English/Language Arts - Seventh Grade: Accomplishments

Reading

Accomplishments:

  1. 7.1.01  Continue to develop oral language and listening skills.
    1. Continue to model active listening in both formal and informal settings.
    2. Adhere to rules for public conversation.
    3. Continue to formulate and respond to questions from teachers and classmates.
    4. Continue to organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations.
    5. Participate in creative responses to text (e.g. dramatizations, speeches).
    6. Deliver an oral presentation, using multiple sources of information from any content area, utilizing visual aids for contextual support.
    7. Use the proper stress, pitch, and juncture in oral reading and presenting.
    8. Continue to use a variety of non-verbal communication techniques to enhance meaning (e.g., posture, gestures, facial expressions, tone of voice, eye contact).
  2. 7.1.02  Develop an understanding of the concepts of print and non-print materials.
    1. Use parts of text effectively for learning (e.g., title page, preface, table of contents, epilogue, glossary, appendix, index).
    2. Analyze the structure and organization of various text features to locate information (e.g., headings, key words, graphics, pictures, captions, sidebars).
    3. Identify the differences among various print and non-print formats (i.e. prose, poetry, newspaper/magazine, letters, dramas, technical manuals, screenplays, photographs, works of art, and textbooks).
  3. 7.1.03  Expand reading skills through phonemic awareness.
    1. Continue to develop an awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poems, music lyrics, books on tape, read alouds).
    2. Analyze patterns of rhyme and rhythm to determine effectiveness.
    3. Analyze the effects of sound in language (e.g., alliteration [assonance and consonance], onomatopoeia, accent, repetition).
  4. 7.1.04  Use decoding strategies to read unfamiliar words.
    1. Expand knowledge of root words, prefixes, and suffixes to facilitate the decoding of unknown words.
    2. Continue to use context clues to determine unknown words and identify multiple meaning words.
    3. Continue to decode unknown grade level words utilizing previous learned strategies and verify the words meaning within the context of the selection.
  5. 7.1.05  Read to develop fluency, expression, and accuracy.
    1. Continue to demonstrate the ability to read fluently with expression, accuracy, and poise from a variety of texts (e.g., paired reading, choral reading, and read alongs).
    2. Continue to participate in guided reading.
    3. Continue to read using appropriate pronunciation, expression, and rate.
    4. Continue to adjust speed based on the purpose for reading.
    5. Continue to read independently on a daily basis.
  6. 7.1.06  Expand reading vocabulary.
    1. Continue to build vocabulary by listening to literature, participating in class discussions, and reading self-selected and assigned texts.
    2. Build vocabulary by reading from a wide variety of texts, literary genres and modes.
    3. Determine word meanings using expanded knowledge of roots, prefixes, and suffixes.
    4. Continue to determine the meaning of unfamiliar words using context clues, dictionaries, electronic sources, glossaries, and other resources.
    5. Continue to replace unknown words with appropriate synonyms and/or antonyms to determine word meaning.
    6. Analyze and incorporate grade appropriate synonyms, antonyms, homonyms, and multiple meaning words into reading vocabulary and writing.
    7. Continue to foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, new and unusual words to share).
    8. Use mnemonic devices (e.g. rhyming words, vocabulary cartoons, kinesthetics) to acquire new vocabulary.
    9. Continue to determine the correct meaning/usage of multiple meaning words.
    10. Select the correct word or phrase to complete an analogy.
    11. Consider word etymology and semantic change as part of vocabulary study.
    12. Recognize, decode, and interpret widely used foreign phrases (e.g., bon voyage; mi casa es su casa).
    13. Define connotation and denotation to use for vocabulary studies.
    14. Discover ways by which a language acquires new words (e.g., borrowing from other languages, compounding words).
    15. Identify words that serve as clues to reveal time periods and cultures represented (e.g. use of vocabulary associated with a particular time period, region, or country).
  7. 7.1.07  Employ pre-reading strategies to facilitate comprehension.
    1. Continue to establish a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to discover information/facts, to discover models of writing).
    2. Utilize reference sources and personal experience to build background knowledge for reading.
    3. Continue to use previously learned strategies to front load text (e.g., skimming and scanning).
    4. Continue to preview text, using supports (e.g., illustrations/pictures, captions, timelines, graphs, diagrams, headings, subheadings, and footnotes).
    5. Explain the importance and the significance of the reading selections to learning and life.
    6. Define significant words to be encountered in the text.
    7. Make predictions about text.
    8. Relate text to prior personal experiences or opinions, historical knowledge, and current events as well as previously read print and non-print texts.
  8. 7.1.08  Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
    1. Derive meaning while reading by
      1. continuing to formulate clarifying questions.
      2. adjusting predictions made while pre-reading based on information gained.
      3. continuing to predict outcomes, state reasonable generalizations, and draw conclusions based on prior knowledge and information gained while reading.
      4. using metacognitive and self-monitoring strategies while reading (pausing, rereading, miscues, consulting other sources, reading ahead).
      5. engaging in reading between the lines (i.e., imagining parallel events, stating implied information.)
      6. continuing to create mental pictures from abstract information.
      7. continuing to relate text to prior personal experiences or opinions as well as previously read print and non-print texts.
      8. making inferences and recognizing unstated assumptions.
      9. verifying or modifying pre-reading purpose as addition information is obtained.
      10. exploring ways to interact with text (e.g., mark the text, use post-it notes, ask questions and make comments within the text)
    2. Derive meaning after reading by
      1. indicating and analyzing the sequence of events.
      2. recognizing and stating the main idea/central element in a given reading selection noting details that support the main idea/central element.
      3. identifying the author's purpose and determining if the purpose is met.
      4. discussing similarities and differences in events and characters using evidence cited from the text or various texts
      5. finding contextual support for responses to questions, for assistance in formulating ideas and opinions, and for supporting personal responses.
      6. analyzing cause and effect relationships.
      7. analyzing statements as fact or opinion.
      8. interpreting figurative language (e.g., idioms, similes, metaphors, personification, imagery, puns).
      9. demonstrating an understanding of implied themes and identifying themes that commonly recur in literature.
      10. reflecting upon comprehension strategies utilized to make meaning from texts.
      11. continuing to make connections among various print and non-print texts.
      12. continuing to make connections among the various literary genres and themes with personal, historical, and cultural experiences.
  9. 7.1.09  Refine study skills and develop methods of research to enhance learning.
    1. Use and discern appropriate reference sources in various formats (e.g. encyclopedias, card/electronic catalogs, almanacs, periodicals, Internet).
    2. Use media (e.g. on-line catalog, non-fiction books, encyclopedias, CD-ROM, references, Internet) to view, read, and represent information.
    3. Use current technology (e.g., the Internet, CD-ROMs, online catalogs) as a research communication tool.
    4. Use a variety of reference sources (e.g., biographical sketches, letters, diaries, encyclopedia, periodicals).
    5. Distinguish between primary and secondary source documents.
    6. Continue to use the dictionary, glossary, thesaurus, and other word-referenced materials.
    7. Continue to use skimming and scanning skills.
    8. Retrieve, organize, represent, and analyze information to demonstrate effectively knowledge acquired.
    9. Develop and use notes that include important concepts, summaries, and identification of reference sources.
    10. Analyze various forms of media and consider their impact on daily life.
    11. Recognize and use the techniques of propaganda (i.e. bandwagon, loaded words, testimonials).
    12. Select and use a variety of sources to prepare a research paper that includes a title page, outline, notes, and a bibliography.
  10. 7.1.10  Develop skills to facilitate reading in a variety of content areas.
    1. Increase and maintain vocabulary specific to content and to current events.
    2. Continue to locate information using available text features (e.g., maps, charts, timelines, graphics, footnotes, indexes, glossaries, and tables of content, captions).
    3. Apply and analyze comprehension skills and strategies to informational text in the content areas.
    4. Continue to use self-correction strategies while reading (pausing, rereading, consulting other sources, miscues).
    5. Continue to interact with the text.
    6. Assess the reliability of sources.
  11. 7.1. 11  Read independently for a variety of purposes.
    1. Read for literary experience.
    2. Read to gain information.
    3. Read to perform a task.
    4. Read for enjoyment.
    5. Read to expand vocabulary.
    6. Read to build fluency.
  12. 7.1.12  Experience and explore the elements of various literary and media genres.
    1. Continue to read, view, and recognize various literary (e.g., short stories, novels, plays, legends, poetry, autobiographies/biographies, non-fiction of high interest) and media (e.g., music, films, videos, documentaries, visual and performing arts) genres.
    2. Recognize the distinguishing elements of various literary and media genres.
    3. Identify the elements found in the exposition (i.e. introduction of characters, setting, and conflict) of print and non-print text.
    4. Determine how the author develops characters/characterization (e.g., through words, speech, actions, thoughts, narrator, interactions, motivation).
    5. Identify and explain the rising action, climax, and falling action of a story/event.
    6. Identify words and phrases used by authors to create mood to establish a tone.
    7. Compare and contrast elements of plot between or among stories.
    8. Continue to identify how point of view (i.e., first person or third person, limited and omniscient) shapes the plot of the story or the perspective of the characters and audience.
    9. Summarize and paraphrase selected passages/film clips for discussion and/or for written assignments or presentations.
    10. Make inferences about print and non-print text.
    11. Use deductive reasoning to facilitate and to extend understanding of print and non-print texts.
    12. Explore the differences among non-fiction materials (e.g., letters, memoirs, diaries, journals, autobiographies, biographies, and educational, informational and technical texts).
    13. Demonstrate knowledge of similes, metaphors, personification, symbolism, idioms, puns, flashback and foreshadowing.
    14. Explore the concept of irony.
  13. 7.1.13  Develop and sustain a motivation for reading.
    1. Visit libraries/media centers, book fairs, bookstores, and other print rich environments to explore books.
    2. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text genres, recommendation of others).
    3. Read daily from self-selected materials.
    4. Relate literary experiences (e.g., book discussions, literary circles, writing, oral presentations, artistic expressions).
    5. Experience and develop an awareness of literature that reflects a diverse society and encourages tolerance.
    6. Maintain a personal reading list/or reading log/journal to reflect reading gains and accomplishments.

Writing

Accomplishments:

  1. 7.2.01  Engage in prewriting, using a variety of strategies.
    1. Generate, focus, and organize ideas through personal resources, brainstorming, literary models, and classroom discussions.
    2. Use print and non-print materials, along with prior knowledge and content area knowledge, to provide background for writing.
    3. Continue to develop writing by using appropriate organizational strategies, including outlining and other graphic organizers, to produce a prewriting plan that leads to writing.
    4. Select, limit, and refine a topic.
    5. Determine appropriate audience (i.e., formal audience).
    6. Evaluate purposes for writing (e.g., to inform, to describe, to explain, to persuade).
  2. 7.2.02  Write for a variety of audiences and purposes.
    1. Determine the intended audience (i.e., formal audience).
    2. Identify the mode, the usage level, and conventions for appropriate sharing of information with the selected personal audience.
    3. Continue to write competently in the narrative and descriptive modes.
    4. Develop and refine writing in the expository mode.
    5. Continue to write in response to expository prompts.
    6. Explore the techniques of persuasive writing.
    7. Write personal reflections of experiences and events for self and others.
    8. Continue to produce original works of creative and imaginative writings.
    9. Continue to write to acquire knowledge (e.g., express, organize, and clarify thinking, take notes, synthesize information, enhance communication).
  3. 7.2.03  Compose drafts of written works.
    1. Continue to use prewriting plan to guide the first draft.
    2. Continue to write and think freely while drafting.
    3. Select mode based on purpose (i.e., descriptive, narrative, expository, and persuasive).
    4. Develop a thesis statement appropriate to topic.
    5. Support and focus on topic, using details.
    6. Present and support sufficient knowledge of topic to reflect background and understanding.
    7. Compose the draft with an introduction to engage the audience interest, body paragraphs, and a conclusion.
    8. Use precise language including active verbs, vivid words, colorful modifiers, figurative language, and imagery.
    9. Continue to develop sentences that are clear, varied, and appropriate to the audience.
  4. 7.2.04  Show evidence of and determine appropriate revisions within the written draft.
    1. Revise writing to focus on purpose and audience.
    2. Evaluate and determine if word choices are appropriate for the target audience.
    3. Evaluate and revise writing to focus on fluency of thought and coherence (e.g., sentences and paragraphs flow smoothly together, evidence of syntactic variety/varied sentence structures).
    4. Evaluate and determine the effectiveness of the organization of the written draft (e.g., chronological order or sequence maintained, creative introduction, appropriate thesis, supportive statements, and effective transitions).
    5. Evaluate and revise writing to insure consistent development of ideas (e.g., appropriate and logical reasoning, key ideas covered, evidence of support for ideas, examples used, supportive statistics).
    6. Explore the use of words and phrases that create mood to establish a tone.
    7. Analyze writing for clarity of thought.
  5. 7.2.05  Include editing before the completion of finished work.
    1. Continue to edit for elements of language.
    2. Proofread using prior knowledge and experience, reference materials, and technology.
    3. Continue to create readable documents.
    4. Explore appropriate proofreading symbols.
  6. 7.2.06  Evaluate own and others' writing.
    1. Continue to develop and use a rubric for evaluation.
    2. Continue to make appropriate suggestions for improvement, using state assessment rubric.
    3. Recognize the strengths, errors, and challenges in peers' writing and make appropriate comments of praise and suggestions for improvement.
    4. Continue to evaluate improvements made in own work and others' work.
  7. 7.2.07  Experience numerous publishing opportunities.
    1. Produce a final draft of a selected work suitable for publication and/or sharing.
    2. Use multiple technological sources to prepare and present work and to add graphs, tables, and/or illustrations.
    3. Identify opportunities for publication (e.g., school bulletin boards and publications, local and national contests, internet websites, newspaper/periodicals).
  8. 7.2.08  Write in the expository mode.
    1. Write in response to expository prompts, including frequent opportunities for timed writing.
    2. Write frequently in the expository mode.
    3. State a well-developed, appropriate thesis.
    4. Support and focus topic with relevant elaboration using supporting details and/or supporting examples.
    5. Select the most appropriate organizational format for an expository essay.
    6. Use models of expository writing to enhance the writing process.
    7. Create and select an appropriate title that creatively and accurately reflects the topic.
    8. Determine the qualities of strong and clinching concluding paragraphs to enrich writing assignments.
    9. Continue to explain/illustrate key ideas clearly.
    10. Incorporate varied expository structures (i.e., problem and solution, and present potential arguments).
    11. Continue to apply the Tennessee state assessment rubric to an expository essay.
    12. Continue to demonstrate facility in the use of language.
  9. 7.2.09  Write frequently across all content areas.
    1. Continue to produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, magazines, poems, letters to the editor, dialogues between famous people, WebPages).
    2. Continue to produce a variety of technical works utilizing knowledge from the content areas (e.g., explanations of projects and problems, science experiment projects, demonstrations, editorials, documents).
    3. Continue to research topics and organize gathered information from the content areas into presentable documents.
    4. Continue to compose and respond to original questions and/or problems from all content areas.
    5. Continue to respond expressively and creatively to the arts incorporating the arts into all content areas.
    6. Continue to react and respond to content area information in creative ways (e.g., create graphic, non-print essays; write and design a children's book and create a tape to accompany book).
    7. Incorporate knowledge from the content areas across the content areas to enhance writing and display knowledge.
  10. 7.2.10  Write expressively in order to develop an effective writing style.
    1. Continue to view, read, and/or listen to examples of various writing styles.
    2. Demonstrate the use of vivid words (e.g., action verbs, figurative language, and imagery).
    3. Support ideas through use of sensory details, concrete examples, and anecdotes.
    4. Continue to use a variety of sentence structures.
    5. Continue to select appropriate transitional devices to enhance organization and unity of work.
    6. Develop a unique and consistent voice in original works.
  11. 7.2.11  Write in response to literature.
    1. Continue to express ideas or opinions through creative responses to a variety of literary forms and genres.
    2. Write extended character analyses.
    3. Demonstrate through writing an understanding of the elements of literature (e.g., plot, conflicts, setting, and characters).
    4. Compare and contrast plots, conflicts, themes, and characters, from a variety of literary selections and genres.
    5. Write creative, imaginative, and original responses to literature to enhance the literary experience (e.g., poems, songs, stories, dances, art, advertising campaigns).
  12. 7.2.12  Write in a variety of forms and genres.
    1. Write works of fiction in the descriptive or narrative modes (e.g., short story, television scripts, fables, tall tales).
    2. Write poetry (e.g., haiku, bio-poem, limericks).
    3. Write biographical/autobiographical sketches, using relevant dialogue and anecdotes.
    4. Continue to write friendly and business letters.
    5. Write reflective pieces to clarify thinking and determine understanding.
    6. Write and select appropriate mode for documentary scripts, commercials, journalistic articles, and letters to the editor.
    7. Write personal essays and collect other works for portfolio.
    8. Compose technical writing (e.g., to set a VCR or computer, to assemble a bike or other product).
    9. Assemble collected information into a research document or presentation.
    10. Write a persuasive argument, stating a clear position supported by relevant evidence to convince an audience.
  13. 7.2.13  Locate and analyze information to prepare written presentations or reports.
    1. Continue to use dictionaries, thesauruses and other word referenced materials.
    2. Continue to utilize resources available in the media center.
    3. Demonstrate ability to use interviews in writing and presenting.
    4. Examine surveys and polls as support for research.
    5. Continue to use computer technology to find information, to create reports and presentations, and to support research.
    6. Continue to use examples and details collected from available resources.
    7. Recognize that two equally reliable sources may present material from different perspectives.

Elements of Language

Accomplishments:

  1. 7.3.01  Demonstrate knowledge of standard English usage.
    1. Use nouns correctly (e.g., collective nouns, compound nouns, noun functions as direct and indirect objects, and as predicate nouns).
    2. Use verbs appropriately (e.g., agreement with subject in person and number, verbs that take objects, linking verbs with predicate adjectives and predicate nouns; verb phrases, consistency in verb tenses, regular and irregular verb forms, correct use of the three simple and three perfect tenses).
    3. Use pronouns appropriately (e.g., proper case: nominative, objective, possessive; reflexive pronouns, interrogative, demonstrative; agreement of pronouns with their antecedents).
    4. Use adjectives appropriately (e.g., comparative and superlative forms, compound predicate adjectives, adjective clauses).
    5. Use adverbs appropriately (e.g., comparative and superlative forms, punctuation with introductory adverb phrases and clauses, correct placement within the sentence).
    6. Use conjunctions appropriately (e.g., coordinating, correlative, and subordinating conjunctions to combine words, phrases, clauses, and sentences).
    7. Identify and use appropriately prepositional phrases. (Recognize them as adjective/adverb modifiers and note their functions in the sentence.)
    8. Use interjections appropriately.
    9. Recognize and correct usage errors (e.g. subject/verb agreement, pronoun case {with emphasis on who/whom}), double negatives, comparative and superlative forms, troublesome word pairs {rise/raise, stationary/stationery, complement/compliment, beside/besides}).
  2. 7.3.02  Demonstrate knowledge of standard English mechanics.
    1. Continue the correct use of capitalization (e.g., titles, friendly and business letters, quotations, proper adjectives).
    2. Demonstrate the correct use of commas (e.g., after introductory words, phrases, or clauses; setting off appositives and interrupters; before a coordinating conjunction joining independent clauses to form compound sentences); colons (e. g., in business letters or before a list of items in a series); semicolons (e.g., combining sentences, between items in a series when the items already contain commas); underlining and italicizing (e.g., titles, words, letters, and figures); quotation marks (e.g. with direct quotations, to set off dialogue, in titles, use of end punctuation with quotation marks).
    3. Continue to form both singular and plural possessives using apostrophes.
    4. Continue to write legibly.
  3. 7.3.03  Demonstrate knowledge of standard English spelling.
    1. Spell high frequency words correctly.
    2. Spell correctly commonly misspelled words appropriate to grade level.
    3. Spell correctly words commonly used in content specific vocabulary.
    4. Recognize incorrectly spelled words within the context of sentences or phrases.
    5. Spell affixes correctly (e.g., il+legible=illegible; dine+ing=dining).
    6. Proofread and edit for accuracy of spelling, using appropriate strategies to confirm spelling and to correct errors.
    7. Determine correct spelling of words utilizing electronic and print tools (e.g., spell check, dictionaries, word walls, and charts).
    8. Maintain a consciousness toward correct spelling across the content areas.
  4. 7.3.04  Demonstrate knowledge of correct sentence structure.
    1. Correct run-on sentences by using conjunctions, semicolons, and periods to join or to separate run-on elements.
    2. Correct sentence fragments by supplying the missing elements.
    3. Recognize and differentiate among simple, compound, and complex sentences.
    4. Combine sentences using a variety of strategies.
    5. Recognize and use appositives and appositive phrases.
    6. Recognize and use infinitives and infinitive phrases.
    7. Identify and place correctly within a sentence adjective, adverb, and noun clauses.
    8. Use subordination, apposition, coordination, prepositional phrases, transitional words and phrases and other devices to indicate clear relationships.
    9. Identify the complete subject and complete predicate of interrogative and other inverted sentence patterns.