7th Grade English


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ELA-07.RI.02

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

ELA-07.RI.02 Determine two or more central ideas in a text and analyze their 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 objective summary.

  • I can define central idea.

  • I can define analyze.

  • I can define unbiased.

Reasoning Targets

  • I can determine central ideas.

  • I can explain the development of two or more central ideas.

  • I can determine the necessary parts of an objective summary.

Skills (Performance) Targets

  • I can use central ideas from text in an objective summary.

  • I can identify the supporting details that develop the central idea.

Product Targets

  • I can provide an objective summary.

  • I can write or present an objective summary.

Proficiency Scale for Grade 7 ELA:

Score   RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Sample Activity
4.0 A score of 3.5 or 4 is given when there is evidence of in-depth inferences of central ideas within an objective summary using above grade level text.  
  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 two or more central ideas.
  • explain how two or more central ideas develop throughout the text.
  • write or present an objective summary.
 
  • Students will read the two editorials in the “Are People Paid Fairly” section beginning on pages 960-964. Students will write two unbiased summaries that identify (within the topic sentences) the central idea of each editorial. The development of the central ideas will be explained in the summaries.
  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:

  • determines the central idea in each editorial.

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

  • explaining how the ideas are developed in the text.
  • summarizing the information in an unbiased way.
 
  • Students will read the two editorials in the “Are People Paid Fairly” section beginning on pages 960-964. Students can identify the central idea, but they cannot explain the development of the central ideas in the summaries written.
  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.RI.03

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

ELA-07.RI.03 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -

Resources

Websites

Vocabulary


ELA-07.RI.04

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-07.RI.04 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -

Resources

Websites

Vocabulary


ELA-07.RI.05

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-07.RI.05 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -

Resources

Websites

Vocabulary


ELA-07.RI.06

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-07.RI.06 Determine an author’s point of view and purpose in a text and analyze how the author distinguishes his or her position from that of others.

Student Learning Targets for Grade 7 ELA:

Knowledge Targets

  • I can define point of view.
  • I can define purpose.

Reasoning Targets.

  • I can determine an author's point of view.
  • I can determine the author's purpose.
  • I can compare/contrast authors' points of view.

Product Targets

  • I can produce a written or oral statement regarding author's point of view and author's purpose.

Proficiency Scale for Grade 7 ELA:

Score   7.RI.06 Determine an author’s point of view and purpose in a text and analyze how the author distinguishes his or her position from that of others. Sample Activity
4.0 A score of 3.5 or 4 is given when there is evidence of in-depth inferences and applications when determining author's point of view.  Students may provide an additional point of view based on experiences or outside sources.  
  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 point of view.
  • determine the author’s point of view in a text.
  • explain how the author’s point of view is different from others.
  • Use short articles (ex. Pro athlete articles from textbook) and analyze the authors’ points of view.
  • Cite specific examples from the text to support the author’s 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:
    • determining an author’s point of view or purpose in a grade-appropriate text.

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

 
  • Identify definitions of terminology (games!).
  • Identify author’s purpose for Homeless.
  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.RI.07

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

ELA-07.RI.07 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -

Resources

Websites

Vocabulary


ELA-07.RI.08

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

ELA-07.RI.08 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Student Learning Targets:

Knowledge Targets

  • I can list facts and details from informational texts.

Reasoning Targets

  • I can evaluate speaker's objectivity.

Skills (Performance) Targets

Product Targets

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. -

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary


ELA-07.RI.09

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

ELA-07.RI.09 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -

Resources

Websites

Vocabulary


ELA-07.RI.10

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

ELA-07.RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Student Learning Targets:

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 comprehend nonfiction writing at my grade level.
  • 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.
  • I ask pertinent questions of my teacher and/or my group.
  • I can determine evidence to support how I think. 

Product Targets

  • I can create a visual representation of a text.

 

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).

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary


ELA-07.RL

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for (RL) Reading Literature

In grade 7, the North Dakota State Standards call for students to proficiently read grade-appropriate complex literary texts while further developing the ability to cite textual evidence to support their conclusions regarding theme, plot, and character development.  In this process, students are learning how to summarize texts by evaluating key details in which the central idea or theme is located.

In their reading practices, students complement their ability to closely examine what the text directly says by learning to identify deeper meanings within the text by drawing inferences. Along with focusing on key ideas and details, seventh grade students also look at how both the structure and content of complex texts contribute to meaning, determining how word choice as well as sentence and paragraph structure influence and contribute to the unfolding of a plot and the development and elaboration of events or ideas.

These reading standards are tightly woven with other standards found within the strands of writing, language, and speaking and listening.

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.RL.01

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

ELA-07.RL.01 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Student Learning Targets for Grade 7 Reading Pro:

Knowledge Targets

  • I can define academic vocabulary.

Reasoning Targets

  • I can analyze text explicitly by determining the meaning and purpose of the text.
  • I can justify an inference with specific lines, dialogue, or events from text.

Student Learning Targets for Grade 7 English:

Knowledge Targets

  • I can identify the essential elements (character, setting, point of view, plot) of the story.
  • I can identify  theme of a text.
  • I can define academic vocabulary.

Reasoning Targets

  • I can analyze how the story elements (character, setting, point of view, plot) of the narrative interact.
  • I can justify an inference with specific dialogue, or events from text.
  • I can determine the motivations of characters.
  • I can determine and analyze theme/central idea of a text.

Skills Targets

  • I can write or present an unbiased summary supported with significant detail.

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:

  • justify an inference with specific lines, dialogue, or events from text.

  • analyze text explicitly by determining the meaning and purpose 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

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

  • makes an inference but cannot thoroughly support with specific text.

  • attempts to analyze what the text says explicitly by determining the meaning and purpose of the text.

  • defines academic vocabulary.

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

Proficiency Scale for Grade 7 English:

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 student can, by citing textual evidence:

  • analyze how the story elements (character, setting, point of view, plot) of the narrative interact.

  • justify an inference with specific dialogue, or events from text.

  • determine the motivations of characters.

  • determine and analyze theme/central idea of a text.

  • write or present an unbiased summary supported with significant detail.
-
  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 can, by citing textual evidence:

  • identify the essential elements (character, setting, point of view, plot) of the story.

  • make an inference but cannot support this with specific text.

  • match characters and specific lines of dialogue.

  • identify  theme of a text.

  • write an unbiased summary that contains omissions or errors or insignificant information.

  • define academic vocabulary.
-
  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.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

 



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