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(RL) Reading Literature

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ELA-07.RL.09

7th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-07.RL.09 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Student Learning Targets:

Knowledge Targets

  • I can define historical fiction
  • I can define compare/contrast

Reasoning Targets

  • I can compare a fictional portrayal of a time, place, or character and a historical account of the same time, place, or character.
  • I can contrast a fictional portrayal of a time, place, or character and a historical account of the same time, place, or character.
  • I can analyze how authors use of alter historical facts to develop their own fictional stories.

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

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Vocabulary

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

 

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