7th Grade English


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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. -

Resources

Websites

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

 


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.01a

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

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.

ELA-07.SL.01a 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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can 
  • I can

Skills (Performance) Targets

  • I can 
  • 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).

Resources

Websites

Vocabulary


ELA-07.SL.01b

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

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.

ELA-07.SL.01b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can 
  • I can

Skills (Performance) Targets

  • I can 
  • 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).

Resources

Websites

Vocabulary


ELA-07.SL.01c

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

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.

ELA-07.SL.01c 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.

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.SL.01d

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

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.

ELA-07.SL.01d Acknowledge new information expressed by others and, when warranted, modify their own views.

Student Learning Targets:

Knowledge Targets

  • I can identify the 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.

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.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.03

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

ELA-07.SL.03 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

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



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