READING

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7 th Grade Reading and Communication Arts Standards at a Glance Standards , Supporting Statements and Examples Revised 7/04 Todd County School District UNDERLINED STATEMENTS ARE CURRENT GAPS IN OUR CURRICULUM. READING Indicator 1: Students are able to apply various reading strategies to comprehend and interpret text. 7.R.1.1 Students are able to understand how word choice affects meaning.

To meet this standard students may: " differentiate between denotation and connotation. 7.R.1.2 Students are able to use inferences to extend meaning beyond literal understanding of text . To meet this standard students may: " give examples from text to support the basis for an inference; " determine the relative importance of detail s to identify the main idea of a passage.

Indicator 2: Students are able to evaluate text structures, literary elements, and literary devices within various genres to develop interpretations and form responses . 7 .R.2.1 Students are able to describe how au thors use literary elements to create meaning . To meet this standard students may: " identify and define elements of a short story (for example: setting, characterization, plot, theme, narrator, point of view).

7. R.2.2 Students are able to describe how autho rs use literary devices to create meaning. To ... more. less.

meet this standard students may: " show the relevance of foreshadowing, flashback, and symbolism; " identify the sensory details an author uses to create meaning; " identify different forms (structures) of poetry; " de termine how narrative, free verse, and ballads are similar/different. Indicator 3: Students are able to i nterpret and respond to diverse works from various cultures and time periods. 7.R.3.1 Students are able to connect historical and cultural influence s in literary selections to construct meaning. To meet this standard students may: " connect literature to geography, history, and culture (for example: newspapers, magazines, biography, autobiography, and young adult literature from various historical eras ). Indicator 4: Students are able to retrieve, analyze, synthesize, and evaluate a variety of informational texts. 7.R.4.1 Students are able to distinguish which reference sources will provide the best information for the assigned task. (For example: encyclopedia, almanac, cAsk Jeeves d) 7.R.4.2 Students are able to analyze and organize information from various sources. To meet this standard students may: " discriminate important ideas from unimportant ideas while reading; " organize information while readi ng (for example: questioning, note taking, summarizing, outlining, webbing). 7.R.4.3 Students are able to evaluate the accuracy and credibility of information about a topic contained in multiple sources. WRITING Indicator 1: Students are able to use approp riate content, organization, form, and style in technical, business, creative, and personal writing. 7.W.1.1 Students are able to create expository and persuasive texts of more than one paragraph. To meet this standard students may: " write texts that explai n and inform ( for example: reports, chow - to d paper, summaries); " write texts to persuade audience to agree with a specific idea/point of view ( for example: editorials, letters). 7.W.1.2 Students are able to create an organizational structure that includes a n introduction, clear focus, effective transitions, and a conclusion. To meet this standard students may: 7 th Grade Reading and Communication Arts Standards at a Glance Standards , Supporting Statements and Examples Revised 7/04 Todd County School District UNDERLINED STATEMENTS ARE CURRENT GAPS IN OUR CURRICULUM. " use cause/effect, comparison/contrast, and other forms of presenting ideas; " use a variety of details to clarify focus ( for example: quotations, dialog ue, suspense, narrative action); " develop word banks of transition words and phrases; " use transitions to improve fluency of the piece. 7.W.1.3 Students are able to choose appropriate language and style for writing purpose and audience. To meet this standard students may: " write for peers, adults, the public, and other content areas. Indicator 2: Students are able to use various strategies and techniques to improve writing quality. 7.W.2.1 Students are able to model a range of strategies authors use in all writing modes, with emphasis on exposition and persuasion. To meet this standard students may: " write about topics they know, wonder, or care about ( for example: use anecdotes, quotations, and life experiences to create informative essays or editorials); " de velop a portfolio to demonstrate writing improvement. 7.W.2.2 Students are able to revise writing to improve clarity. To meet this standard students may: " improve ideas/content, organization, voice, word choice ( for example: hook the reader, hold central i dea throughout the paper); " improve sentence fluency ( for example: combine sentences for variety, use independent and dependent clauses); " model authors 9 use of sensory details, sound devices, and concrete language ( for example: alliteration, rhyme, metaphor s); " use feedback from others to improve writing ( for example: peer and self revision, writing groups, teacher conference). Indicator 3: Students are able to use appropriate mechanics, usage, and conventions of language. 7.W.3.1 Students are able to ap ply knowledge of standard language usage, including phrases and agreement. To meet this standard students may: " use parts of speech correctly; " create sentences with correct subject - verb and pronoun - antecedent agreement. 7.W.3.2. Students are able to edit final copy for correctness. To meet this standard students may: " edit for correct spelling; " edit for correct punctuation ( for example: commas in direct address, introductory clauses and phrases, and in compound sentences); " use available technology to edit (for example: spell check, grammar check, columns, page orientation). Indicator 4: Students are able to write across content areas to clarify and enhance understanding of information. 7.W.4.1 Students are able to write to synthesize information from va rious subject areas. To meet this standard students may: " write to describe similarities between present and past cultures and literature ( for example: compare geography and culture in novels to other geographical information, electronic databases, intervi ews); " use graphic organizers to clarify information ( for example: Venn diagram, timelines, double - entry journals); " write to compare and contrast information from multiple sources (for example: gather career 7 th Grade Reading and Communication Arts Standards at a Glance Standards , Supporting Statements and Examples Revised 7/04 Todd County School District UNDERLINED STATEMENTS ARE CURRENT GAPS IN OUR CURRICULUM. information from interviews and printed inform ation). LISTENING AND VIEWING Indicator 1: Students are able to use various listening and viewing strategies in social, academic, and occupational situations. 7.L.1.1 Students are able to demonstrate specific strategies for listening and viewing in vari ous situations. To meet this standard students may: " ask specific questions to seek elaboration and clarification of ideas and opinions; " use appropriate listening and interpersonal skills to set goals and assign responsibilities for group work; " describe th e effect of non - verbal cues when communicating with others; " observe use of eye contact, posture, and gestures. Indicator 2: Students are able to use strategies to retrieve, interpret, and evaluate ideas/information from various oral/visual sources. 7.L.2. 1 Students are able to use specific strategies to clarify interpretation or understanding. To meet this standard students may: " use specific organizational patterns to organize information ( for example: Venn diagrams, double column note - taking, outlining, KWL charts); " use questions to clarify instructions and directions. 7.L.2.2 Students are able to distinguish the accuracy, validity, and influence of presentation, images, text, and sound in a variety of media. To meet this standard students may: " identify p ersuasive and propaganda techniques; " recognize how the presentation of information can be misleading. SPEAKING Indicator 1: Students are able to use appropriate structure and sequence to express ideas and convey information. 7.S.1.1 Students are able to recognize that audience and purpose influence speech format in exposition and persuasion. To meet this standard students may: " design presentations that address problem/solution or cause/effect situations; " provide supporting evidence in informative and pers uasive speeches. Indicator 2: Students are able to use appropriate language and presentation style for formal and informal situations. 7.S.2.1 Students are able to choose language and style appropriate to purpose and topic of the presentation. To meet th is standard students may: " use grammar and vocabulary appropriate to the audience and situation. 7.S.2.2 Students are able to choose presentation strategies to match audience and purpose. To meet this standard students may: " demonstrate how inflection, temp o, and phrasing enhance communication; " select images, text, and sound that create effective presentations; " use an overhead projector, VCR, DVD, or computer to enhance presentations.

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