argument, Information, and Narrative Writingpage 18-200 Page
Washington County Schools 2017-2018Assessment, Writing, and Unit ScheduleAssessment,Writing, andUnit WindowsBeginning ofthe YearRequired/SuggestedInstructional Units7th GradeEnglish Language ArtsWriting & WritingAssessmentsREQUIRED Aug. 7- Aug. 25Beginning ofthe YearAug. 7-Aug. 25SuggestedSTAR AssessmentsCommon FormativeAssessmentsAdminister PlacementTest/Record and fileresults on ELA StudentProfile Folder: STAR360 ReadingUniversal ScreeningBeginning of YearAssessment Administer Placement Tests Lucy Calkins’ WritingUnits of Study OnDemand PerformanceAssessment Prompt Narrative Writing(use WritingPathways page 206 forprompt and page 211214 for teaching rubric) Week 1 & 2: Establishroutines and procedures forWriting (For support onestablishing routines andprocedures, referenceInstructional Resources atend of this guide and TheUnits of Study: A Guide to1 Page
the Writing WorkshopDuring/End of 1stgrading periodSuggested Suggested InstructionalUnit MemoirUnit goal: StudentsLouisiana Believes grade7 GuidebookSept. 18-Sept.29 Suggested NarrativeWritingLucy Calkins’ Units ofStudy Unit 1 WritingRealistic FictionPublished NarrativeWriting (use WritingPathways bookresources: rubric and/orchecklists)read various memoirsand texts about awriter’s craft tounderstand theimportance of memoirsand “coming of age”literature. Studentsexpress their Utilize Lucy Calkins’understanding byWriting Units of Studyexploring their ownIf Then Curriculumvoice and style as aBook, SRSD strategies,writer, observing thefirsthand connectionand/or eduTOOLBOX.orgbetween reading andresources to teachwriting, as they writeNarrative Writing intheir own memoir. Fromresponse to text(s) andAug. 7- Oct. 5End of 1stgrading period REQUIREDprompt. Administer Tests/Recordand file results on ELAStudent Profile Folder atthe end of Week 7 or thebeginning of Week 8: WCDE CommonFormative Assessment(CFA): Narrative(typed- use TDOErubric)2 Page
Beginning of2nd gradingperiodOct. 6-Oct. 20During/End of2nd gradingperiodOct. 16-Dec.20Suggested Suggested InstructionalUnit A Christmas CarolUnit Goal: Studentsread literary andinformational textsabout the meaningand redemptionfound throughselflessness andvaluing people overmaterial possessions.Students understandhow writers usestories to teach usthese lessons andhow characters’choices affect the plotand build the themeof a story. Studentsexpress theirunderstanding byexploring howliterature resonateswith readers and has“staying power,”becoming a part ofour language, culture,and moral code. FromLouisiana Believesgrade 7 Guidebook Administer Placement Tests Lucy Calkins’ WritingUnits of Study OnDemand PerformanceAssessment Prompt Information Writing(use WritingPathways page 156 forprompt and page 162166 for teaching rubric) Suggested NarrativeWriting Lucy Calkins’ Units ofStudy Unit 2 WritingAbout ReadingPublished InformationWriting (use WritingPathways bookresources: rubric and/orchecklists) Utilize Lucy Calkins’Writing Units of StudyIf Then CurriculumBook, SRSD strategies,and/oreduTOOLBOX.orgresources to teachInformation Writing inresponse to text(s) andprompt.3 Page
During/End of2nd gradingperiod Administer Tests/Recordand file results on ELAStudent Profile Folder atthe end of Week 7 or thebeginning of Week 8: WCDE CommonFormative Assessment(CFA): Informational/Explanatory (typed- useTDOE rubric)REQUIREDNov. 20-Dec.1Beginning ofSecondSemesterJan. 2-Jan. 12Beginning ofSecondSemesterJan. 2- Jan. 12 Administer Test/ RecordREQUIREDand file results on ELAStudent Profile Folder: STAR360 ReadingUniversal Screening MidYear AssessmentSuggested Suggested InstructionalUnit The GiverUnit Goal: Students readdystopian literature andrelated informationaltexts to understand howindividual perspectivesare shaped byknowledge and memoryand to determinewhether perfection isworth the sacrifice.Students express theirunderstanding byanalyzing how a theme isdeveloped throughcharacters and theircontrasting points ofview and also comparingand contrasting thethemes of similar texts.From Louisiana Believes Lucy Calkins’ WritingUnits of Study On-DemandPerformance AssessmentPrompt -ArgumentWriting (use WritingPathways page 110 forprompt and page 116120 for teaching rubric)4 Page
grade 7 GuidebookDuring/End of3rd gradingperiodJan. 3-Mar. 9During/End of3rd gradingperiod Lucy Calkins’ Units ofSuggestedStudy Unit 3 The Art ofArgument PublishedArgument Writing (useWriting Pathways bookresources: rubric and/orchecklists) Administer Tests/Recordand file results on ELAStudent Profile Folder atthe end of Week 7 or thebeginning of Week 8: WCDE CommonFormative Assessment(CFA): Argument(typed- use TDOErubric)REQUIREDJan. 2- Mar. 9During/End of4th gradingperiodMar.12-May 24Suggested SuggestedInstructional Unit Written in BoneUnit goal: Studentsread literary andinformational textsabout the stories ofour past tounderstand howdifferent texts offerunique historicalperspectives and howauthors sometimesalter details ofhistory to serve apurpose. Studentsexpress theirunderstanding bycorroborating detailsof the past,deciphering an5 Page
author’s purpose, andwriting their ownfictionalized versionof a historicalaccount.From Believes grade 7GuidebookDuring/End of4th gradingperiodMar.1-May 24REQUIRED Administer Test/Recordand file results on ELAStudent Profile Folder: STAR360 ReadingUniversal ScreeningEnd of Year Assessment6 Page
Washington County Department of Education7th Grade Curriculum at a Glance1st nine 2nd nine 3rd nine 4th nineweeks weeks weeks weeksStandardReading Standards for LiteratureKey Ideas and Details7.17.27.37.RL.KID.1 Analyze what a text says explicitly anddraw logical inferences; cite several pieces of textualevidence to support conclusions.7.RL.KID.2 Determine a theme or central idea of atext and analyze its development over the course of thetext; provide an objective summary.7.RL.KID.3 Analyze how specific elements of a storyor drama interact with and affect each orceIntroduceReinforceReading Standards for LiteratureCraft and Structure7.47.57.67.RL.CS.4 Determine the meaning of words andphrases as they are used in a text, including figurativeand connotative meanings; analyze the impact of specificword choices on meaning and tone, including allusionsto other texts and repetition of words and phrases.7.RL.CS.5 Analyze the form or structure of a story,poem, or drama, considering how text form orstructure contributes to its theme and meaning.7.RL.CS.6 Analyze how an author establishes, conveys,and contrasts the points of view of different charactersor narrators in a rceIntroduceReinforceReading Standards for LiteratureIntegration of Knowledge and Ideas7.77.87.97.RL.IKI.7 Compare and contrast a written story,drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniquesunique to each medium.(Not orceIntroduceReinforceIntroduceReinforceto literature)7.RL.IKI.9 Compare and contrast an historical accountwith a fictional portrayal of the same time, place, orcharacter.Reading Standards for LiteratureRange of Reading and Level of Text Complexity7.107.RL.RRTC.10 Read and comprehend a variety ofliterature throughout the grades 6-8 text complexityband proficiently, with a gradual release of scaffoldingat the high end as needed.IntroduceReinforceIntroduceReinforce7 Page
Reading Standards for Informational TextKey Ideas and Details7.17.27.37.RI.KID.1 Analyze what a text says explicitly anddraw logical inferences; cite several pieces of textualevidence to support conclusions.7.RI.KID.2 Determine a central idea of a text andanalyze its development over the course of the text;provide an objective summary.7.RI.KID.3 Analyze the relationships and interactionsamong individuals, events, and/or ideas in a rceIntroduceReinforceReading Standards for Informational TextCraft and Structure7.47.57.67.RI.CS.4 Determine the meaning of words andphrases as they are used in a text, including figurativeand connotative meanings; analyze the impact of specificword choices on meaning and tone, including allusionsto other texts and repetition of words and phrases.7.RI.CS.5 Analyze the structure an author uses toorganize a text, including how the major sectionscontribute to the whole and to the development of theideas.7.RI.CS.6 Determine an author’s point of view orpurpose in a text and analyze how an authordistinguishes his or her position from that of forceIntroduceReinforceReading Standards for Informational TextIntegration of Knowledge and Ideas7.77.87.97.RI.IKI.7 Compare and contrast a text to an audio,video, or multimedia version of a text, analyzing eachmedium’s portrayal of the subject.7.RI.IKI.8 Trace and evaluate the argument andspecific claims in a text, assessing whether the evidenceis relevant and sufficient to support the claims.7.RI.IKI.9 Analyze how two or more authors writingabout the same topic shape their presentations of keyinformation by emphasizing different evidence oradvancing an alternate explanation of duceReinforceIntroduceReinforceReading Standards for Informational TextRange of Reading and Level of Text Complexity7.107.RI.RRTC.10 Read and comprehend a variety ofliterary nonfiction throughout the grades 6-8 textcomplexity band proficiently, with a gradual release ofscaffolding at the high end as needed.IntroduceReinforceWriting StandardsText Types and Protocol7.17.W.TTP.1 Write arguments to support claims withclear reasons and relevant evidence.a) Introduce claim(s).b) Support claim(s) with logical reasoning andrelevant, sufficient evidence; acknowledgeIntroduceReinforce8 Page
alternate or opposing claim(s).c) Organize the reasons and evidence clearly andclarify the relationships among claim(s) andreasons.d) Use credible sources and demonstrate anunderstanding of the topic or source material.e) Craft an effective and relevant conclusion thatsupports the argument presented.f) Use precise language and content-specificvocabulary.g) Use appropriate transitions to create cohesionand clarify the relationships among ideas andconcepts.h) Use varied sentence structure to enhancemeaning and reader interest.i) Establish and maintain a formal style.7.27.37.W.TTP.2Write informative/explanatory texts toexamine a topic and convey ideas, concepts, andinformation through the selection, organization, andanalysis of relevant content.a) Introduce a topic clearly, using theintroduction to prepare the reader for what isto follow.b) Organize ideas, concepts, and informationusing effective strategies to create cohesion andaid in comprehension.c) Develop the topic with relevant facts,definitions, concrete details, quotations, orother information and examples.d) Thoroughly and accurately explain andelaborate on the evidence provided,demonstrating a clear understanding of thetopic and the source material.e) Craft an effective and relevant conclusion.f) Include formatting, graphics, and multimediawhen appropriate.g) Use appropriate transitions to create cohesionand clarify the relationships among ideas andconcepts.h) Use precise language and domain-specificvocabulary.i) Use varied sentence structure to enhancemeaning and reader interest.j) Establish and maintain a formal style.7.W.TTP.3 Write narratives (fiction and nonfiction) todevelop real or imagined experiences or events usingeffective techniques, relevant descriptive details, andwell-structured event sequences.a) Engage and orient the reader by establishing acontext and point of view and introducing anarrator and/or participants/characters.b) Organize an event sequence that unfoldsnaturally and orce9 Page
c) Create a smooth progression of experiences orevents.d) Use narrative techniques, such as dialogue,pacing, and description when appropriate, todevelop experiences, events, and/orcharacters.e) Use a variety of transition words, phrases, andclauses to convey sequence, signal shifts, andshow the relationships among experiences andevents.f) Craft an effective and relevant conclusion thatreflects on the narrated experiences or events.g) Use precise words and phrases, relevantdescriptive details, and sensory language toconvey experiences and events.Writing StandardsProduction and Distribution of Writing7.47.57.67.W.PDW.4 Produce clear and coherent writing inwhich the development, organization, and style areappropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined instandards 1-3 above.)7.W.PDW.5 With some guidance and support frompeers and adults, develop and strengthen writing asneeded by planning, revising, editing, rewriting, ortrying a new approach, focusing on how well purposeand audience have been addressed. (Editing forconventions should demonstrate command of Languagestandards 1–3 up to and including grade 7.)7.W.PDW.6 Use technology, including the Internet, toproduce and publish writing and to collaborate withothers; link to and cite sources; type a completeproduct in a single sitting as defined in orceIntroduceReinforceWriting StandardsResearch to Build and Present Knowledge7.77.87.97.W.RBPK.7 Conduct research to answer a question,drawing on multiple sources and generating additionalrelated, focused questions for further research andinvestigation.7.W.RBPK.8 Integrate relevant and credibleinformation from print and digital sources; quote orparaphrase the data and conclusions of others whileavoiding plagiarism and following a standard format forcitation.7.W.RBPK.9 Support interpretations, analyses,reflections, or research with evidence found inliterature or informational texts, applying grade 7standards for reading; assess whether the evidence isrelevant and sufficient to support the forceIntroduceReinforceWriting StandardsRange of Writing10 P a g e
7.107.W.RW.10 Write routinely over extended timeframes and shorter time frames for a range of disciplinespecific tasks, purposes, and oduceReinforceIntroduceReinforceSpeaking and Listening StandardsComprehension and Collaboration7.17.27.37.SL.CC.1 Prepare for collaborative discussions on 7thgrade level topics and texts; engage effectively withvaried partners, building on others’ ideas and expressingtheir own ideas clearly.7.SL.CC.1 Prepare for collaborative discussions on 7thgrade level topics and texts; engage effectively withvaried partners, building on others’ ideas and expressingtheir own ideas clearly.7.SL.CC.3 Explain a speaker’s argument and specificclaims, focusing on whether the reasoning is sound,relevant, and ReinforceIntroduceReinforceSpeaking and Listening StandardsPresentation of Knowledge and Ideas7.47.57.67.SL.PKI.4 Present claims and findings, emphasizingsalient points in a focused, coherent manner withpertinent descriptions, facts, details, and examples; useappropriate eye contact, adequate volume, and clearpronunciation.7.SL.PKI.5 Include multimedia components and visualdisplays in presentations to clarify claims and findingsand to emphasize major points.7.SL.PKI.6 Adapt speech to a variety of contexts andtasks, demonstrating command of formal English whenindicated or eReinforceIntroduceReinforceLanguage StandardsConventions of Standard English7.17.27.L.CSE.1 Demonstrate command of the conventionsof standard English grammar and usage.a) When reading or listening, explain thefunction of phrases and clauses witheffectively-placed modifiers.b) When writing or speaking, produce simple,compound, and complex sentences witheffectively-placed modifiers.7.L.CSE.2 Demonstrate command of the conventionsof standard English capitalization, punctuation, andspelling. When reading or writing, explain the functionof commas to separate coordinate adjectives and usethem correctly to do eLanguage StandardsKnowledge of Language7.37.L.KL.3 When writing and speaking, choose preciselanguage to express ideas concisely.IntroduceReinforce11 P a g e
Language StandardsVocabulary Acquisition and Use7.47.57.67.L.VAU.4 Determine or clarify the meaning ofunknown and multiple-meaning words and phrasesbased on 7th grade-level text by choosing flexibly froma range of strategies.a) Use context as a clue to the meaning of a wordor a phrase.b) Use common grade-appropriate morphologicalelements as clues to the meaning of a word ora phrase.c) Consult reference materials, both print anddigital, to find the pronunciation of a word orphrase.d) Use etymological patterns in spelling as cluesto the meaning of a word or phrase.7.L.VAU.5 When reading, listening, writing, andspeaking, explain the function of figurative language,word relationships, and connotation/denotation and usethem correctly and effectively.7.L.VAU.6 Acquire and accurately use gradeappropriate general academic and domain-specificwords and phrases; develop vocabulary knowledgewhen considering a word or phrase important tocomprehension or forceIntroduc
7th Grade Curriculum at a Glance Standard 1st nine weeks 2nd nine weeks 3rd nine weeks 4th nine weeks Reading Standards for Literature Key Ideas and Details 7.1 7.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; cite several pieces of textual evidence to support concl
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