GRADE SEVEN

READING AND LANGUAGE ARTS LITERACY

Language is a social contract that allows people to communicate with one another. Our goal, then, must be to ensure that every child is given ample opportunities to discover him or herself in relation to others and the world we live in by engaging in reading, writing, listening, speaking, and viewing—not just in traditional “English” classes, but also across the curriculum.

That being said, our Reading and Language Arts teachers know that they are the guardians of language study. Thus, this curriculum reflects greater-than-average attention to reading, which is broken into several components:

·  Comprehension

·  Fluency

·  Literary Study

·  Vocabulary/Word Study

·  Research

Similarly, the student outcomes for writing are heftier than they might be in other areas.

Thus, users of this guide will find separate outcomes for process writing, prompt- or timed-writing, study of the structures of writing, and daily writing. Users also will find the student outcomes conducive to a variety of instructional strategies, most notably differentiated strategies, which have become emblematic of our middle schools.

All parts of the curriculum are listed in the Table of Contents that follows. Notice that it includes grade-level grids on which desired Reading and Writing Behaviors are listed in terms of whether the expectation is that the behavior be maintained or introduced at particular grade levels. Notice, too, that we do not believe that mastery of these behaviors is ever possible. Rather, we see them as skills and strategies that must be honed over a lifetime. Finally, a link to the state language arts core content curriculum standards demonstrates that the outcomes meet code. In fact, they often go beyond.

Special thanks are due to Janet Matonti of East Brook Middle School and to Carolyn Agrusti of West Brook Middle School. Without their hard work and constant feedback, a document of this nature would not have been possible. Similar thanks to Michele Biasucci, Reading Specialist, and to the principals of the schools, Dr. Bott and Mr. Freeman, for their support of this project.

Finally, teachers are asked to approach this document as a draft that will be in constant revision. If you are new to the profession, we’d love to hear your comments about the clarity and completeness of any specific area of the document or the document in general. If you are one of our veterans, we would love to hear about more substantive changes you would like to see made. Any comments or suggestions you have may be given to the Reading Specialist at your school for annual consideration during our review of these materials.

GRADE SEVEN
TABLE OF CONTENTS

(and link to NJCCCS for Language Arts)

Introduction

Table of Contents (and link to NJCCCS for Language Arts)

Middle School Reading List

READING

Students will read to comprehend text…

Students will engage in practices that promote fluency.

Students will engage in literary study…

Students will locate, gather, evaluate, and present information.

Students will apply their knowledge… to develop stronger vocabularies.

WRITING

Students will demonstrate understanding of all parts of the Writing Process…

Students will engage in writing to address prompts in timed situations.

Students will study the structure of sentences, paragraphs, and full-length writings.

Students will have opportunities to write on a regular basis.

SPEAKING

LISTENING

VIEWING

READING/LANGUAGE ARTS LAB

http://www.state.nj.us/njded/cccs/s3_lal.htm

GRADE SEVEN
MIDDLE SCHOOL READING LIST

(This does not reflect core texts but supplementary readings.)

GRADE LEVEL / REQUIRED READING / OPTIONAL READING
GRADE FIVE / In the Year of the Boar and Jackie Robinson, Lord / Mr. Popper’s Penguins, Atwater
Windcatcher, Avi
Spell of the Sorcerer’s Skull, Bellairs
Circle of Gold, Boyd
Frindle, Clements
Almost Famous, Getz
Hello My Name Is Scrambled Eggs, Gilson
Mixed Up Files of Mrs. Basil Frankweiler, Konigsburg
Ben and Me, Lawson
Anastasia Krupnik, Lowry
The Great Gilly Hopkins, Paterson
Holes, Sachar
Maniac Magee, Spinelli
The Cay,Taylor
GRADE SIX / Tuck Everlasting, Babbitt / Sounder, Armstrong
The True Confessions of Charlotte Doyle, Avi
Slave Dancer, Fox
Diary of Anne Frank: The Play, Goodrich and Hackett
Island of the Blue Dophins, O’Dell
Bridge to Terabithia, Paterson
Park’s Quest, Paterson
Where the Red Fern Grows, Rawls
The Westing Game, Raskin
GRADE SEVEN / The Giver, Lowry / The Contender, Lipsyte
Hatchet, Paulsen
Edgar Allan Poe (stories)
Friedrich, Richter and Kroll
The Witch of Blackbird Pond, Speare
Dicey’s Song, Voight
Homecoming, Voight
Dragonwings, Yep
GRADE EIGHT / Nothing But The Truth, Avi
Lost and Found (short stories), ed. Weiss and Weiss / Jonathan Livingston Seagull, Bach
My Brother Sam Is Dead, Collier
Killing Mr. Griffin, Duncan
Seedfolks, Fleischman
House of Dies Drear, Hamilton
The Old Man and the Sea, Hemingway
The Outsiders, Hinton
Stormbreaker, Anthony Horowitz
Across Five Aprils, Hunt
Acorn People, Jones
Call of the Wild, London
The Glory Field, Myers
The Light in the Forest, Richter
In My Father’s House, Rinaldi
Holes, Sachar
Shane, Schaefer
Short Stories (Troll)
The Pigman, Zindel

GRADE SEVEN

READING

Outcome: Students will read to comprehend text literally, inferentially, and critically, and they will provide evidence from the text to demonstrate comprehension.

NJCCCS Addressed: 3.1.A1-2, 3.1.D2-4, 3.1.E1-2, 3.1.G1-17

At this level, the following should be addressed through both fiction and nonfiction:

Graphic/textual features (maps, charts, graphs & illustrations, diagrams)

Organizational structures:

·  Chronological order

·  Compare and contrast

·  Problem/solution

·  Persuasion

Setting a purpose for reading

Identifying main idea/theme

Synthesizing information from various sources

Identifying fact/opinion, bias and propaganda

Make and adjust predictions

Make inferences

Drawing conclusions

Summarizing, paraphrasing

Questioning

Developing essential questions

Generate literal and inferential questions

Activating prior knowledge

Selecting texts for a particular purpose using the genre format of the text as a guide

Understand how examples are used to support an argument

Demonstrate familiarity with everyday texts

Distinguish between essential and nonessential information

ACTIVITIES

Interpret textual ideas through writing, discussion, role playing

Apply graphic organizers to illustrate key concepts and relationships in text

Evaluate choices before selecting a response to a question on a passage and practice process of

elimination

MATERIALS / TOOLS

Required

/

Optional

Language of Literature
The Giver / See Middle School Reading List

ASSESSMENT/EVALUATION

Teacher observation / Oral & written responses / Teacher-made tests, quizzes
Computer products (e.g., Power Point, brochure, news-letter, Web Page) / Charts / Graphic organizers
Visual/artistic representations
Performance
Exit cards

GRADE SEVEN

READING

Outcome: Students will engage in practices that promote fluency.

NJCCCS Addressed: 3.1.D1-4

At this level, the following should be addressed:

Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression

Self-correction

Rereading for clarity

Adjusting reading speed to fit purpose and audience

Reading silently to increase speed, accuracy, and fluency

ACTIVITIES

Reader’s Theater

Independent Reading

Reading parts in a play

Book Buddies

Creation of tapes of favorite children’s stories for younger readers

MATERIALS / TOOLS

Reader’s Theater manuals

Library/personal resources

Books on tape

Audio tapes

ASSESSMENT/EVALUATION

Teacher observation

Note: Although Sustained Silent Reading was once viewed as a time when the teacher should not interact with students, current pedagogy suggests that teachers should interact with individual students during Independent Reading time.

GRADE SEVEN

READING

Outcome: Students will engage in literary study, carefully providing evidence from the text in all circumstances.

NJCCCS Addressed: 3.1.G4-15

At this level, the following should be addressed:

Locate and analyze elements of a story:

·  Characterization

·  Setting

·  Mood

·  Plot (including climax and resolution)

·  Theme (especially themes recurring in texts)

·  Point of View

Identifying/analyzing text type (based on author’s purpose), literary forms, elements, and devices

Articulate the purposes and characteristics of various genres

Figurative language:

·  Idioms

·  Analogies

·  Metaphors

·  Similes

·  Imagery

Respond critically to an author’s ideas, views, and/or beliefs, including personal connections

Develop an awareness of a variety of perspectives on a single event, setting, character, personality, or topic, as expressed by different authors

Identify and analyze elements of sound and structure in poetry (including figurative language and meter)

Elements of drama:

·  Source of information, entertainment, persuasion, or transmitter of culture

·  Setting, characterization, and plot in plays that are read or viewed as performance

Compare themes, characters, settings, and ideas across texts or works, and produce evidence of understanding

ACTIVITIES

Interpret textual ideas through writing, discussion, role playing

Apply graphic organizers to illustrate key concepts and relationships in text

Author Study

MATERIALS / TOOLS

Required

/

Optional

Language of Literature
The Giver / See Middle School Reading List

ASSESSMENT/EVALUATION

Teacher observation

Oral and written responses

Artistic representations

Book reports

GRADE SEVEN

RESEARCH

Outcome: Students will locate, gather, evaluate, and present information.

NJCCCS Addressed: 3.1.H1-5

At this level, the following should be addressed:

Development and revision of questions for investigation

Use of primary and secondary sources to locate information relevant to research questions

Self-selection of materials appropriately related to a research question

Drawing conclusions from information gathered from multiple sources

Interpretation and use of graphic sources of information (e.g., maps, graphs, timelines, and/or tables)

Summarizing and organization of information using note taking, outlining, or charts

Production of oral and written reports using visuals, media, and/or technology

Understanding contrasting perspectives of authors in a variety of interdisciplinary works

Demonstrate the use of everyday texts

ACTIVITIES

Develop thesis statement

Engage in research processes

Organize information

Present information, including citations and works cited page

MATERIALS / TOOLS

Library and Internet driven

ASSESSMENT /EVALUATION

Research Activities

GRADE SEVEN

VOCABULARY/WORD STUDY

Outcome: Students will apply their knowledge of word formation and changes to develop stronger vocabularies.

NJCCCS Addressed: 3.1.C1-3, 3.1.F1-3

At this level, the following should be addressed:

Application of spelling rules

Distinguish among homophones

Use of structural analysis and context to decode new words

·  Prefixes

·  Suffixes

·  Root words

Use of context to decode new words

Use of index

Use of a dictionary and/or thesaurus or their technological equivalents

Identifying relationships between parts of a sentence created by connecting words (conjunctions)

Recognition of words that signal contrasting ideas in a sentence (e.g., “although,” “but,” “however,” “while”)

Extend vocabulary through reading, listening, and speaking (idioms, figurative language)

Deepen understanding of words by definition, example, restatement, antonyms/synonyms, and analogies

ACTIVITIES

Apply graphic organizers to illustrate key concepts and relationships in text

Practice analogies

MATERIALS / TOOLS

Dictionaries

Thesauruses

ASSESSMENT/EVALUATION

Teacher-made tests and quizzes

Application in speech and writing

GRADE SEVEN

WRITING

Outcome: Students will demonstrate understanding of all parts of the Writing Process, including Prewriting, Drafting, Revision, Editing, and Post-Writing.

NJCCCS Addressed: 3.2.A1-2, A4-6, 3.2B2-4, 3.2C1, C5-7, 3.2D2-5, 3.2.D10-15

ACTIVITIES

Prewriting: Webbing, Brainstorming, Journals, Listing, Free Writing, Asking Questions, Graphic Organizers, Outlines

(All of these suggest that ideas will be generated through reading and discussion, and by making connections across the curriculum and with current events.)

Drafting: Must include:

·  Stories or scripts

·  Multi-paragraph compositions (e.g., personal narrative, character sketch, interpretive writing, nonfiction pieces, persuasive essay)

Revision: Peer revising

Models of genres with varying characteristics, structures, and tones

Conferencing

Rereading of drafts for content (character, conflict, supporting details, resolution)

Rereading of drafts for organization (topic, effective details, variety of sentence structure)

Use of rubric to self-evaluate

Editing: Transitions

Sentence Structure

Word Choice

Grammar

Usage

Mechanics

Spelling

MATERIALS

Rubrics

Reference Materials (e.g., dictionary, thesaurus)

Literacy folder

ASSESSMENT/EVALUATION

Written reflections on writing, including student-generated goals for improvement

Multiple rubrics, including ERB

GRADE SEVEN

WRITING

Outcome: Students will engage in writing to address prompts in timed situations.

NJCCCS Addressed: 3.2.D2-3, 3.2.D9-13, 3.2.D15

ACTIVITIES

Learn to read prompts carefully in order to consider:

·  intended message

·  audience

·  purpose

Choose appropriate supporting structure for when writing to a prompt.

Choose appropriate voice when writing to a prompt.

Write to prompts with different purposes (e.g., picture prompt, persuasive)

Engage in peer critiquing in order to improve writing based on the ERB rubric

Conference with teacher in order to improve writing based on the ERB rubric

MATERIALS

Prompts

ASSESSMENT/EVALUATION

Various rubrics, including ERB

GRADE SEVEN

WRITING

Outcome: Students will study models of good writing.

NJCCCS Addressed: 3.2.B1, 3.2.B4, 3.2.C1-6, 3.2.C13

ACTIVITIES

Sentences: Recognize ambiguous and unclear elements and rewrite to correct

Revise for precise language, especially adjectives, adverbs, verbs, and specific details

Edit for subject-verb agreement

Understand and use parallelism

Paragraphs: Elaborate on and delete details

Write topic sentences

Support main ideas with facts, examples, and explanations

Experiment with and rework organizational structures

Full-length

Writings: Write introductions

Write conclusions

Address different audiences: self, peers, community

Use transitions between paragraphs

Synthesize gathered information

Use a variety of genres

Attempt compositional risk

Develop voice

Editing: Spelling

Verb Tense

Overuse of Pronouns

Capitalization

End Punctuation

Commas

MATERIALS

ASSESSMENT/EVALUATION

GRADE SEVEN

WRITING

Outcome: Students will have opportunities to write on a regular basis.

NJCCCS Addressed:

ACTIVITIES

Journal writing

Webs

Exit cards

Note taking

Reading response to literature

Revisions

Graphic Organizers

MATERIALS

Notebook

Prompts

Texts

Journals

ASSESSMENT/EVALUATION

Daily writing is graded on the basis of content and fluency, not GUMS.

GRADE SEVEN

SPEAKING

Outcome: Students will be able to discuss, question, and present orally.

NJCCCS Addressed: 3.3.A1-7, 3.3.B1-4, 3.3.C1-4, 3.3.D1-8

At this level, the following should be addressed:

·  Persuade an audience

·  Debate a topic

·  Acknowledge opposing views

·  Clarify opinion, topic, or ideas

·  Expand topics/ideas

·  Incorporate vocabulary and advanced sentence structure to stimulate audience interest

·  Develop public speaking skills

ACTIVITIES

Class discussion

Oral presentation

Engagement in cooperative activities

Self-assessment

MATERIALS

ASSESSMENT/EVALUATION

Teacher observation/coaching

Rubrics

GRADE SEVEN

LISTENING

Outcome: Students will demonstrate active listening and comprehension skills.

NJCCCS Addressed: 3.4.A1-7, 3.4.B1-6

At this level, the following should be addressed:

·  Analyze and/or paraphrase a speaker.

·  Determine a speaker’s purpose, attitude, and perspective.

·  Interpret speaker’s message (including non-verbal cues)

·  Make inferences

·  Formulate and ask relevant, insightful questions

ACTIVITIES

Critique oral presentations using a rubric

MATERIALS

ASSESSMENT/EVALUATION

GRADE SEVEN

VIEWING

Outcome: Students will analyze and interpret various media