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PRIORITIZED STANDARDS

ELA-07.RL.01.a

ELA Reading Literature Strand Logo 7th Grade (ELA) Targeted Sub-Standard
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details

ELA-07.RL.01 Read closely to comprehend Literature/Fiction text.

  • ELA-07.RL.01.a Cite several pieces of textual evidence to support analysis of what the text says explicitly.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

ELA-07.RL.01.b

ELA Reading Literature Strand Logo 7th Grade (ELA) Targeted Sub-Standard
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details

ELA-07.RL.01 Read closely to comprehend Literature/Fiction text.

  • ELA-07.RL.01.b Cite several pieces of textual evidence to support inferences drawn from the text.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

ELA-07.RL.01.c

ELA Reading Literature Strand Logo 7th Grade (ELA) Targeted Sub-Standard
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details

ELA-07.RL.01 Read closely to comprehend Literature/Fiction text.

  • ELA-07.RL.01.c Provide an objective summary.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

ELA-07.RL.02

7th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Key Ideas and Details

ELA-07.RL.02 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Student Learning Targets for Grade 7 ELA:

Knowledge Targets

  • I can define theme.
  • I can define objective summary.

Reasoning Targets

  • I can analyze theme development through events found in text.

Skills (Performance) Targets

  • I can determine theme.
  • I can identify key ideas and details that support theme development.

Product Targets

  • I can provide an objective summary of the text.

Student Learning Targets for Grade 7 Reading Pro:

Knowledge Targets

  • I can define "theme" and "summary."

Reasoning Targets

  • I can analyze theme in a text.

Skills (Performance) Targets

  • I can explore and analyze the theme's development over the course.
  • I can write an objective summary of the text.

Product Targets

  • I can devise an argument to support my claim of a theme in a text.

Proficiency Scale for Grade 7 ELA:

Score   Description: 7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.  
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

I can

  • define theme.
  • determine theme.
  • analyze theme development.
  • write or present an objective summary.

 
  • From the literature book, select various short stories to practice writing objective summaries. Have students critique one another’s summaries for accuracy and relevancy.
  • Watch movie trailers or short clips to analyze what theme or central meaning is found in each.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology, such as:
    • analyze, central idea, development, objective, summarize, summary, text, theme.
  • performs basic processes, such as:
    • determining a theme or central idea of a grade-appropriate text.
    • summarizing a grade-appropriate text using a teacher-provided graphic organizer.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

  
  • Use a graphic organizer to analyze objective summaries to select grade-appropriate vocabulary.
  • Use a graphic organizer to pull out the theme or central idea of a text.
  • Given choices, the student will identify the central idea or theme of a story.
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).  
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Proficiency Scale for Grade 7 Reading Pro:

Score   Description: 7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.  Use a higher level text to analyze and draw conclusions using specific details.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

  • can explore and analyze a theme’s development over the course of the text.

  • can write an objective summary of the text.

  • can devise an argument to support my claim of a theme in a text .

The student exhibits no major errors or omissions.

  • Write an essay analyzing a specific theme with support from the story.

  • Write an objective summary of a story.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology, such as:

    • theme and summary

  • performs basic processes, such as:

    • somewhat describe a theme’s development over the course of the text.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
  •  Identify a theme in a story.
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).  
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 

Resources

Websites

Vocabulary

 

ELA-07.RL.03

7th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Key Ideas and Details

ELA-07.RL.03 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Student Learning Targets for Grade 7 Reading Pro:

Knowledge Targets

  • I can identify the setting, characters, resolution/solution and events of a fiction text using specific details.

Reasoning Targets

  • I can analyze the setting, characters, resolution/solution and events of a fiction text using specific details.

Skills (Performance) Targets

  • I can appraise and explore the characters, setting, and events of a fiction text using specific details.

Product Targets

  • I can construct a story map using the setting, characters, resolution/solution, events, and theme based on a fiction text.

Proficiency Scale for Grade 7 Reading Pro:

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student:
  • can explore and analyze a theme’s development over the course of the text.
  • can write an objective summary of the text.
  • can devise an argument to support my claim of a theme in a text .
The student exhibits no major errors or omissions.
  • Write an essay analyzing a specific theme with support from the story.
  • Write an objective summary of a story.
 
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 There are no major errors or omissions regarding the simpler details and processes as the student:
  • recognizes or recalls specific terminology, such as:
    • theme and summary
  • performs basic processes, such as:
    • somewhat describe a theme’s development over the course of the text.
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
  • Identify a theme in a story.
 
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 

Resources

Websites

Vocabulary

  • List

ELA-07.RL.06

7th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-07.RL.06 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Student Learning Targets for Grade 7 ELA:

Knowledge Targets

  • I can define point of view.

Reasoning Targets

  • I can analyze narrator's points of view.
  • I can compare/contrast the perspectives of different characters.

Student Learning Targets for Grade 7 Reading Pro:

Knowledge Targets

  • I can identify point of view in a text
  • I can explain and identify the narrator.

Reasoning Targets

  • I can determine the points of view in a text.
  • I can compare/contrast different points of view of different characters or narrators in a text.

Skills (Performance) Targets

  • I can interpret the effectiveness of the point of view of the narrator(s) in a text.

Product Targets

  • I can create a Venn diagram or diagram comparing and contrasting the points of view of two different texts. 

Proficiency Scale for Grade 7 ELA:

Score   Description: RL 7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.  
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

I can

  • define point of view.
  • explain the similarities and differences of characters’ points of view.
  • explain how the author develops the characters’ points of view.
  • Use a short story from the literature book and analyze how the author develops point of view (Unit 2 dedicated to character and point of view).
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology, such as:
    • analyze, author, character, contrast, develop, distinguish, narrator, point of view, purpose.
  • performs basic processes, such as:
    • describing the point of view of characters or narrators in a given grade-appropriate text.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
  • “Rip in the Pants” – read this story and retell it from different points of view (principal, student, teacher, pants, etc.).
  • read a picture book that contains different points of view (ex: Cat and Dog, Voices in the Park).
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 

Proficiency Scale for Grade 7 Reading Pro:

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -Use a higher level text to analyze and draw conclusions using specific details.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

  • can determine the point of view in a text.

  • can compare/contrast different points of view of different characters or narrators in a text.

  • can interpret the effectiveness of the point of view of the narrator(s) in a text.

  • can create a Venn diagram or diagram comparing and contrasting the points of view of two different texts.

The student exhibits no major errors or omissions.

  • Identify the point of view of a text.

  • Compare and contrast two different points of view in two different stories or characters in one story.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology, such as:

    • points of view, narrator, character

  • performs basic processes, such as:

    • identifies points of view

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 -Define point of view and narrator.
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

ELA-07.RL.10

7th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Range of Reading and Level of Text Complexity

ELA-07.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Student Learning Targets for 7th Grade English:

Knowledge Targets

  • I can define prediction.
  • I can define visualizing. 
  • I can define inferences.
  • I can define clarify.

Reasoning Targets

  • I can analyze text through questioning.
  • I can interpret information from text.
  • I can compare/contrast characters, events, and information within a text.

Skills (Performance) Targets

  • I can make inferences from text.
  • I can use details from the text to support inferences.
  • I can make connections to the text.
  • I can make predictions. 
  • I can show comprehension through strategies listed - predictions, visualizing, inferring, clarifying, text questioning, comparing and contrasting, and making connections.

Product Targets

  • I can create a visual representation of a text.

Proficiency Scale for 7th Grade English:

Score   Description:  7.10: Read and comprehend complex literary text independently and proficiently. Sample Activity
4.0

In addition to Score 3.0, students can consistently and independently comprehend and analyze literature based on subtle nuances.

  
  3.5 In addition to Score 3.0 performance, the student does occasionally comprehend and analyze literature based on subtle nuances.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

I can

  • read complex grade level texts.
  • reread a text to find more information or clarify ideas.
  • use reading strategies (e.g., ask questions, make connections, take annotated notes, make inferences, visualize, re-read) to help me understand difficult complex text.
  • Book clubs/literature circles
  • Fish bowl
  • Scored discussion
  • Active reading strategies
  • Student-teacher conferences
  • Sticky-note strategy
  • Think tracks
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • performs basic processes, such as:
    • reading grade-appropriate literature and informational text using a teacher-directed comprehension strategy (for example, modeling, predicting, questioning, graphic organizers/scaffolding, and reciprocal reading).
    • using limited reading strategies – predicting, retell, recall facts, define vocabulary, visualizing, using graphic organizers for plot elements.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

  
  • Describe and identify details of literature or informational text.
  • Answer and receive feedback on text-dependent questions.
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).  
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

 

ELA-07.SL

BPSS-ELA logoStrand (SL)

Speaking and Listening

Narrative for (SL) Speaking and Listening

An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such communication occurs, but so is the more informal discussion that takes place as students collaborate to ask and answer questions, build understanding, and solve problems.

These standards require that students gain, evaluate and present information, ideas, and evidence through listening and speaking as well as through incorporating media. Regardless of the speaking and listening setting, students are expected to use appropriate eye contact, adequate volume, and clear pronunciation.

The standards within this speaking and listening strand are closely linked with the other strands of reading, writing, and language as they discuss literature and informational texts and as they work through the writing process.

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-07.SL.01

7th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-07.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

  • a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
  • c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
  • d. Acknowledge new information expressed by others and, when warranted, modify their own views.

Student Learning Targets for Grade 7 Communications:

Knowledge Targets

  • I can identify the roles and rules necessary for collaborative discussions. 

Reasoning Targets

  • I can review materials and determine key points and/or central ideas.

Skills (Performance) Targets

  • I can create questions and locate key textual evidence to contribute to a discussion on the given topic, text, or issue.

Product Targets

  • I can track the progress of a discussion and recognize when the discussion is getting off-topic.

Student Learning Targets for Grade 7 Reading Pro:

Skills (Performance) Targets

  • I can engage in a group discussion with classmates.
  • I can engage in a teacher-led group discussion with diverse partners on grade 7 topics.
  • I can engage in a discussion on grade 7 topics, texts, and issues building on others' ideas and expressing their own clearly.

Proficiency Scale for Grade 7 Communications:

Score   7.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Sample Activity
4.0

In addition to Score 3.0, the student demonstrates advanced discussion abilities by

  • bringing additional evidence outside of the prepared material and by explicitly drawing on that evidence to probe and reflect on the ideas or issues under discussion.
  • leading discussion.
  • posing and responding to specific questions that relate to and extend beyond the initial topic.
  • identifying key ideas and describing how those perspectives pertain to them personally as well as to the world around them (reflection and paraphrasing).
  • facilitating the organization and implementation of collaborative discussions.
  
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The students can

  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
  • Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
  • Acknowledge new information expressed by others and, when warranted, express own views. (reflection or paraphrasing)
  • make productive contributions to discussions.
  • support claims through focused research.
  • actively participate with others in a collaborative discussion.
  
  • weekly checklist
  • group’s weekly agenda
  • debating ethical dilemmas
  • weekly self-evaluation and reflection
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The students can

  • come to discussion partially prepared having read/studied most of required material; attempt to draw on preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • attempt to follow the rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
  • pose or respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
  • attempt to acknowledge new information expressed by others and, when warranted, express own views. 
  • make minimal contributions/collaboration to discussions.
  • find information with prompts.
  
  • teacher provided organization sheets
  • weekly self-evaluation and reflection
  • weekly checklist
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content), but this student consistently

  • does not come to discussion prepared.
  • does not follow the rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
  • does not pose or respond to specific questions with elaboration and detail.  Makes minimal comments that contribute to the topic, text, or issue under discussion.
  • does not attempt to acknowledge new information expressed by others and, when warranted, express own views.
  
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Communications 7: Speaking and Listening Rubric

  Exceeds (4) Proficient (3) Partially Proficient (2) Novice (1)
SL.01.b

Leads the discussion.

Follows rules for collegial discussions, sets specific goals and deadlines, and defines individual roles as needed.

Attempts to follow the rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

Does not follow the rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
SL.01.C Poses and responds to specific questions that relate and extend beyond the initial topic.

Poses and responds to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

 Poses or responds to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Does not pose or respond to specific questions with elaboration and detail.  Makes minimal comments that contribute to the topic, text, or issue under discussion.
SL.01.d Identifies the key ideas and describe how those perspectives pertain to them personally as well as the world around them. (Uses both reflective feelings and paraphrasing)

Acknowledges new information expressed by others and, when warranted, express own views. (uses reflective feelings or paraphrasing)

 

 Attempts to acknowledge new information expressed by others and, when warranted, express own views.  Does not attempt to acknowledge new information expressed by others and, when warranted, express own views.

 

 Proficiency Scale for Grade 7 Reading Pro:

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student comes to discussions prepared, having read or studied required material:

  • Shows notes/annotation of text as evidence of preparation.

  • During discussion, uses textual evidence to support ideas.

  • Verbally gives input at all levels of discussion, in small group, large group, whole group.

  • Asks and answers questions of the text.

Within discussion, the student exhibits no major errors or omissions regarding an understanding of the text.

 -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

 Within discussion, student reveals no major errors or omissions regarding the simpler details of the text as the student:

  • shows verbal evidence of reading, but has not prepared for discussion beyond reading

  • supports some ideas with textual evidence, but not consistently

  • provides input in some levels of discussion, but not with whole group

  • answers some questions posed from the group, but does not ask questions that help advance discussion.

However, the student exhibits major errors or omissions regarding the more complex ideas and concepts of text.

 -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

ELA-07.SL.02

7th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

Communications -- ELA-07.SL.02 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Student Learning Targets for Grade 7 Communications:

Knowledge Targets

  • I can understand and determine main point and supporting details.

Reasoning Targets

  • I can analyze the information, sorting between the main points and smaller details that support the main point.
  • I can explain how the main idea and supporting details help clarify the topic, text or issue.

Skills (Performance) Targets

  • I can use a a graphic organizer, such as webbing or outlining the presented information, to sort between main points and smaller details that support the main point.
  • I can use a graphic organizer, such as webbing or outlining, to explain how the main idea and supporting details help understand clarify the topic, text or issue.

 

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

  • analyzes the information, sorting between the main points and smaller details that work to support the main point.
  • explains how the main idea and supporting details help them better understand the topic, text or issue.

 
  • watch various propaganda techniques looking for main ideas and supporting details
  • explain how the supporting details give a better understanding of the topic
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student:

  • uses a graphic organizer, such as webbing or outlining the presented information, to sort between main points and smaller details that work to support the main point.
  • uses a graphic organizer, such as webbing or outlining to explain how the main idea and supporting details help them better understand the topic, text or issue.

 
  • watch various propaganda techniques looking for main ideas and fill in graphic organizer
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

ELA-07.SL.04

 

7th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-07.SL.04 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Student Learning Targets for Communications 7:

Knowledge Targets

  • I can recognize or recall specific vocabulary.

Reasoning Targets

  • I can organize my information.

Skills (Performance) Targets

  • I can be heard by all audience members in the classroom when I give a presentation.
  • I can make eye contact with my audience when I give a presentation.
  • I can speak clearly so that my audience can understand me.
  • I can write a grade appropriate speech using a teacher-provided graphic organizer or template.

Product Targets

  • I can emphasize key points when presenting claims and/or findings.
  • I can support claims and/or findings with descriptions, facts, details, and examples.
  • I can present information in a logical sequence using appropriate eye contact, adequate volume, and clear pronunciations.

Proficiency Scale

Score   7.SL.04 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Sample Activity
4.0

In addition to Score 3.0, the student uses fluid transition with consistent, mature delivery techniques.

  
  3.5

In addition to a score 3.0 performance, the students uses fluid transitions with intermittent mature delivery techniques.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The students can

  • determine important/key points and emphasize them when presenting claims and/or findings.
  • support claims and/or findings with descriptions, facts, details, and examples that support the main idea or theme.
  • present information in a logical sequence using appropriate eye contact, adequate volume, and clear pronunciations.
  • Animated character speech
  • Awards presentation
  • Identity speech
  • Debating ethical dilemmas
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The students can

  • recognize or recall specific vocabulary, such as rate, posture, transition (logical order), tone, claim, coherent, gestures, poised, filler words, emphasize.
  • ·write a grade appropriate speech using a teacher-provided graphic organizer or template.
  
  • Sea of pantomime
  • Secret word activity
  • Outlining practice
  • Roman numeral activity
  • Bluff card activity
  • Ethical dilemma debate practice
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

 

ELA-07.SL.05

 

7th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-07.SL.05 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Student Learning Targets for Grade 7 Communications:

Knowledge Targets

  • I can recognize and recall specific vocabulary.

Reasoning Targets

  • I can determine what media components will enhance my presentation.

Skills (Performance) Targets

  • I can produce media components using a variety of techniques to enhance my presentation.

Product Targets

  • I can present information using relevant media components or visual displays.

Proficiency Scale

Score   7.SL.05 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Sample Activity
4.0 In addition to a score 3.0, a variety of advanced visual media platforms are utilized.  
  3.5 In addition to a score 3.0 performance, more than one visual media platform is utilized.
3.0

The students can

  • clarify information using relevant media components or visual displays.
  
  • business cards
  • presentations
  • scripts
  • billboards
  • magazine ads
  • flyers
  • products
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The students can

  • identify presentations terms and techniques.
  
  • use a template to create business cards
  • use a template to create presentations
  • use a template to create scripts
  • use a template to create billboards
  • use a template to create magazine ads
  • use a template to create flyers
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).  
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

 

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