Curriculum Package

2012-2013

English Language Arts (7th Grade)

English Language Arts 7 is an integrated approach to reading, writing, and speaking curriculum based on the Reading/Language Arts Frameworks for the California Public Schools and the objectives contained within the STAR Achievement Test. This year long class was originally created by Twin Rivers Unified School District Teachers for use at the junior high school level. Included ♦ Course Outline ................... 3 ♦Unpacked Standards . . . . . . . . . . . . . . . . … 9 ♦7th Grade Subject Area Standards Assessment Skills Tested . . . .. . . . . 22 ♦Subject Area Standards Assessment Guide . . . . . . . .. . . . . 24 ♦Testing Protocols . . . . . . . . . . . . . . . . . . ..... 56 ♦ On-Demand Auto-I Materials . . . ………. 58 ♦ Literary Analysis Materials . … … ……… 61 ♦ Oral Expository Speech Materials . . . . . . . 68 ♦ELA Roots and Affixes. . . . . . . . . . . . . . . 71 ♦7th Grade CST Blueprints . . . . . . . . . . . . . 74 ♦ CST and CAHSEE Comparison Chart…. 78 1|P a g e Revised June 2012

“To inspire students to extraordinary achievement everyday!”

Dear TRUSD Educator, Welcome to a new academic year! This curriculum package has been created to help teachers and other instructional support personnel plan instruction and prepare students for the subject area standards assessments. Additionally, this curriculum package was written to promote high quality, standards-based instruction in all subject areas. Included you will find Expected Learning Outcomes, Course Outline, Unpacked Standards to help establish the breadth and depth to which each content standard must be addressed, Subject Area Standards Assessment Guides, and an appendix. The appendix contains a selection of helpful instructional resources. Curriculum development is a continuous process. As such, these packages are subject to periodic revisions to reflect possible changes in student population and future amendments as the State Educational Frameworks are being rewritten. Through the hard work and commitment of passionate educators over many years, this curriculum package was made a reality. This document reflects the common vision of these dedicated educators. For questions about any section of this package, or to offer comments and suggestions for improvements, please contact the Coordinator for ELA/ELD in the Curriculum and Instruction Office. Thank you. Curriculum and Instruction

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DEPARTMENT:

English Language Arts

COURSE TITLE:

ELA 7

GRADE LEVEL:

7

LENGTH:

1 Academic School Year

CREDITS:

N/A

PREREQUISITES: Consult Site Counselor OTHER:

This course prepares students to meet A-G requirements

Course Description: English Language Arts 7 is a course designed for benchmark and strategic students which focuses on the California Content Standards for seventh grade instruction. This is a year long course. The areas covered are reading, writing, written and oral language conventions, and listening and speaking. TEXTBOOK: The Language of Literature, McDougal Littell (adopted 2002) SUPPLEMENTAL MATERIALS: McDougal Littell support materials District approved audio visual materials COURSE OBJECTIVES: Teachers are responsible for covering all the standards in the frameworks; however, in this curriculum packet, the essential standards based on the California STAR Blueprints are highlighted throughout the school year and will be assessed through Subject Area Standards Assessments (SASA) and writing tests. These culminating tests will focus on the essential standards as a means to measure mastery of those standards deemed critical for TRUSD students. Instruction should be designed to cover multiple standards that will be measured in the culminating assessment. This packet includes suggested prompts, culminating assessments, and complementary rubrics outlining proficiency levels with corresponding California Content Standards in reading, writing, written and oral conventions, and speaking and listening. Teachers are expected to plan instruction in writing, written and oral conventions, vocabulary development, reading comprehension. The following is a list of suggested instructional strategies and assessment techniques.

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Suggested Teaching Strategies and Evaluation Techniques

SUGGESTED TEACHING STRATEGIES: Whole-group instructions and discussions Mini-lessons Cooperative learning groups: response groups for writing; and literature Modeling/imitative writing and speaking Role playing and dramatization Individualized instruction Independent practice Meta-cognitive evaluations of processes Teacher/student conferencing Group conferencing Audio-visual assisted instruction Thematic approach Individual and/or group projects Outside guest speakers

EVALUATION TECHNIQUES: Teacher evaluation of student writing Self-assessment of writing Teacher/student/parent conferences Portfolios SAT 9 Publications Participation Assignments completed Teacher assessment of improvement Observation

NOTE: A list of varied formative assessments with descriptions and examples can be found in the Appendix Section.

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ELA Standards for Grade 7

Mastery of a given standard will be achieved the year it is specified as key. Key Standards are in bold and highlighted in grey. If a standard is not in bold, it is not to imply that the standard is not to be taught. READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development 1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry. 1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary. 1.3 Clarify word meanings through the use of definition, example, restatement, or contrast. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. Structural Features of Informational Materials 2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.2 Locate information by using a variety of consumer, workplace, and public documents. 2.3 Analyze text that uses the cause-and-effect organizational pattern. Comprehension and Analysis of Grade-Level-Appropriate Text 2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text. 2.5 Understand and explain the use of a simple mechanical device by following technical directions. Expository Critique 2.6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping. 3.0 Literary Response and Analysis Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works 3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay). Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 5|P a g e Revised June 2012

3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work. Literary Criticism 3.6 Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses. WRITING 1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus 1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. 1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. 1.3 Use strategies of notetaking, outlining, and summarizing to impose structure on composition drafts. Research and Technology 1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research. 1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. 1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports. Evaluation and Revision 1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary. 2.0 Writing Applications (Genres and Their Characteristics) Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. 2.1 Write fictional or autobiographical narratives: a. Develop a standard plot line (having a beginning, conflict, rising action, climax, and denouement) and point of view. b. Develop complex major and minor characters and a definite setting. c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions). 2.2 Write responses to literature: 6|P a g e Revised June 2012

a. Develop interpretations exhibiting careful reading, understanding, and insight. b. Organize interpretations around several clear ideas, premises, or images from the literary work. c. Justify interpretations through sustained use of examples and textual evidence. 2.3 Write research reports: a. Pose relevant and tightly drawn questions about the topic. b. Convey clear and accurate perspectives on the subject. c. Include evidence compiled through the formal research process (e.g., use of a card catalog, Reader’s Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries). d. Document reference sources by means of footnotes and a bibliography. 2.4 Write persuasive compositions: a. State a clear position or perspective in support of a proposition or proposal. b. Describe the points in support of the proposition, employing well-articulated evidence. c. Anticipate and address reader concerns and counterarguments. 2.5 Write summaries of reading materials: a. Include the main ideas and most significant details. b. Use the student’s own words, except for quotations. c. Reflect underlying meaning, not just the superficial details. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Sentence Structure 1.1 Place modifiers properly and use the active voice. Grammar 1.2 Identify and use infinitives and participles and make clear references between pronouns and antecedents. 1.3 Identify all parts of speech and types and structure of sentences. 1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference). Punctuation 1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly. Capitalization 1.6 Use correct capitalization. Spelling 1.7 Spell derivatives correctly by applying the spellings of bases and affixes. LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies Deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Comprehension 1.1 Ask probing questions to elicit information, including evidence to support the speaker’s claims and conclusions. 1.2 Determine the speaker’s attitude toward the subject. 1.3 Respond to persuasive messages with questions, challenges, or affirmations. 7|P a g e Revised June 2012

Organization and Delivery of Oral Communication 1.4 Organize information to achieve particular purposes and to appeal to the background and interests of the audience. 1.5 Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience. 1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations. Analysis and Evaluation of Oral and Media Communications 1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speech’s content and delivery and its overall impact upon the listener. 1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking. 2.1 Deliver narrative presentations: a. Establish a context, standard plot line (having a beginning, conflict, rising action, climax, and denouement), and point of view. b. Describe complex major and minor characters and a definite setting. c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, expressions). 2.2 Deliver oral summaries of articles and books: a. Include the main ideas of the event or article and the most significant details. b. Use the student’s own words, except for material quoted from sources. c. Convey a comprehensive understanding of sources, not just superficial details. 2.3 Deliver research presentations: a. Pose relevant and concise questions about the topic. b. Convey clear and accurate perspectives on the subject. c. Include evidence generated through the formal research process (e.g., use of a card catalog, Reader’s Guide to Periodical Literature, computer databases, magazines, news-papers, dictionaries). d. Cite reference sources appropriately. 2.4 Deliver persuasive presentations by: a. stating a clear position or perspective in support of an argument or proposal, and b. describing the points in support of the argument and employ well-articulated evidence.

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Deconstructing and Unpacking the Standards (Word Analysis) *Only identified key standards are unpacked. Course: ELA 7 Key Standard: 1.1 Main Strand/ Unit: 1.0. Word Analysis, Fluency, and Systematic Vocabulary Development Standard: (Deconstruct - Identify skill, topic, context) 1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry. Key Elements: (Unpack) 1. Identify idioms in prose. 2. Identify idioms in poetry. 3. Identify analogies in prose. 4. Identify analogies in poetry. 5. Identify metaphors in prose. 6. Identify metaphors in poetry. 7. Identify similes in prose. 8. Identify similes in poetry.

Course: ELA 7 Key Standard: 1.2 Main Strand/ Unit: 1.0. Word Analysis, Fluency, and Systematic Vocabulary Development Standard: (Deconstruct - Identify skill, topic, context) 1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary. Key Elements: (Unpack) 1. Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand content-area vocabulary. 2. Use knowledge of Greek, Latin, and Anglo-Saxon affixes to understand content-area vocabulary.

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Deconstructing and Unpacking the Standards Course: ELA 7 Key Standard: 1.3 Main Strand/ Unit: 1.0. Word Analysis, Fluency, and Systematic Vocabulary Development Standard: (Deconstruct - Identify skill, topic, context) 1.3 Clarify word meanings through the use of definition, example, restatement, or contrast. Key Elements: (Unpack) 1. Clarify word meanings through the use of definition context clues. 2. Clarify word meanings through the use of example context clues. 3. Clarify word meanings through the use of restatement context clues. 4. Clarify word meanings through the use of contrast context clues.

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Deconstructing and Unpacking the Standards (Reading) Course: ELA 7 Key Standard: 2.1 Main Strand/ Unit: 2.0 Reading Comprehension (Focus on Informational Materials) Standard: (Deconstruct - Identify skill, topic, context) 2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). Key Elements: (Unpack) 1. Identify the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2. Identify the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 3. Analyze the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 4. Analyze the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

Course: ELA 7 Key Standard: 2.2 Main Strand/ Unit: 2.0 Reading Comprehension (Focus on Informational Materials) Standard: (Deconstruct - Identify skill, topic, context) 2.2 Locate information by using a variety of consumer, workplace, and public documents. Key Elements: (Unpack) 1. Locate information by using a variety of consumer, workplace, and public documents.

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Deconstructing and Unpacking the Standards Course: ELA 7 Key Standard: 2.4 Main Strand/ Unit: 2.0 Reading Comprehension (Focus on Informational Materials) Standard: (Deconstruct - Identify skill, topic, context) 2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text. Key Elements: (Unpack) 1. Identify the development of an author’s argument, point of view, or perspective in text. 2. Trace the development of an author’s argument, point of view, or perspective in text.

Course: ELA 7 Key Standard: 2.5 Main Strand/ Unit: 2.0 Reading Comprehension (Focus on Informational Materials) Standard: (Deconstruct - Identify skill, topic, context) 2.5 Understand and explain the use of a simple mechanical device by following technical directions. Key Elements: (Unpack) 1. Describe the use of a simple mechanical device by following technical directions. 2. Explain the use of a simple mechanical device by following technical directions.

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Deconstructing and Unpacking the Standards Course: ELA 7 Key Standard: 2.6 Main Strand/ Unit: 2.0 Reading Comprehension (Focus on Informational Materials) Standard: (Deconstruct - Identify skill, topic, context) 2.6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. Key Elements: (Unpack) 1. Assess the adequacy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 2. Assess the accuracy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 3. Assess the appropriateness of the author’s evidence to support claims assertions, noting instances of bias and stereotyping.

Course: ELA 7 Main Strand/ Unit: 3.0 Literary Response and Analysis

Key Standard: 3.2

Standard: (Deconstruct - Identify skill, topic, context) 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). Key Elements: (Unpack) 1. Identify events that advance the plot. 2. Determine how each event explains past or present action(s) or foreshadows future action(s).

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Deconstructing and Unpacking the Standards Course: ELA 7 Main Strand/ Unit: 3.0 Literary Response and Analysis

Key Standard: 3.3

Standard: (Deconstruct - Identify skill, topic, context) 3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. Key Elements: (Unpack) 1. Analyze characterization as delineated through a character’s thoughts. 2. Analyze characterization as delineated through a character’s words and speech patterns. 3. Analyze characterization as delineated through a character’s actions. 4. Analyze characterization as delineated through the narrator’s description. 5. Analyze characterization as delineated through the thoughts, words, and actions of other characters.

Course: ELA 7 Main Strand/ Unit: 3.0 Literary Response and Analysis

Key Standard: 3.4

Standard: (Deconstruct - Identify skill, topic, context) 3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). Key Elements: (Unpack) 1. Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 2. Analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).

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Deconstructing and Unpacking the Standards

Course: ELA 7 Main Strand/ Unit: 3.0 Literary Response and Analysis

Key Standard: 3.5

Standard: (Deconstruct - Identify skill, topic, context) 3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work. Key Elements: (Unpack) 1. Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text. 2. Explain how point of view affects the overall theme of the work.

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Deconstructing and Unpacking the Standards (Writing Strategies) Course: ELA 7 Main Strand/ Unit: 1.0. Writing Strategies

Key Standard: 1.1

Standard: (Deconstruct - Identify skill, topic, context) 1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. Key Elements: (Unpack) 1. Create an organizational structure that balances all aspects of the composition. 2. Create an organizational structure that uses effective transitions between sentences to unify important ideas.

Course: ELA 7 Main Strand/ Unit: 1.0. Writing Strategies

Key Standard: 1.5

Standard: (Deconstruct - Identify skill, topic, context) 1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. Key Elements: (Unpack) **1. Give credit for both quoted and paraphrased information in a bibliography. 2. Use a consistent and sanctioned format and methodology for citations.

Course: ELA 7 Main Strand/ Unit: 1.0. Writing Strategies

Key Standard: 1.7

Standard: (Deconstruct - Identify skill, topic, context) 1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary. Key Elements: (Unpack) 1. Revise writing to improve organization after checking the logic of the ideas. (consistent point of view, parallelism, sequencing of transitions) 2. Revise writing to improve word choice after checking the precision of the vocabulary. 16 | P a g e Revised June 2012

Deconstructing and Unpacking the Standards (Written and Oral Language Conventions) Course: ELA 7 Key Standard: 1.1 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.1 Place modifiers properly and use the active voice. Key Elements: (Unpack) 1. Place modifiers properly. 2. Use the active voice.

Course: ELA 7 Key Standard: 1.2 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.2 Identify and use infinitives and participles and make clear references between pronouns and antecedents. Key Elements: (Unpack) 1. Identify infinitives and participles. 2. Use infinitives and participles. 3. Make clear references between pronouns and antecedents.

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Deconstructing and Unpacking the Standards (Written and Oral Language Conventions) Course: ELA 7 Key Standard: 1.3 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.3 Identify all parts of speech and types and structure of sentences. Key Elements: (Unpack) 1. Identify all parts of speech. 2. Identify all types of sentences. (declarative, imperative, interrogative, exclamatory) 3. Identify all structures of sentences. (simple, compound, complex, compound-complex)

Course: ELA 7 Key Standard: 1.4 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference). Key Elements: (Unpack) 1. Demonstrate the mechanics of writing (e.g., quotation marks, commas at the end of dependent clauses). 2. Demonstrate appropriate English usage (e.g., pronoun reference).

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Deconstructing and Unpacking the Standards (Written and Oral Language Conventions) Course: ELA 7 Key Standard: 1.5 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly. Key Elements: (Unpack) 1. Identify hyphens. 2. Identify dashes. 3. Identify brackets. 4. Use semicolons correctly. 5. Use hyphens correctly. 6. Use dashes correctly. 7. Use semicolons correctly.

Course: ELA 7 Key Standard: 1.6 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.6 Use correct capitalization. Key Elements: (Unpack) 1. Use correct capitalization.

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Deconstructing and Unpacking the Standards (Written and Oral Language Conventions) Course: ELA 7 Key Standard: 1.7 Main Strand/ Unit: 1.0 Written and Oral English Language Conventions Standard: (Deconstruct - Identify skill, topic, context) 1.7 Spell derivatives correctly by applying the spellings of bases and affixes. Key Elements: (Unpack) 1. Spell derivatives correctly by applying the spellings of bases and affixes.

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ELA 7 Assessment Overview 2012-2013 Quarter 2

Performance

On-Demand Autobiographical Incident

Character Analysis One Fictional Story

9. 10. 11. 12. 13. 14. 15.

1. 2. 3.

Objective Test #3

3. 4. 5. 6. 7. 8.

Poetry Reading comprehension Outlining (topic) Revisions Modifiers Transitions Supporting details Punctuation – commas, apostrophes Analogies Vocabulary in context Spelling Mechanics Adjectives Adverbs Sentence types a. purpose b. structure

See CAHSEE Blueprint

4. 5. 6. 7.

Objective Test #2

Objective Test #1

Test

Vocabulary Subjects / predicates Parts of speech a. nouns b. verbs / verb phrases c. pronouns – antecedent agreement Revision Capitalization Voice of verbs Agreement a. subject / verb b. transitional words / expressions c. dangling / misplaced

1. 2.

Quarter 4 Oral Expository Speech

One Poem

Fiction/Fable Two Fictional Stories

1. 2. 3.

Quarter 3

4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Spelling Synonyms / antonyms Homonyms, homophones, homographs Modifiers: misplaced, dangling Verbs voice a. active b. passive Infinitive Relative pronouns Context clues Dashes, quotation marks Transitions Pronouns / antecedent Point of view Conjunctions Sentence types – structure Reading comprehension a. theme b. point of view

Three Documents

1.Punctuation (commas, semi-colons, colons, quotation marks) 2.Sentence rewriting 3.Spelling 4.Writer’s purpose 5.Organizational style 6.Parts of speech 7.Synonyms / antonyms 8.Capitalization 9.Greek / Latin roots 10.Bias / stereotyping

1. 2.

Quarter 1

Objective Test #4

Type

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modifiers Figurative language a. simile b. metaphor 9. Roots / affixes Reading Comprehension 10. Characterization 11. Foreshadowing 12. Theme 13. Plot 14. Conflict 15. Author’s perspective

16. conjunctions

8.

Reading Comprehension 17. Point of view 18. Theme 19. Author’s perspective 20. Idioms

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ELA 7 SUBJECT AREA STANDARDS ASSESSMENT GUIDE Quarters Objective Assessments

1 R 1.1.5 1.1.6 1.1.7 1.1.8 1.2.1 1.3.1 1.3.2 1.3.3 1.3.4 2.4.1 2.4.2 3.2.1 3.2.2 3.3.1 3.3.2 3.3.3 3.4.1 W 1.1.2 1.7.2 LC 1.1.1 1.1.2 1.2.1 1.2.2 1.2.3 1.3.1 1.4.1 1.4.2 1.6.1 1.7.1

2 R 1.1.1 1.1.2 1.1.3 1.1.4 1.2.2 1.3.1 1.3.2 1.3.3 1.3.4 2.4.1 2.4.2 3.2.1 3.2.2 3.3.3 3.3.4 3.4.1 3.5.1 3.5.2 W 1.1.1 1.1.2 1.7.2 LC 1.1.1 1.1.2 1.3.1 1.3.2 1.3.3 1.4.1 1.4.2 1.6.1 1.7.1

3

4

R 1.1.1 1.1.3 1.1.5 1.1.7 1.2.1 1.3.1 1.3.2 1.3.3 1.3.4 2.6.1 2.6.2 2.6.3 3.4.2 3.5.1 3.5.2

R 1.2.2 2.1.1 2.1.2 2.1.3 2.1.4 2.2.1 2.5.1 2.5.2 2.6.1 2.6.2 2.6.3

W 1.1.1 1.1.2 1.5.2 1.7.1

LC 1.4.1 1.4.2 1.5.1 1.5.3 1.5.4 1.5.5 1.5.7 1.5.8 1.7.1

LC 1.1.1 1.1.2 1.2.1 1.2.2 1.2.3 1.4.1 1.4.2 1.5.2 1.5.6 1.7.1

W 1.5.2 1.7.1

Note: The district pacing matrix and pacing guide reflects the district ELA 7 Key Standards. ELA 7 standards which are not considered Key Standards for the district shall still be addressed in ELA 7 classes; however, they will be informally assessed at the classroom level.

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ELA 7 Quarter 1 Key Standards At-a-Glance R 1.1

R 1.2 R 1.3

R 2.4

R 3.2 R 3.3

R 3.4 W 1.1 W 1.7 LC 1.1 LC 1.2 LC 1.3 LC1.4 LC 1.6 LC 1.7

1.1.5 Identify metaphors in prose. 1.1.6 Identify metaphors in poetry. 1.1.7 Identify similes in prose. 1.1.8 Identify similes in poetry. 1.2.1 Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand content-area vocabulary. 1.3.1 Clarify word meanings through the use of definition context clues. 1.3.2 Clarify word meanings through the use of example context clues. 1.3.3 Clarify word meanings through the use of restatement context clues. 1.3.4 Clarify word meanings through the use of contrast context clues. 2.4.1 Identify the development of an author’s argument, point of view, or perspective in text. 2.4.2 Trace the development of an author’s argument, point of view, or perspective in text. 3.2.1 Identify events that advance the plot. 3.2.2 Determine how each event explains past or present action(s) or foreshadows future action(s). 3.3.1 Analyze characterization as delineated through a character’s thoughts. 3.3.2 Analyze characterization as delineated through a character’s words and speech patterns. 3.3.3 Analyze characterization as delineated through a character’s actions. 3.4.1 Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 1.1.2 Create an organizational structure that uses effective transitions between sentences to unify important ideas. 1.7.2 Revise writing to improve word choice after checking the precision of the vocabulary. 1.1.1 Place modifiers properly. 1.1.2 Use the active voice. 1.2.1 Identify infinitives and participles. 1.2.2 Use infinitives and participles. 1.2.3 Make clear references between pronouns and antecedents. 1.3.1 Identify all parts of speech. 1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses). 1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference). 1.6.1 Use correct capitalization. 1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes.

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ELA 7 Quarter 2 Key Standards At-a-Glance R 1.1

R 1.2 R 1.3

R 2.4

R 3.2 R 3.3 R 3.4

R 3.5 W 1.1

W 1.7 LC 1.1 LC 1.3

LC 1.4 LC 1.6 LC 1.7

1.1.1 Identify idioms in prose. 1.1.2 Identify idioms in poetry. 1.1.3 Identify analogies in prose. 1.1.4 Identify analogies in poetry. 1.2.2 Use knowledge of Greek, Latin, and Anglo-Saxon affixes to understand content-area vocabulary. 1.3.1 Clarify word meanings through the use of definition context clues. 1.3.2 Clarify word meanings through the use of example context clues. 1.3.3 Clarify word meanings through the use of restatement context clues. 1.3.4 Clarify word meanings through the use of contrast context clues. 2.4.1 Identify the development of an author’s argument, point of view, or perspective in text. 2.4.2 Trace the development of an author’s argument, point of view, or perspective in text. 3.2.1 Identify events that advance the plot. 3.2.2 Determine how each event explains past or present action(s) or foreshadows future action(s). 3.3.3 Analyze characterization as delineated through a character’s actions. 3.3.4 Analyze characterization as delineated through the narrator’s description. 3.4.1 Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 3.5.1 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text. 3.5.2 Explain how point of view affects the overall theme of the work. 1.1.1 Create an organizational structure that balances all aspects of the composition. 1.1.2 Create an organizational structure that uses effective transitions between sentences to unify important ideas. 1.7.2 Revise writing to improve word choice after checking the precision of the vocabulary. 1.1.1 Place modifiers properly. 1.1.2 Use the active voice. 1.3.1 Identify all parts of speech. 1.3.2 Identify all types of sentences. (declarative, imperative, interrogative, exclamatory). 1.3.3 Identify all structures of sentences. (simple, compound, complex, compound-complex). 1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses). 1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference). 1.6.1 Use correct capitalization. 1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes. 26 | P a g e

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ELA 7 Quarter 3 Key Standards At-a-Glance R 1.1

R 1.2 R 1.3

R 2.6

R 3.4 R 3.5 W 1.1

W 1.5 W 1.7 LC 1.1 LC 1.2 LC 1.4 LC 1.5 LC 1.7

1.1.1 Identify idioms in prose. 1.1.3 Identify analogies in prose. 1.1.5 Identify metaphors in prose. 1.1.7 Identify similes in prose. 1.2.1 Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand content-area vocabulary. 1.3.1 Clarify word meanings through the use of definition context clues. 1.3.2 Clarify word meanings through the use of example context clues. 1.3.3 Clarify word meanings through the use of restatement context clues. 1.3.4 Clarify word meanings through the use of contrast context clues. 2.6.1 Assess the adequacy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 2.6.2 Assess the accuracy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 2.6.3 Assess the appropriateness of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 3.4.2 Analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 3.5.1 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text. 3.5.2 Explain how point of view affects the overall theme of the work. 1.1.1 Create an organizational structure that balances all aspects of the composition. 1.1.2 Create an organizational structure that uses effective transitions between sentences to unify important ideas. 1.5.2 Use a consistent and sanctioned format and methodology for citations. 1.7.1 Revise writing to improve organization after checking the logic of the ideas. (consistent point of view, parallelism, sequencing of transitions). 1.1.1 Place modifiers properly. 1.1.2 Use the active voice. 1.2.1 Identify infinitives and participles. 1.2.2 Use infinitives and participles. 1.2.3 Make clear references between pronouns and antecedents. 1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses). 1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference). 1.5.2 Identify dashes. 1.5.6 Use dashes correctly. 1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes.

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ELA 7 Quarter 4 Key Standards At-a-Glance R 1.2 R 2.1

R 2.2 R 2.5

R 2.6

W 1.5 W 1.7 LC 1.4 LC 1.5

LC 1.7

1.2.2 Use knowledge of Greek, Latin, and Anglo-Saxon affixes to understand content-area vocabulary. 2.1.1 Identify the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.1.2 Identify the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.1.3 Analyze the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.1.4 Analyze the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.2.1 Locate information by using a variety of consumer, workplace, and public documents. 2.5.1 Describe the use of a simple mechanical device by following technical directions. 2.5.2 Explain the use of a simple mechanical device by following technical directions. 2.6.1 Assess the adequacy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 2.6.2 Assess the accuracy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 2.6.3 Assess the appropriateness of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. 1.5.2 Use a consistent and sanctioned format and methodology for citations. 1.7.1 Revise writing to improve organization after checking the logic of the ideas (consistent point of view, parallelism, sequencing of transitions). 1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses). 1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference). 1.5.1 Identify hyphens. 1.5.3 Identify brackets. 1.5.4 Use semicolons correctly. 1.5.5 Use hyphens correctly. 1.5.7 Use brackets correctly. 1.5.8 Use semicolons correctly. 1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes.

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ELA 7 Quarter 1 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA) Domain Reading(R) R 1.1

R 1.2

Standard 1.1.5 Identify metaphors in prose.

Sample Question * 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy

1.1.6 Identify metaphors in poetry.

* 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy

1.1.7 Identify similes in prose.

* 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile. D. Analogy

1.1.8 Identify similes in poetry.

* 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy *Which word from the passage comes from the Latin root meaning look or watch? A. ascend B. spectacle C. urgent D. figures

1.2.1 Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand content-area vocabulary.

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R 1.3

1.3.1 Clarify word meanings through the use of definition context clues.

In the passage above, what does the word elated mean? A. higher B. excited C. interested D. late

1.3.2 Clarify word meanings through the use of example context clues.

Read these sentences from the passage. The sun bounced along behind the chariot like a basketball. It grazed the stars and skidded along mountaintops, leaving charred remains behind. Charred means A. burnt. B. dangerous. C. filthy. D. colorful.

1.3.3 Clarify word meanings through the use of restatement context clues.

Read this sentence. “Come on, Christopher!” Laura cried as Christopher continued to scrutinize the menu. “You’ve been looking at the menu all day—just pick something!” To scrutinize means A. to study carefully. B. to read with difficulty. C. to skim quickly. D. to read carelessly.

1.3.4 Clarify word meanings through the use of contrast context clues.

Read this sentence. Choose the meaning based on the context clues. Sarah wanted a prominent place in the class picture; however, I preferred to be in the background. A. hiding in the background B. place in the picture C. I preferred D. not in the background

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R 2.4

2.4.1 Identify the development of an author’s argument, point of view, or perspective in text.

2.4.2 Trace the development of an author’s argument, point of view, or perspective in text.

R 3.2

R 3.3

* The author’s attitude toward Mary Breckinridge is best described as A. respectful. B. humorous. C. objective. D. indifferent. What is the author’s perspective in the passage above? A. hostile B. frustrated C. encouraged D. discouraged

3.2.1 Identify events that advance the plot.

* What happens at the end of the poem? A. The speaker is bitten by a rattlesnake. B. The speaker picks up a stray twig. C. The speaker kills a rattlesnake. D. The rattlesnake rattles its tail as a warning.

3.2.2 Determine how each event explains past or present action(s) or foreshadows future action(s).

Which event in the story foreshadows Mike’s death? A. the light turning green B. the dove landing C. daybreak D. breakfast conversation

3.3.1 Analyze characterization as delineated through a character’s thoughts.

* How does the speaker of the poem feel about the snake? A. cautious B. disinterested C. disgusted D. angry

Quarter 1

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3.3.2 Analyze characterization as delineated through a character’s words and speech patterns.

What caused Apollo to allow Phaëthon to drive the chariot? A. Apollo wanted to protect Phaëthon from teasing. B. Phaëthon dared to approach Apollo’s throne. C. Apollo was bound by his promise to Phaëthon. D. Apollo asked Phaëthon to do it as a favor.

3.3.3 Analyze characterization as delineated through a character’s actions.

Dillon’s actions cannot hide his… A. evil intent B. physical challenges C. dislike of summer D. challenges with conflict

R 3.4

3.4.1 Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).

* What is the theme, or underlying message, of the poem? A. Rattlesnakes hunt at night. B. Always be alert for hidden dangers. C. Walking at dusk is a bad idea. D. Poisonous snakes are everywhere.

Writing Strategies (W) W 1.1

1.1.2 Create an organizational structure that uses effective transitions between sentences to unify important ideas.

Read this sentence. Puppet theaters can be traced back to ancient Egypt, Greece, Rome, and China; _________________, some people believe that puppet theaters may have been the first theater of any kind. * Which word or phrase could best provide an effective transition between the two parts of the sentence? A. in fact B. even so C. besides D. additionally

Quarter 1

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W 1.7

1.7.2 Revise writing to improve word choice after checking the precision of the vocabulary.

Written and Oral English Language Conventions (LC) LC 1.1

1.1.1 Place modifiers properly.

1.1.2 Use the active voice.

Which word most improves the underlined word as a way to best illustrate disbelief? A. befuddled B. angry C. crazy D. incredulous * How should sentence 7 be revised to correct the misplaced modifier? A. Since as an adult he had endured many hardships during his youth, Hampleton knew the importance of taking his formal education seriously. B. Since he had endured many hardships as an adult during his youth, Hampleton knew the importance of taking his formal education seriously. C. Since he had endured many hardships during his youth, as an adult Hampleton knew the importance of taking his formal education seriously. D. Since he had endured, as an adult, many hardships during his youth, Hampleton knew the importance of taking his formal education seriously. Read the following sentence. He was driving all day long. What would be a way to revise the sentence using active voice? A. He had been driving all day long. B. He drove all day long. C. All day he was driving. D. All day he had been driving.

Quarter 1

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LC 1.2

1.2.1 Identify infinitives and participles.

Which verb uses the past participle form? A. bringing B. sing C. helped D. jumping

1.2.2 Use infinitives and participles.

Which form of the verb best completes the sentence? I will wait until you are ready ________. A. to leave B. leaving C. leave D. left

1.2.3 Make clear references between pronouns and antecedents.

* Read this sentence from the editorial. The cascading light will almost make people think you are sitting in the library by the table! ____ is big enough to be seen from far. Which word or words should be used to match the underlined pronoun to its antecedent? A. B. C. D.

LC 1.3

1.3.1 Identify all parts of speech.

he she it they

Identify the adjectives in the sentence below. Sharon, bright-eyed and smiling, arrived.

Quarter 1

A. B. C. D.

Sharon, arrived bright-eyed, smiling arrived smiling

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LC 1.4

1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses).

* In sentence 2, a comma should be placed after the word-

1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference).

* Which of the following best improves the writing in the underlined section in sentence? A. Norwood Junior High School is a school within the TRUSD District. B. Norwood Junior High School, a school within the TRUSD District, C. Norwood Junior High School, being a school within the TRUSD District, D. Correct as is.

LC 1.6

1.6.1 Use correct capitalization.

Read this sentence. The biggest earthquake on record is one that happened in 1964 in the city of Anchorage, Alaska. What is the correct way to write the underlined words? A. in the City Of Anchorage, Alaska B. in the City of Anchorage, Alaska C. in The City of Anchorage, Alaska D. Leave as is.

LC 1.7

1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes.

A. B. C. D.

reasons class meetings longer

Pick the phrase containing the misspelled word. A. believeable story B. nighttime snack C. necessary precaution D. no mistake

Quarter 1

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ELA 7 Quarter 2 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA) Domain

Standard 1.1.1 Identify idioms in prose.

Reading (R) R 1.1

R 1.2

Sample Question * 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy

1.1.2 Identify idioms in poetry.

* 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy

1.1.3 Identify analogies in prose.

* 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy

1.1.4 Identify analogies in poetry.

* 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy

1.2.2 Use knowledge of Greek, Latin, and Anglo-Saxon affixes to understand contentarea vocabulary.

Which word from the passage comes from the Greek affix meaning life? A. biology B. anthropology C. chronology D. physiology

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R 1.3

1.3.1 Clarify word meanings through the use of definition context clues. .

In the passage above, what does the word elated mean? A. higher B. excited C. interested D. late

1.3.2 Clarify word meanings through the use of example context clues.

Read these sentences from the passage. The sun bounced along behind the chariot like a basketball. It grazed the stars and skidded along mountaintops, leaving charred remains behind. Charred means A. burnt. B. dangerous. C. filthy. D. colorful.

1.3.3 Clarify word meanings through the use of restatement context clues

Read this sentence. “Come on, Christopher!” Laura cried as Christopher continued to scrutinize the menu. “You’ve been looking at the menu all day—just pick something!” To scrutinize means A. to study carefully. B. to read with difficulty. C. to skim quickly. D. to read carelessly.

1.3.4 Clarify word meanings through the use of contrast context clues.

Read this sentence. Choose the meaning based on the context clues. Sarah wanted a prominent place in the class picture; however, I preferred to be in the background. A. hiding in the background B. place in the picture C. I preferred D. not in the background

Quarter 2

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R 2.4

R 3.2

2.4.1 Identify the development of an author’s argument, point of view, or perspective in text.

* The author’s attitude toward Mary Breckinridge is best described as A. respectful. B. humorous. C. objective. D. indifferent.

2.4.2 Trace the development of an author’s argument, point of view, or perspective in text.

What is the author’s perspective in the passage above? A. hostile B. frustrated C. encouraged D. discouraged * What happens at the end of the poem? A. The speaker is bitten by a rattlesnake. B. The speaker picks up a stray twig. C. The speaker kills a rattlesnake. D. The rattlesnake rattles its tail as a warning

3.2.1 Identify events that advance the plot.

3.2.2 Determine how each event explains past or present action(s) or foreshadows future action(s).

R 3.3

3.3.3 Analyze characterization as delineated through a character’s actions.

3.3.4 Analyze characterization as delineated through the narrator’s description.

Which event in the story foreshadows Mike’s death? A. the light turning green B. the dove landing C. daybreak D. breakfast conversation Dillon’s actions cannot hide his… A. evil intent B. physical challenges C. dislike of summer D. challenges with conflict Why does the author of “The Old Juniper Tree” use a narrative form? A. to relate an experience B. to argue a point C. to share a feeling D. to present an issue

Quarter 2

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R 3.4

3.4.1 Identify recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).

R 3.5

3.5.1 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text.

3.5.2 Explain how point of view affects the overall theme of the work.

Writing Strategies (W) W 1.1

1.1.1 Create an organizational structure that balances all aspects of the composition.

* What is the theme, or underlying message, of the poem? A. Rattlesnakes hunt at night. B. Always be alert for hidden dangers. C. Walking at dusk is a bad idea. D. Poisonous snakes are everywhere. *From what point of view are events in the poem told? A. first person, the speaker B. first person, the rattlesnake C. third person, limited D. third person, omniscient Which point of view does the author use to highlight the theme of loneliness? A. first person B. objective C. third person D. omniscient Which sentence below should be added to the end of the second paragraph in order to most effectively transition to the third paragraph? A. Overall, the process of composting can be a lot of fun to do with the whole family. B. After that, the process of composting requires some additional maintenance. C. Then you will need to put a lid on your compost bin, and you’re done. D. Nevertheless, the new mixture will need to blend together over time.

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W 1.7

1.1.2 Create an organizational structure that uses effective transitions between sentences to unify important ideas.

Read this sentence. Puppet theaters can be traced back to ancient Egypt, Greece, Rome, and China; _________________, some people believe that puppet theaters may have been the first theater of any kind. * Which word or phrase could best provide an effective transition between the two parts of the sentence? A. in fact B. even so C. besides D. additionally

1.7.2 Revise writing to improve word choice after checking the precision of the vocabulary.

Which word most improves the underlined word as a way to best illustrate disbelief? A. befuddled B. angry C. crazy D. incredulous

Written and 1.1.1 Place modifiers properly. Oral English Language Conventions (LC) LC 1.1

* How should sentence 7 be revised to correct the misplaced modifier? A. Since as an adult he had endured many hardships during his youth, Hampleton knew the importance of taking his formal education seriously. B. Since he had endured many hardships as an adult during his youth, Hampleton knew the importance of taking his formal education seriously. C. Since he had endured many hardships during his youth, as an adult Hampleton knew the importance of taking his formal education seriously. D. Since he had endured, as an adult, many hardships during his youth, Hampleton knew the importance of taking his formal education seriously.

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Quarter 2 1.1.2 Use the active voice.

Read the following sentence. He was driving all day long. What would be a way to revise the sentence using active voice? A. He had been driving all day long. B. He drove all day long. C. All day he was driving. D. All day he had been driving.

LC 1.3

1.3.1 Identify all parts of speech.

Identify the adjectives in the sentence below. Sharon, bright-eyed and smiling, arrived. A. Sharon, arrived B. bright-eyed, smiling C. arrived D. smiling

1.3.2 Identify all types of sentences. (declarative, imperative, interrogative, exclamatory).

1.3.3 Identify all structures of sentences. (simple, compound, complex, compoundcomplex).

Which type of sentence is highlighted above? A. imperative B. declarative C. exclamatory D. interrogative The underlined word in sentence 12 represents which grammatical part of the sentence? A. simple subject B. simple predicate C. direct object D. indirect object

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Quarter 2 LC 1.4

1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses).

* In sentence 2, a comma should be placed after the wordA. reasons B. class C. meetings D. longer

1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference).

* Which of the following best improves the writing in the underlined section in sentence? A. Norwood Junior High School is a school within the TRUSD District. B. Norwood Junior High School, a school within the TRUSD District, C. Norwood Junior High School, being a school within the TRUSD District, D. correct as is.

LC 1.6

1.6.1 Use correct capitalization.

Read this sentence. The biggest earthquake on record is one that happened in 1964 in the city of Anchorage, Alaska. What is the correct way to write the underlined words? A. in the City Of Anchorage, Alaska B. in the City of Anchorage, Alaska C. in The City of Anchorage, Alaska D. Leave as is.

LC 1.7

1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes.

Pick the phrase containing the misspelled word. A. believeable story B. nighttime snack C. necessary precaution D. no mistake

Quarter 2

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ELA 7 Quarter 3 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA) Domain

Reading (R) R 1.1

R 1.2

Standard 1.1.1 Identify idioms in prose.

Sample Question * 1. Which type of figurative language is used in line 5? E. idiom F. metaphor G. simile H. analogy

1.1.3 Identify analogies in prose.

* 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy

1.1.5 Identify metaphors in prose.

* 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy

1.1.7 Identify similes in prose.

* 1. Which type of figurative language is used in line 5? A. idiom B. metaphor C. simile D. analogy

1.2.1 Use knowledge of Greek, Latin, and Anglo-Saxon roots to understand contentarea vocabulary.

*Which word from the passage comes from the Latin root meaning look or watch? A. ascend B. spectacle C. urgent D. figures

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R 1.3

1.3.1 Clarify word meanings through the use of definition context clues.

In the passage above, what does the word elated mean? A. higher B. excited C. interested D. late

1.3.2 Clarify word meanings through the use of example context clues.

Read these sentences from the passage. The sun bounced along behind the chariot like a basketball. It grazed the stars and skidded along mountaintops, leaving charred remains behind. Charred means A. burnt. B. dangerous. C. filthy. D. colorful.

1.3.3 Clarify word meanings through the use of restatement context clues.

Read this sentence. “Come on, Christopher!” Laura cried as Christopher continued to scrutinize the menu. “You’ve been looking at the menu all day—just pick something!” To scrutinize means A. to study carefully. B. to read with difficulty. C. to skim quickly. D. to read carelessly.

1.3.4 Clarify word meanings through the use of contrast context clues.

Read this sentence. Choose the meaning based on the context clues. Sarah wanted a prominent place in the class picture; however, I preferred to be in the background. A. hiding in the background B. place in the picture C. I preferred D. not in the background

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R 2.6

2.6.1 Assess the adequacy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping..

* There is enough information in this passage to show that the author believes that Mary Breckinridge A. trained all of her assistants herself. B. wiped out disease in the Kentucky mountains. C. never had enough money for her work. D. remains a major influence on health care today.

2.6.2 Assess the accuracy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping.

*After reading Document C, which phrase in Document A proves to be false? A. America’s favorite and safest scooter! B. Adjustable steering arm that ranges from 23” to 38” C. Self-adjusting shoulder strap for comfortable carrying D. Imagine being able to get a WINNING STREAK scooter for ONLY $39.95 *What statement can be proved? A. No one is certain as to why whales beach themselves. B. Right whales are the most important of all whale species. C. No one cares more about whales than the islanders of Nantucket. D. All whales deserve a chance at survival.

2.6.3 Assess the appropriateness of the author’s evidence to support claims assertions, noting instances of bias and stereotyping. R 3.4

3.4.2 Analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).

Which theme is most strongly emphasized in the two poems? A. bravery B. humanism C. loyalty D. friendship

R 3.5

3.5.1 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text.

*From what point of view are events in the poem told? A. first person, the speaker B. first person, the rattlesnake C. third person, limited D. third person, omniscient

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Quarter 3

Writing Strategies (W) W 1.1

3.5.2 Explain how point of view affects the overall theme of the work.

Which point of view does the author use to highlight the theme of loneliness? A. first person B. objective C. third person D. omniscient

1.1.1 Create an organizational structure that balances all aspects of the composition.

Which sentence below should be added to the end of the second paragraph in order to most effectively transition to the third paragraph? A. Overall, the process of composting can be a lot of fun to do with the whole family. B. After that, the process of composting requires some additional maintenance. C. Then you will need to put a lid on your compost bin, and you’re done. D. Nevertheless, the new mixture will need to blend together over time.

1.1.2 Create an organizational structure that uses effective transitions between sentences to unify important ideas.

Read this sentence. Puppet theaters can be traced back to ancient Egypt, Greece, Rome, and China; _________________, some people believe that puppet theaters may have been the first theater of any kind. * Which word or phrase could best provide an effective transition between the two parts of the sentence? A. in fact B. even so C. besides D. additionally

Quarter 3

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W 1.5

1.5.2 Use a consistent and sanctioned format and methodology for citations.

How should the following Works Cited be revised? Works Cited Colvin, Hannah. Decorating Your Home. New Bremen, CT: Carillon Publishing, 1999. Henry Smith. Fun and Easy Pictures to Paint. Fort Laramie, WY: Ace Publications, 2002. A. B. C. D.

W 1.7

Quarter 3

1.7.1 Revise writing to improve organization after checking the logic of the ideas. (consistent point of view, parallelism, sequencing of transitions)

Remove the date the books were published. Put the authors’ last names first in both entries. Arrange the books alphabetically by the publisher. Place quotation marks around the title of the second book.

* Which of the following sentences from paragraph 3 would make the most logical concluding sentence for that paragraph? A. As a result, Hallidie began making wire cables. B. He hired William E. Eppelsheimer, a German engineer, to design the first cable-car line. C. Now he was ready to “go onboard.” D. Hallidie also needed a franchise to build the system.

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Written and 1.1.1 Place modifiers properly. Oral English Language Conventions (LC) LC 1.1

LC 1.2

* How should sentence 7 be revised to correct the misplaced modifier? A. Since as an adult he had endured many hardships during his youth, Hampleton knew the importance of taking his formal education seriously. B. Since he had endured many hardships as an adult during his youth, Hampleton knew the importance of taking his formal education seriously. C. Since he had endured many hardships during his youth, as an adult Hampleton knew the importance of taking his formal education seriously. D. Since he had endured, as an adult, many hardships during his youth, Hampleton knew the importance of taking his formal education seriously.

1.1.2 Use the active voice.

Read the following sentence. He was driving all day long. What would be a way to revise the sentence using active voice? A. He had been driving all day long. B. He drove all day long. C. All day he was driving. D. All day he had been driving.

1.2.1 Identify infinitives and participles.

Which verb uses the past participle form? A. bringing B. sing C. helped D. jumping

1.2.2 Use infinitives and participles.

Which form of the verb best completes the sentence? I will wait until you are ready ________. A. to leave B. leaving C. leave D. has left

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Quarter 3 1.2.3 Make clear references between pronouns and antecedents.

LC 1.4

1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses). 1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference).

LC 1.5

1.5.2 Identify dashes.

* Read this sentence from the editorial. The cascading light will almost make people think you are sitting in the library! Which word or words should be used to match the underlined pronoun to its antecedent? A. he B. they C. we D. us * In sentence 2, a comma should be placed after the wordA. reasons B. class C. meetings D. longer * Which of the following best improves the writing in the underlined section in sentence? A. Norwood Junior High School is a school within the TRUSD District. B. Norwood Junior High School, a school within the TRUSD District, C. Norwood Junior High School, being a school within the TRUSD District, D. Correct as is. Which version of sentence 11 shows the correct place to put a dash? A. If you have a talent and want to use it to reach others—in a positive way, that’s one thing being a great performer or creative artist can involve being seen and having people recognize your face. B. If you have a talent and want to use it to reach others in a positive way, that’s one thing— being a great performer or creative artist can involve being seen and having people recognize your face. C. If you have a talent and want to use it to reach others in a positive way, that’s one thing being a great performer or creative 49 | P a g e

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Quarter 3

artist can involve being seen—and having people recognize your face. D. If you have a talent and want to use it to reach others in a positive way—that’s one thing being a great performer or creative artist can involve being seen—and having people recognize your face. 1.5.6 Use dashes correctly.

LC 1.7

Quarter 3

1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes.

Which sentence correctly uses a dash? A. Steve—an athlete—loves to play baseball. B. Steve is an athlete so he loves to play—baseball. C. Steve loves to—play baseball. D. Baseball—is Steve’s favorite sport. Pick the phrase containing the misspelled word. A. believeable story B. nighttime snack C. necessary precaution D. no mistake

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ELA 7 Quarter 4 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA) Domain Standard Sample Question Reading (R) 1.2.2 Use knowledge of Greek, Latin, and Which word from the passage comes from the Greek affix R 1.2 Anglo-Saxon affixes to understand contentmeaning life? area vocabulary. A. Biology B. Anthropology C. Chronology D. Physiology R 2.1

2.1.1 Identify the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

Which type of material would have the most critical information at the beginning of the text? A. textbook B. newspaper C. manual D. poem

2.1.2 Identify the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

Which type of material would tend to be the least objective? A. textbook B. newspaper C. manual D. menu

2.1.3 Analyze the differences in structure between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

*The article uses numbered headings in order toA. show the consumer the chronological steps to follow. B. show the major components of the computer. C. rank the computer components in order of importance. D. explain what to buy first.

2.1.4 Analyze the differences in purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

*This article would most likely be found in aA. textbook about animal behavior. B. popular science or health magazine. C. newspaper’s local news section. D. professional journal for eye doctors.

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R 2.2

2.2.1 Locate information by using a variety of consumer, workplace, and public documents.

*If you want to find out if you have all parts of the microscope you are using, where in the passage would you look? A. In the introduction B. Under the section labeled “Caution” C. Under the section labeled “ How to Use the Microscope” D. At the drawing

R 2.5

2.5.1 Describe the use of a simple mechanical device by following technical directions.

*If you want to observe a strand of hair, which of the following should you do first? A. Cover the microscope. B. Adjust the mirror. C. Look through the eyepiece. D. Place the hair on a glass slide.

2.5.2 Explain the use of a simple mechanical device by following technical directions.

*The buttons to the right of the text on the Steven Spielberg website will lead you toA. awards that Spielberg has won. B. films that Spielberg has made. C. facts about Spielberg’s life. D. all of the above.

2.6.1 Assess the adequacy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping.

* There is enough information in this passage to show that the author believes that Mary Breckinridge A. trained all of her assistants herself. B. wiped out disease in the Kentucky mountains. C. never had enough money for her work. D. remains a major influence on health care today.

2.6.2 Assess the accuracy of the author’s evidence to support claims assertions, noting instances of bias and stereotyping.

*After reading Document C, which phrase in Document A proves to be false? A. America’s favorite and safest scooter! B. Adjustable steering arm that ranges from 23” to 38” C. Self-adjusting shoulder strap for comfortable carrying D. Imagine being able to get a WINNING STREAK scooter for ONLY $39.95

R 2.6

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Quarter 4 2.6.3 Assess the appropriateness of the author’s evidence to support claims assertions, noting instances of bias and stereotyping.

Writing Strategies (W) W 1.5

1.5.2 Use a consistent and sanctioned format and methodology for citations.

*What statement can be proved? A. No one is certain as to why whales beach themselves. B. Right whales are the most important of all whale species. C. No one cares more about whales than the islanders of Nantucket. D. All whales deserve a chance at survival. How should the following Works Cited be revised? Works Cited Colvin, Hannah. Decorating Your Home. New Bremen, CT: Carillon Publishing, 1999. Henry Smith. Fun and Easy Pictures to Paint. Fort Laramie, WY: Ace Publications, 2002. A. B. C. D.

W 1.7

1.7.1 Revise writing to improve organization after checking the logic of the ideas. (consistent point of view, parallelism, sequencing of transitions)

Remove the date the books were published. Put the authors’ last names first in both entries. Arrange the books alphabetically by the publisher. Place quotation marks around the title of the second book.

* Which of the following sentences from paragraph 3 would make the most logical concluding sentence for that paragraph? A. As a result, Hallidie began making wire cables. B. He hired William E. Eppelsheimer, a German engineer, to design the first cable-car line. C. Now he was ready to “go onboard.” D. Hallidie also needed a franchise to build the system.

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Quarter 4 Written and Oral English Language Conventions (LC) LC 1.4

LC 1.5

1.4.1 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses).

* In sentence 2, a comma should be placed after the wordA. reasons B. class C. meetings D. longer

1.4.2 Demonstrate appropriate English usage (e.g., pronoun reference).

* Which of the following best improves the writing in the underlined section in sentence? A. Norwood Junior High School is a school within the TRUSD District. B. Norwood Junior High School, a school within the TRUSD District, C. Norwood Junior High School, being a school within the TRUSD District, D. Correct as is.

1.5.1 Identify hyphens.

Which combination contains a hyphen? A. home-grown B. home/grown C. home:grown D. home;grown

1.5.3 Identify brackets.

*Which sentence contains brackets? A. sentence 1 B. sentence 3 C. sentence 4 D. sentence 9

1.5.4 Use semicolons correctly.

See 1.5.8

1.5.5 Use hyphens correctly.

Which sentence correctly uses a hyphen? A. The house is freshly-painted. B. The freshly-painted house is beautiful. C. The house has fresh-paint. D. The beautiful house has fresh-paint.

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1.5.7 Use brackets correctly. 1.5.8 Use semicolons correctly.

LC 1.7

1.7.1 Spell derivatives correctly by applying the spellings of bases and affixes.

No longer key element *In sentence 3, a semicolon should be placed after the wordA. news B. many C. relatives D. upset Pick the phrase containing the misspelled word. E. believeable story F. nighttime snack G. necessary precaution H. no mistake

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Test Security Protocols of Subject Area Standards Assessments In order to protect the validity and integrity of our Subject Area Standards Assessments, appropriate and ethical testing practices are necessary. It is essential that everyone understand the crucial need for test security so we may ensure that trends in achievement results can be calculated accurately across years. The issue of test security is also important as we aspire for a much-improved CST correlation. The following protocols shall guide handling and administration of ALL Subject Area Standards Assessments: 1. Before the assessment, items should not be used for review, quizzes, or warm ups. There is to be no prior exposure to any part of the Subject Area Standards Assessment with the sole exception of the ELA On-Demand narrative (not the prompt). 2. Students may not take a test home under any circumstances. 3. Subject Area Standards Assessments should not be used for the creation of formatives. Answer keys will not be made available to pupils under any circumstance. 4. Assessment scantrons should remain free of staples, wrinkles, folding, crumpling, etc. This ensures that the scores can be read accurately and without compromise. 5. After the test is administered, scores returned, and the testing window is closed, teachers may go over the test, particularly the items students found challenging, to address misconceptions as well as to re-teach. Also, teachers may use diagrams, tables, graphs, narratives, primary sources from the test to emphasize some test taking strategies in anticipation of the CST. It is everyone’s responsibility to maintain test security. We appreciate your commitment towards this endeavor.

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COMMON EXPECTATIONS FOR JR. HIGH SCHOOL On-DEMAND WRITING and OBJECTIVE TESTS: 1. This test will not be used for teacher evaluation purposes. 2. This purpose is to assure that all students have access to the most critical skills and knowledge at grade level. 3. Data should be used to facilitate reteaching of key skills/standards. On-Demand Writing Pre-testing Protocol: 1. Teachers should review the rubric with students during instructional time. 2. The reading material should be distributed beforehand. 3. Students may write on their test materials and use these notes on the essay test. 4. Students may not bring or make separate notes. 5. The teacher is not to read or discuss selection with students or provide any assistance with comprehension or vocabulary. 6. Students are not to use dictionary or reference materials. 7. The only materials the students will be allowed to have on the test day are: a. Prompt b. Reading material c. Essay-writing paper (binder paper or teacher-made) d. Blue or black ink pen or pencil as mandated by instructor e. Rubric Writing Test Procedures: 1. Teachers may only read the directions. Do not read the prompt to the students. 2. Teachers may remind students what an essay is in simple terms. 3. Students will have one class period to complete the essay. 4. Absence or excessive tardy (teacher discretion) students must make up the test at a later date. 5. When tests are finished, use the rubrics to score them. It is highly recommended that two readers score the students’ writing. 6. Select your anchor papers from your class and submit them to your department chair. 7. Official scores are due on or before the official testing day. 8. All students must take the test. 9. Make up tests scores should be given to department chair. Essay Requirements: 1. Introductory paragraph 2. At least one body paragraph with textual evidence and analysis 3. Concluding paragraph 4. Non-Scorable = Blank, Written/Spoken in a language other than English, Off-Topic, Illegible or Unintelligible. Objective Test Protocols: 1. The teacher is not to read or discuss selection with students or provide any assistance with comprehension or vocabulary. 2. Students are not to use dictionary or reference materials. 3. The only materials the students will be allowed to have on the test day are: 1. Number two pencils 2. Scantron 3. Objective Test Test Procedures: 1. Absence or excessive tardy (teacher discretion) students must make up the test at a later date. 2. When tests are finished, give the completed scantrons to your department chair. 3. Scantrons are due on or before the official testing day. 4. All students must take the test. 5. Make up tests should be given to department chair (teachers score make up tests). 57 | P a g e Revised June 2012

English Language Arts Grade 7 Writing Prompt On-Demand Autobiographical Incident Narrative Writing Task Directions: In this writing test, you will respond to the writing task below. You will have time to plan, write, and proofread. Only what you write on the lined paper provided to you will be scored. Scoring: Your writing will be scored on how well you develop a plot with a beginning, a middle, and an end. use appropriate strategies, for example: action, dialogue, suspense, and details that make the reader feel that they were there as your experience unfolds. clearly communicate the significance of the event. use correct grammar, spelling, punctuation, and capitalization. Read the following writing task. You must write a narrative about this topic. Writing the Autobiographical Incident Narrative Because this writing task is on demand, the prompt will be revealed on the day of the exam. Writing Situation:

Writing Task:

When you write about this experience, remember to develop a plot with a beginning, a middle, and an end. to use appropriate strategies, for example: action, dialogue, suspense, and details that make the reader feel that they were there as your experience unfolds. to clearly communicate the significance of the event. to use correct grammar, spelling, punctuation, and capitalization. to write at least 500 words.

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ELA 7 COMMENDABLE(4) STANDARDS I.) ASSIGNMENT / TOPIC

II.) RESPONDING TO THE TEXT

III.) FOCUS, ORGANIZATIO N & SUPPORT

IV.) CONVENTIONS OF THE ENGLISH LANGUAGE

Writing 1.0

Writing Applications 2.1 a, b, and c.

Writing 1.1

Writing Applications 1.7 Conventions 1.1, 1.2, 1.4, 1.5, 1.6, 1.7

Autobiographical-Incident Narrative Rubric PROFICIENT(3)

PROFICIENT(PASSING) Clearly addresses all parts of the writing tasks. Includes all format requirements. Demonstrates a clear understanding of purpose and audience. Provides a thoroughly developed plot line (having beginning, conflict, rising action, climax, denouement) including major and minor characters and a definite setting in the context of an autobiographical incident(s). Includes appropriate strategies (e.g. dialogue, suspense, narrative action). Relates a meaningful and engaging story. Must be at least 500 words. Maintains a strongly consistent point of view, focus and organized structure.

Addresses all parts of the writing task. Demonstrates a general understanding of purpose and audience.

Contains few, if any, errors in grammar, punctuations, spelling, capitalization and usage.

APPROACHING STANDARD(2)

NON-PROFICIENT(1)

NON-PROFICIENT(NOT PASSING) Addresses minimally or only parts of the writing task. Includes most format requirements. Demonstrates some understanding of purpose and audience. Provides a minimally developed plot line, including characters and a setting. Attempts to use strategies but with minimal effectiveness (e.g. dialogue, suspense, narrative action.) Less than 500 words.

Addresses only parts of the writing task. Includes little, if any, understanding of purpose and audience.

Maintains a mostly consistent or coherent point of view, focus and organizational structure.

Maintains an inconsistent point of view, focus, and/or organizational structure. Needs more coherence.

Lacks a point of view, focus, organizational structure.

May contain some errors in grammar, punctuation, spelling, capitalization and usage, which do not interfere with the reader’s understanding of the essay.

May contain several errors in grammar, punctuation, spelling, capitalization and usage, which detracts from the reader’s understanding of the essay.

May contain serious errors in grammar, punctuation, spelling, capitalization and usage, which do interfere with the reader’s understanding of the essay.

Provides an adequately developed plot line (having beginning, conflict, rising action, climax, denouement), including major and minor characters and definite setting in the context of autobiographical incident(s). Includes appropriate strategies (e.g. dialogue, suspense, narrative action). Effectively tells the story. Must be at least 500 words

Lacks a developed plot line. Fails to use strategies (e.g. dialogue, suspense, narrative action.) Less than 500 words.

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V.) OVERALL SCORE

Writing 2.1

Score:

Comments:

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English Language Arts Grade 7 Writing Prompt Literary Analysis (Character Development) Writing Task Directions: In this writing test, you will respond to the writing task below. You will have time to plan, write, and proofread. Only what you write on the lined pages will be scored. Scoring: Your writing will be scored on how well you write a clear explanation of how the character changed. use specific examples from the character’s thoughts, words, and actions to support the main idea. use correct grammar, spelling, punctuation, and capitalization. Read the following writing task. You must write about this topic. Writing the Character Analysis Writing Situation: Throughout the course of our lives, we will change our perspectives, attitudes, and beliefs about things many times. Often, these changes come about as a result of events and experiences. In the literature that we read, a character often goes through this type of change as a result of his or her own experiences in the story. Writing Task: Choose a character from the story “Thank You, Ma’m” by Langston Hughes. Write an essay where you fully discuss how one of the story’s main characters (protagonist or antagonist) changes from the beginning of the story to the end. Make sure you include examples from the story to support your essay.

When you write your character analysis remember to write a clear explanation of how the character changed. use specific examples from the character’s thoughts, words, and actions to support the main idea. use correct grammar, spelling, punctuation, and capitalization. write at least 500 words.

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English Language Arts Grade 7 Story Literary Analysis (Character Development) Thank you, Ma’m by Langston Hughes Text

Notes

She was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap, and she carried it slung across her shoulder. It was about eleven o’clock at night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But the boy’s weight and the weight of the purse combined caused him to lose his balance so, instead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk, and his legs flew up. The large woman simply turned around and kicked him right square in his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled. After that the woman said, “Pick up my pocketbook, boy, and give it here.” She still held him. But she bent down enough to permit him to stoop and pick up her purse. Then she said, “Now ain’t you ashamed of yourself?” Firmly gripped by his shirt front, the boy said, “Yes’m.” The woman said, “What did you want to do it for?” The boy said, “I didn’t aim to.” She said, “You a lie!” By that time two or three people passed, stopped, turned to look, and some stood watching. “If I turn you loose, will you run?” asked the woman. “Yes’m,” said the boy. “Then I won’t turn you loose,” said the woman. She did not release him. “I’m very sorry, lady, I’m sorry,” whispered the boy.

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“Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain’t you got nobody home to tell you to wash your face?” “No’m,” said the boy. “Then it will get washed this evening,” said the large woman starting up the street, dragging the frightened boy behind her. He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans. The woman said, “You ought to be my son. I would teach you right from wrong. Least I can do right now is to wash your face. Are you hungry?” “No’m,” said the being dragged boy. “I just want you to turn me loose.” “Was I bothering you when I turned that corner?” asked the woman. “No’m.” “But you put yourself in contact with me,” said the woman. “If you think that that contact is not going to last awhile, you got another thought coming. When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones.” Sweat popped out on the boy’s face and he began to struggle. Mrs. Jones stopped, jerked him around in front of her, put a half-nelson about his neck, and continued to drag him up the street. When she got to her door, she dragged the boy inside, down a hall, and into a large kitchenette-furnished room at the rear of the house. She switched on the light and left the door open. The boy could hear other roomers laughing and talking in the large house. Some of their doors were open, too, so he knew he and the woman were not alone. The woman still had him by the neck in the middle of her room. She said, “What is your name?” “Roger,” answered the boy. “Then, Roger, you go to that sink and wash your face,” said the woman, whereupon she turned him loose—at last. Roger looked at the door—looked at the woman—looked at the door—and went to the sink. Let the water run until it gets warm,” she said. “Here’s a clean 63 | P a g e Revised June 2012

towel.” “You gonna take me to jail?” asked the boy, bending over the sink. “Not with that face, I would not take you nowhere,” said the woman. “Here I am trying to get home to cook me a bite to eat and you snatch my pocketbook! Maybe, you ain’t been to your supper either, late as it be. Have you?” “There’s nobody home at my house,” said the boy. “Then we’ll eat,” said the woman, “I believe you’re hungry—or been hungry—to try to snatch my pocketbook.” “I wanted a pair of blue suede shoes,” said the boy. “Well, you didn’t have to snatch my pocketbook to get some suede shoes,” said Mrs. Luella Bates Washington Jones. “You could of asked me.” “M’am?” The water dripping from his face, the boy looked at her. There was a long pause. A very long pause. After he had dried his face and not knowing what else to do dried it again, the boy turned around, wondering what next. The door was open. He could make a dash for it down the hall. He could run, run, run, run, run! The woman was sitting on the day-bed. After a while she said, “I were young once and I wanted things I could not get.” There was another long pause. The boy’s mouth opened. Then he frowned, but not knowing he frowned. The woman said, “Um-hum! You thought I was going to say but, didn’t you? You thought I was going to say, but I didn’t snatch people’s pocketbooks. Well, I wasn’t going to say that.” Pause. Silence. “I have done things, too, which I would not tell you, son—neither tell God, if he didn’t already know. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable.” In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse which she left behind her on the day-bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye, if she wanted to. He did not trust the woman 64 | P a g e Revised June 2012

not to trust him. And he did not want to be mistrusted now. “Do you need somebody to go to the store,” asked the boy, “maybe to get some milk or something?” “Don’t believe I do,” said the woman, “unless you just want sweet milk yourself. I was going to make cocoa out of this canned milk I got here.” “That will be fine,” said the boy. She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table. The woman did not ask the boy anything about where he lived, or his folks, or anything else that would embarrass him. Instead, as they ate, she told him about her job in a hotel beauty-shop that stayed open late, what the work was like, and how all kinds of women came in and out, blondes, red-heads, and Spanish. Then she cut him a half of her ten-cent cake. “Eat some more, son,” she said. When they were finished eating she got up and said, “Now, here, take this ten dollars and buy yourself some blue suede shoes. And next time, do not make the mistake of latching onto my pocketbook nor nobody else’s—because shoes come by devilish like that will burn your feet. I got to get my rest now. But I wish you would behave yourself, son, from here on in.” She led him down the hall to the front door and opened it. “Good-night! Behave yourself, boy!” she said, looking out into the street. The boy wanted to say something else other than “Thank you, m’am” to Mrs. Luella Bates Washington Jones, but he couldn’t do so as he turned at the barren stoop and looked back at the large woman in the door. He barely managed to say “Thank you” before she shut the door. And he never saw her again.

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Literary Analysis (Character Development) Rubric COMMENDABLE(4) STANDARDS

PROFICIENT(3)

PROFICIENT(PASSING)

APPROACHING STANDARD(2)

NON-PROFICIENT(1)

NON-PROFICIENT(NOT PASSING)

I.) ASSIGNMENT / TOPIC

Writing 1.0

Clearly addresses all parts of the writing. Includes all format requirements. Demonstrates a clear understanding of purpose and audience

Addresses all parts of the writing task. Includes all format requirements. Demonstrates a general understanding of purpose and audience.

Minimally addresses parts of the writing task. Minimally includes format requirements. Demonstrates limited understanding of purpose and audience.

Addresses only parts of the writing task. Does not meet format requirements. Demonstrates little, if any, understanding of purpose and audience.

II.) RESPONDING TO THE TEXT

Reading 2.4 Writing Applications 2.2a, b, c. Literary Response and Analysis 3.3

Thoroughly develops interpretations that exhibit careful reading, understanding and insight. Thoroughly organizes interpretations around several clear ideas, premises and images. Thoroughly justifies interpretations through sustained use of examples from the character’s thoughts, words, speech patterns and actions. Must write at least 500 words.

Develops interpretations that exhibit reading, understanding and insight. Organized interpretations around several ideas, premises or images. Justifies interpretations through sustained use of examples from the character’s thoughts, words, speech patterns and actions. Must be at least 500 words.

Minimally develops interpretations that exhibit reading, understanding and insight. Minimally organized interpretations around ideas, premises or images. Minimally justifies interpretations through use of examples from the character’s thoughts, words, speech patterns and actions. Less than 500 words.

Develops little or no interpretation of text. No examples from the character’s thoughts, words, speech. Less than 500 words.

III.) FOCUS, ORGANIZATION & SUPPORT

Writing 1.1, 1.2, 1.3

Maintains a consistent point of view, focus and organized structure. Supports the focus and main ideas with specific details and examples.

Maintains a mostly consistent or coherent point of view, focus and organizational structure. Supports the focus and main ideas with details and examples.

Maintains an inconsistent point of view, focus, and/or organizational structure. May support the focus and main ideas with limited, if any, details and/or examples.

Lacks a point of view, focus, organizational structure. Fails to support ideas with details and/or examples.

Contains few, if any, errors in grammar, punctuations, spelling, capitalization and usage.

May contain some errors in grammar, punctuation, spelling, capitalization and usage, which do not interfere with the reader’s understanding of the essay.

May contain several errors in grammar, punctuation, spelling, capitalization and usage, which detracts from the reader’s understanding of the essay.

May contain serious errors in grammar, punctuation, spelling, capitalization and usage, which do interfere with the reader’s understanding of the essay.

IV.) CONVENTIONS OF THE ENGLISH LANGUAGE

Writing Applications 1.7 Conventions 1.1, 1.2, 1.4, 1.5, 1.6, 1.7

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V.) OVERALL SCORE

Writing 2.2

Score:

Comments:

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English Language Arts Grade 7 Oral Presentation Prompt Oral Expository Summary Directions: In this speech task, you will respond to the prompt below. You will have time to plan, take notes and practice. You will deliver your oral presentation to the class. Scoring: Your speech will be scored on how well you address the prompt. organized your information. maintained eye-contact with the audience/ classmates. met all requirements from the rubric. prepared for this presentation. Read the following writing task. You must write a narrative about this topic. Speaking Task Situation: When we read an interesting article in a newspaper or magazine, we may want to share our new knowledge with others. In order to communicate the information, we have to read the article carefully, make note of the important details, and summarize in a way that others will understand. Directions: Please read a non-fiction article from a newspaper, magazine, or textbook that interests you. Take notes on the important details. You will be asked to get up in front of the class and do a 2-3 minute summary on your article. You may use an outline or note-cards, but may not read directly from the article.

A well-delivered speech will include the main idea & the most significant details from the article, your own words unless quoting directly from the article, and purposeful eye contact with the audience.

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ELA 7 Oral/Written Expository Summary Rubric COMMENDABLE(4) STANDARDS I.) ASSIGNMENT / TOPIC Listening and Speaking Strategies: 1.4, 1.5

II.) SUMMARY: ORGANIZATION Listening and Speaking Strategies: 2.2 a,b,c

III.) DELIVERY OR ORAL COMMUNICATION Listening and Speaking Strategies: 1.5, 1.6

IV.) WRITTEN COMPONENT

Writing Applications 1.1, 1.2, 1.3, 1.7, 2.5a, b, c Conventions 1.1, 1.2, 1.4, 1.5, 1.6, 1.7

PROFICIENT(3)

PROFICIENT(PASSING)

APPROACHING STANDARD(2)

NON-PROFICIENT(1)

NON-PROFICIENT(NOT PASSING)

Clearly addresses all parts of the tasks. Demonstrates a clear understanding of purpose and audience. Appeals to the interests of the audience.

Addresses all parts of the task. Demonstrates understanding of purpose and audience. Considers the audience.

Minimally addresses all parts of the task. Demonstrates some understanding of purpose and audience.

Addresses only parts of the task. Demonstrates little, if any, understanding of purpose and audience.

Delivers focused, coherent presentation that clearly conveys the main idea and the most significant details. Conveys a comprehensive understanding of sources.

Delivers coherent presentation that sufficiently conveys the main idea and significant details. Conveys an understanding of sources.

Presentation has minimal organization, unsupported main idea. Insufficient use of understanding of sources.

Presentation lacks organization, an introduction or conclusion may be missing.

Sustains precise language, action verbs, sensory details, active voice, voice modulation, expression (gestures); appropriate grammar, word choice, enunciation, purposeful eye contact and (tempo) pace.

Uses action verbs, active voice, expression (gestures); appropriate word choice, enunciation, eye contact is sustained; nervous behavior may be evident.

Chooses some action verbs, may vary tone, eye contact is sporadic, expression (gestures) are forced; nervous behavior is evident; enunciation of generally clear.

Enunciation is unclear, does not vary tone or inflection, gestures are distracting, nervous behavior interferes with audience’s understanding; little or no eye contact.

Includes main ideas and most significant details. Uses student’s own words except for quotation. Clearly reveals underlying meaning/message. Draft contains evidence of effective structure revision and effective word choice.

Contains main ideas and supporting details. Uses student’s own words except for quotations. Grasps underlying meaning/message. Has sufficient structure and word choice to communicate ideas.

Main idea unclearly presented and/or insufficient use of supporting details. Imbalance between student’s own words and direct quotations. Vague on understanding meaning/message. Insufficient structure and/or word choice.

Lacks main idea and/or supporting details. Student expresses no original wording. Underlying meaning or message unclear. Lacks effective structure and/or word choice.

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V.) OVERALL SCORE

Speaking Applications 2.2

Score:

Comments:

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Comprehensive List of Root Words 7th alter aud auto bibl bio chron cred dict geo gram/graph logy man ment mob/mot mono ped phon photo rupt scop/scope spec struct vol/volv

8th aster/astro capit/caput/capt clud/clus com/con cycl doc duc/duct fac/fact fract/frag imag log/logo/logue mitt/miss morph nym/onym phys plex/pli/ply pop/popul scend sens/sent son syl/sym/syn therm tract

9th acro anthrop brev ced/cede/ceed/cess chrom cosm dur fer form hydr luc/lum meter/metr mort nov peri pop port pos/posit sol/soli soph tact/tang temp/tempo trans voc/vok

10th ambi arch belli dem dom/domin gen/gene grat mal ortho pan path pen/pens/pon phil/philo phob plac psych quer/quest satis sign sist/sta tort trib turb ven/vent vit/viv vor

11th ag/act ben/bene cept/cip crac/crat cred div ject/jet jud/jur/jus/just man mand poli/polis/polit rog/roga sacr/sanc scrib/scrip spir vac/vacu vid/visc/visc

*All root words and affixes have been removed from the 12th grade curriculum. Roots should be taught in the first quarter and reviewed and re-taught throughout the year.

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Root alter aud auto bibl bio chron cred dict geo gram/graph logy man ment mob/mot mono ped phon photo rupt scop/scope spec struct vol/volv

Greek and Latin Roots Master List for 7th Grade Sample Words alternate, alter, alternative auditorium, audible, audience autograph, automobile, autocracy bibliography, Bible, bibliomania biology, biome, biosphere chronology, chronometer, synchronous credit, creed, incredible contradict, dictionary, diction geology, geometry, geology autograph, graphite, telegram zoology, biology, geology chairman, spokesman, manpower mental, mentality, mention motion, mobile, motive, motor monologue, monarchy, monocle pedal, pedestrian, pedestal telephone, cacophony, phonics photograph, photogenic, photosynthesis erupt, rupture, corrupt, disrupt stethoscope, telescope, microscope specific, species, inspect, spectator structure, instruct, destruct, construct revolve, revolution, involve, revolt

Meaning of Root other sound; hear self book life time belief; faith speak; say earth write study of man; human mind move one; single foot sound; voice light break see; watch see, sort, kind build roll; turn around

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COMPREHENSIVE LIST OF AFFIXES Prefixes 7th biexfor-/forehyperil-/imin-/irintrominimultinonpre-/postresubsupertrans-

8th adananti-/antecode-/disextramismonoperteleun-

9th circumconepihemimalmidoutoverparapolypro-

10th comcounter-/contraequimagnperiretrosemisymultra-

11th centhyperhypointerintramacromicroomniquasi-

10th -ancy/-ency -ance/-ence -cide -ic -ism -oid -ular/-ulent

11th -acious -ade -arium -cy -fy -ice -uous

Suffixes 7th -ant/-ist/-ician -ation -ative -en -er/-est -hood -less -ly/-ily -tude

8th -able/-ible -al/-ic/-ish -ant/-ive/-some -arian -ful/-ous -ian -ment -ness -ous -ways -wise

9th -ate -cy -fy/-ify -ile -ion -ish -ity -ive -ize -some -ure -ward

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CALIFORNIA STANDARDS TESTS GRADE 7 ENGLISH-LANGUAGE ARTS (Blueprints adopted by the State Board of Education 10/02) CALIFORNIA CONTENT STANDARDS: READING 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. 1.1 Vocabulary and Concept Development: Identify idioms, analogies, metaphors, and similes in prose and poetry. 1.2 Vocabulary and Concept Development: Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary. 1.3 Vocabulary and Concept Development: Clarify word meanings through the use of definition, example, restatement, or contrast. 2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-levelappropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. 2.1 Structural Features of Informational Materials: Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 2.2 Structural Features of Informational Materials: Locate information by using a variety of consumer, workplace, and public documents. 2.3 Structural Features of Informational Materials: Analyze text that uses cause-and-effect organizational pattern. 2.4 Comprehension and Analysis of Grade-Level-Appropriate Text: Identify and trace the development of an author’s argument, point of view, or perspective in text.

# of Items

%

11

15%

3 3

5

18

24%

3

4 2 3

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CALIFORNIA CONTENT STANDARDS: READING 2.5 Comprehension and Analysis of Grade-Level-Appropriate Text: Understand and explain the use of a simple mechanical device by following technical directions. 2.6 Expository Critique: Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping. 3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. 3.1 Structural Features of Literature: Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay). 3.2 Narrative Analysis of Grade-Level-Appropriate Text: Identify events that advance the plot, and determine how each event explains past or present action(s) or foreshadows future action(s). 3.3 Narrative Analysis of Grade-Level-Appropriate Text: Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 3.4 Narrative Analysis of Grade-Level-Appropriate Text: Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 3.5 Narrative Analysis of Grade-Level-Appropriate Text: Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work. 3.6 Literary Criticism: Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses.

# of Items

%

3

3

13

17%

1

2

3

2

3

2

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CALIFORNIA CONTENT STANDARDS: WRITING 1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions appropriate to the grade level. 1.1 Sentence Structure: Place modifiers properly, and use the active voice. 1.2 Grammar: Identify and use infinitives and participles and make clear references between pronouns and antecedents. 1.3 Grammar: Identify all parts of speech and types and structure of sentences. 1.4 Grammar: Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference). 1.5 Punctuation: Identify hyphens, dashes, brackets, and semicolons and use them correctly. 1.6 Capitalization: Use correct capitalization. 1.7 Spelling: Spell derivatives correctly by applying the spellings of bases and affixes. 1.0 WRITING STRATEGIES: Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. 1.1 Organization and Focus: Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. 1.2 Organization and Focus: Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. 1.3 Organization and Focus: Use strategies of note-taking, outlining, and summarizing to impose structure on composition drafts. 1.4 Research and Technology: Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research. 1.5 Research and Technology: Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.

# of Items

%

16

21%

1 1 4 4 1 2 3

17

23%

3

2

3

3 2

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CALIFORNIA CONTENT STANDARDS: WRITING 1.6 Research and Technology: Create documents by using wordprocessing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports. 1.7 Evaluation and Revision: Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary. TOTALS * Not assessable in multiple-choice format

# of Items

%

NA*

4

75 100% © California Department of Education

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CST and CAHSEE Comparison Chart STRAND/REPORTING CLUSTER 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT 2.0 READING COMPREHENSION 3.0 LITERARY RESPONSE AND ANALYSIS: 1.0 WRITING STRATEGIES 1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

2nd 22 / 34%

NUMBER & PERCENTAGE OF MULTIPLE CHOICE QUESTIONS in GRADES 2nd -11th CST Compared to CAHSEE rd th th 3 4 5 6th 7th 8th 9th 10th CAHSEE 20 / 18 / 14 / 13 / 11/ 9/ 8/ 8/ 7/ 31% 24% 19% 17% 15% 12% 11% 11% 10%

11th 8/ 11%

15 / 23% 6/ 9%

15 / 23% 8/ 12%

15 / 20% 9/ 12%

16 / 21% 12/ 16%

17 / 23% 12/ 16%

18 / 24% 13 / 17%

18 / 24% 15 / 20%

18 / 24% 16 / 21%

18 / 24% 16 / 21%

18 / 25% 20 / 28%

19 / 25%

8/ 12% 14 / 22%

9/ 14% 13 / 20%

15/ 20%

17 / 23% 16 / 21%

17 / 23% 16 / 21%

17 / 23% 16 / 21%

20 / 17% 13 / 27%

20 / 17% 13 / 27%

12 / 17% 15 / 20%

22 / 29%

18 / 24%

16 / 23% 17 / 21%

65 / 100%

65 / 100%

75 / 100%

75 / 100%

75 / 100%

75 / 100%

75 / 100%

75 / 100%

75 / 100%

72 / 100%

75 / 100%

TOTAL Sources: STAR CST Blueprints 2002 CDE: http://www.cde.ca.gov/ta/tg/sr/documents/ela1105.doc CAHSEE Blueprints 2003 ETS: http://www.ets.org/Media/Tests/CAHSEE/pdf/Interpreting_CAHSEE_Scores_2005-06.pdf CDE: http://www.cde.ca.gov/ta/tg/hs/resources.asp

17 / 23%

9 / 12%

Compiled by TRUSD Curriculum and Instruction- ELA Secondary Division October, 2008 GGTORRES

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