Kindergarten



|Grade |

|7 |

|Seventh Grade – I. Phonemic Awareness, Word Recognition and Fluency Standard |

|Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and |

|learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of third grade, they demonstrate fluent oral reading, |

|varying their intonation and timing as appropriate for the text. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

| | |The ratio of extended reading and writing to skills instruction should be 3:1 |

| |Fluency continues to develop past the primary grades. | |

| | |Characteristics of Successful Middle School Literacy Programs: |

| |Readers… |High proportion of time is spent on actual reading and writing. |

|This standard is a K-3 standard. | |Emphasis is on the integration of reading and writing. |

|Therefore, there are no benchmarks | |Emphasis is on teaching strategies for reading comprehension. |

|beyond third grade. | |Skills/strategies are taught in the context of actual reading and writing. |

| | |Silent reading is stressed, reserving oral reading for special activities such as dramatic |

| |increase rate of oral reading to near conversational pace; |readings or sharing writing. |

|Instruction in fluency continues in the | |Lessons are built on the background information and experience of the students. |

|intermediate grades. |show appropriate use of pauses, pitch, stress and intonation while reading |Speaking and listening are integrated with reading and writing activities. |

| |in clauses and sentence units to support comprehension; |Teacher models for students how an experienced reader and writer plans and accomplishes goals. |

| | |Hands-on experiences are provided for students to help them understand what they read and write.|

| |gain control over a wider, complex sight vocabulary and over longer |Teacher facilitates discussions by asking open-ended questions that require critical thinking. |

| |syntactic structures, in order to read progressively more demanding texts |A variety of groupings are utilized. |

| |with greater ease; and | |

| | |Rx for Round Robin Reading |

| |read silently considerably faster than orally. |Read what a certain character said |

| | |Read it the way you think the character said it |

| |Silent reading becomes the preferred, more efficient way to process |Read the most exciting part |

| |everyday texts |Read the most beautiful part |

| | |Read the part you liked best |

| | |Read the part that proved _____ |

| | |Read the stanza of the poem you liked best |

| | |Read the part that helped you understand the character best |

| | |(Jerry Johns) |

|Seventh Grade – II. Acquisition of Vocabulary Standard |

|Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations |

|provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their |

|knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension. |

|Use context clues and text structures to|Contextual Understanding |Use semantic webbing for new and interesting vocabulary. This helps learners to see |

|determine the meaning |Define the meaning of unknown words through context clues and the author’s |interrelationships of words and will aid in predicting words within context. |

|of new vocabulary. (A) |use of comparison, contrast, definition, restatement and example. (1) | |

| |Apply connotation and denotation to determine the meaning of words. (2) | |

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| | |Metaphor: A figure of speech in which an implied comparison is made between two unlike things |

| | |such as, He’s a tiger. |

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| | |Simile: A figure of speech in which a comparison is made between two unlike things using the |

| | |words “like” or “as” such as, She’s as sly as a fox. |

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| | |Pre-vocabulary |

| | |Prior to reading the text, give students about 20 strips of paper with words from the text. Ask |

| | |them to sort into groups. |

| | |(Some possibilities) |

| | |words that suggest conflict |

| | |words that suggest overcoming conflict |

| | |words that refer to characters |

| |Conceptual Understanding |words that provide a clue to the setting |

| |Infer word meanings through the identification of analogies and other word |unusual or interesting words |

|Infer word meaning |relationships, including synonyms and antonyms. (3) |Discuss rationale for where words were placed. Write short paragraph predicting what the story |

|through identification | |could be about. |

|and analysis of |Interpret metaphors and similes to understand new uses of words and phrases| |

|analogies and other |in text. (4) | |

|word relationships. (B) | | |

|Use knowledge of symbols, acronyms, word|Conceptual Understanding |List Group Label |

|origins and derivations to determine the|Recognize and use words from other languages that have been adopted into |Choose a topic (from an upcoming unit, theme, or story to be read). List words related to the |

|meanings of unknown words. (D) |the English language. (5) |topic. Group words that have something in common. Label each group. |

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| | |Vocabulary map |

| |Structural Understanding | |

| |Use knowledge of symbols and acronyms to identify whole words. (7) |Animals |

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|Use knowledge of roots and affixes to | | |

|determine the meanings of complex words.| | |

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|Use multiple resources to enhance | | |

|comprehension of vocabulary. (F) | |Mammals |

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| | |hair or fur |

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| |Structural Understanding | |

| |Use knowledge of Greek, Latin and Anglo-Saxon roots and affixes to | |

| |understand vocabulary. (6) | |

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| | |lungs |

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| |Tools and Resources |dog |

| |Determine the meanings and pronunciations of unknown |whale |

| |words by using dictionaries, thesauruses, glossaries, |cat |

| |technology and textual features, such as definitional |people |

| |footnotes or sidebars. (8) | |

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| | |Examples |

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| | |Characteristics |

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| | |List and discuss new/unfamiliar vocabulary |

| | |Create a classroom dictionary (thematic, slang, colloquial) |

|Seventh Grade – III. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard |

|Students develop and learn to apply strategies, such as predicting and recalling, that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem-solving |

|processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work |

|(e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by |

|asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the |

|classroom. |

|Determine a purpose for reading and use |Comprehension Strategies | |

|a range of reading comprehension |Establish and adjust purposes for reading, including to find out, to | |

|strategies to better understand text. |understand, to interpret, to enjoy and to solve problems. (1) | |

|(A) | | |

| |Select, create and use graphic organizers to interpret textual information.| |

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|Apply effective reading comprehension | | |

|strategies, including summarizing and |Comprehension Strategies | |

|making predictions, and comparisons, |Predict or hypothesize as appropriate from information in the text, |Predictions/hypothesize that are logical are good predictions. Avoid “let’s see if you are |

|using information in text, between text |substantiating with specific references to textual examples that may be in |right”. Instead “does that make sense? “Could that happen?” |

|and across subject areas. (B) |widely separated sections of text. (2) |Ask a variety of questions – Bloom’s Taxonomy. |

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| |Make critical comparisons across texts, noting author’s style as well as | |

| |literal and implied content of text. (3) | |

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| |Summarize the information in texts, using key ideas, supporting details and|Rather than only summarizing what is learned, have students show understanding using another |

| |referencing gaps or contradictions. (4) |form of narrative, poem, essay, painting, musical piece, commercial, etc. |

| | |Verbal summaries as students are reading aloud . During silent reading, written summaries as |

| | |homework. |

|Make meaning through asking and |Comprehension Strategies | |

|responding to a variety of questions |Answer literal, inferential and evaluative and synthesizing questions to |Teach students to make literacy connections |

|related to text. (C) |demonstrate comprehension of grade-appropriate print texts and electronic |Text-to-self: Make connections between personal experiences and the text |

| |and visual media. (6) |Text-to text: Discuss other texts in relation to the text just read |

| | |Text-to-world: Link what is read to what is already known about the world |

| | |Place sticky note on page where connection is made with TS, TT, TW indicated. |

|Apply self-monitoring strategies to | | |

|clarify confusion about text and to | | |

|monitor comprehension. (D) | | |

| | |Classroom Poster |

| | |Where are answers found? |

| | |Right there (literal) |

| | |Think and search (inferential) |

| | |On your own (evaluative applied) |

| | |[pic][pic] [pic] |

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| | |Content Area Reading – Vacca & Vacca |

| |Self-Monitoring Strategies | |

| |Monitor own comprehension by adjusting speed to fit the purpose, or by | |

| |skimming, scanning, reading on, looking back, note taking or summarizing | |

| |what has been read so far in text. (7) | |

|No Benchmark |Independent Reading |Divide a sheet in half and mark one column “Summary” and the next column “Response” to generate |

| |Use criteria to choose independent reading materials (e.g., personal |deeper thinking about book selection. |

| |interest, knowledge of authors and genres or recommendations from others). | |

| |(8) |Rip-roaring reads for reluctant teen readers |

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| |Independently read books for various purposes (e.g., for enjoyment, for |High-interest, easy reading: A booklist |

| |literary experience, to gain information or to perform a task). (9) |for middle school and high school |

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| | |Herringbone Technique |

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| | |[pic] Main Idea [pic] [pic] |

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| | |Demonstrated by students on a daily basis as they select reading materials for varied purposes. |

| | |Classroom teachers have many opportunities to observe students engaged in activities related to |

| | |these skills. |

|Seventh Grade – IV. Reading Applications: Informational, Technical and Persuasive Text Standard |

|Students gain information from reading for the purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of |

|informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to |

|text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information.|

|Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in |

|informational text sources. |

|Use text features and graphics to |Use text features, such as chapter titles, headings and | |

|organize, analyze and draw inferences |subheadings; parts of books, including index, appendix, table |Anticipation Guide |

|from content and to gain additional |of contents and online tools (search engines) to locate |Give students a list of statements prior to reading a selection. They indicate whether they |

|information. (A) |information. (1) |agree or disagree. Read to find out. |

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| |Analyze information found in maps, charts, tables, graphs, |Before After Page |

| |diagrams, cutaways and overlays. (5) | |

| | |Yes 1. Spiders are insects. ___ ___ |

|Recognize the difference between cause | | |

|and effect and fact and opinion to | |___ 2. Spiders can move in any |

|analyze text. (B) |Analyze examples of cause and effect and fact and opinion. (2) |direction. ___ ___ |

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|Explain how main ideas connect to each | | |

|other in a variety of sources. (C) | |Create charts, diagrams, and tables. |

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| |Compare and contrast different sources of information, including books, | |

| |magazines, newspapers and online resources, to draw conclusions about a | |

| |topic. (3) | |

|Identify arguments and persuasive |Assess the adequacy, accuracy and appropriateness of an author’s details, |Questions about authors purpose: |

|techniques used in informational text. |identifying persuasive techniques and examples of bias and stereotyping. |What do you think was the author’s purpose in writing this selection (to entertain, persuade, |

|(D) |(6) |inform etc?) |

| | |Was this the best genre to use in achieving this purpose? |

| |Identify an author’s purpose for writing and explain an author’s purpose |Do you think the author presented the purpose clearly? |

| |for writing and explain an author’s argument, perspective or viewpoint in | |

| |text. (7) |Questions about Author’s viewpoint: |

| | |What was the point of view the author chose for this story? |

| | |How could you tell this point of view? |

|Explain the treatment, scope and | |Did you feel that this was the best choice for this story? |

|organization of ideas from different |Compare the treatment, scope and organization of ideas from different texts|What are the advantages of choosing this point of view? |

|texts to draw conclusions about a topic.|on the same topic. (8) |Do you think there are disadvantages in presenting the story from this point of view? |

|(E) | |Have you used this point of view in your own writings? |

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|Determine the extent | | |

|to which a summary | | |

|accurately reflects the main idea, |Compare original text to a summary to determine the extent to which the | |

|critical details and underlying meaning |summary adequately reflects the main ideas, critical details and underlying| |

|of original text. (F) |meaning of the original text. (4) | |

|Seventh Grade – V. Reading Applications: Literary Text Standard |

|Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of |

|literature, including fables, tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), |

|analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic |

|readers learn to explain, analyze and critique literary text to achieve deep understanding. |

|Describe and analyze the |Explain interactions and conflicts (e.g., character vs. self, nature or |Character sketches (Effective Reading Strategies, Rasinski & Padak) |

|elements of character development. (A) |society) between main and minor characters in literary text and how the |Character map |

| |interactions affect the plot. (1) | |

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|Analyze the importance of | | |

|setting. (B) |Analyze the features of the setting and their importance in a text. (2) | |

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|Identify the elements of plot and | | |

|establish a | | |

|connection between an element and a | | |

|future event. (C) |Identify the main and minor events of the plot, and explain how each | |

| |incident gives rise to the next. (3) | |

| | |Story map |

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|Differentiate between the points of view| | |

|in narrative | | |

|text. (D) | | |

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| |Identify and compare subjective and objective points of view and how they | |

| |affect the overall body of a work. (4) | |

|Demonstrate comprehension by inferring | | |

|themes, patterns and symbols. (E) |Identify recurring themes, patterns and symbols found in literature from | |

| |different eras and cultures. (5) | |

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|Identify similarities and differences of| | |

|various literary forms and genres. (F) | | |

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| |Explain the defining characteristics of literary forms and genres, | |

| |including poetry, drama, myths, biographies, autobiographies, science | |

|Explain how figurative language |fiction, fiction and non-fiction. (6) |Questions about mood: |

|expresses ideas and conveys mood. (G) | |What is the mood that the author has created? |

| | |How did s/he achieve that mood-through narrative description, through dialogue, or in some other|

| | |way? |

| | |Have you written anything where you’ve intentionally created a mood for the reader? |

| | |Did the mood of this story remind you of any other story? |

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| |Interpret how mood or meaning is conveyed through word choice, figurative | |

| |language and syntax. (7) | |

|Seventh Grade – VI. Writing Process Standard |

|Students’ writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn |

|to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and |

|grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions. |

|Generate writing topics and establish a |Prewriting | |

|purpose appropriate for the audience. |Generate writing ideas through discussions with others and from printed |northcanton.~techresoures |

|(A) |material, and keep a list of writing ideas. (1) |These sites provide lesson plans, professional readings, grant sources-all connected to Ohio |

| | |Academic Content Standards. |

| |Conduct background reading, interviews or surveys when appropriate. (2) | |

| | |Students post their writing and receive feedback from other students and teachers around the |

| |Establish a thesis statement for informational writing or a plan for |world. Inspiration software allows students to create, update, and work with visual organizers, |

| |narrative writing. (3) |concept maps, idea maps, webs and other visual diagrams. |

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|Determine audience and purpose for |Prewriting | |

|self-selected and assigned writing |Determine a purpose and audience. (4) | |

|tasks. (B) | | |

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|Clarify ideas for writing assignments by| | |

|using graphics or other organizers. (C) | | |

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| |Use organizational strategies (e.g., rough outlines, diagrams, maps, webs | |

| |and Venn diagrams) to plan writing. (5) | |

|Use revision strategies to improve the |Drafting, Revising and Editing |Peer and teacher revision conferences. |

|overall organization, the clarity and |Organize writing with an effective and engaging introduction, body and a | |

|consistency of ideas |conclusion that summarizes, extends or elaborates on points or ideas in the|Questions for teacher student writing conference: |

|within and among |writing. (6) |How did you choose this topic? |

|paragraphs and the logic and | |Did you run into any stumbling blocks? |

|effectiveness of |Vary simple, compound and complex sentence structures. (7) |How is it going? |

|word choices. (D) | |Have you spoken with anyone about it? |

| |Group related ideas into paragraphs, including topic sentences following |What will you write next? |

| |paragraph form, and maintain a consistent focus across paragraphs. (8) |How do you think it will end? |

| | |What will you do with it when you finish? |

| |Use precise language, action verbs, sensory details, colorful modifiers and|Read the part you like best. |

| |style as appropriate to audience and purpose. (9) |Does your beginning grab the readers attention. |

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| |Use available technology to compose text. (10) | |

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| |Reread and analyze clarity of writing. (11) | |

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| |Add and delete information and details to better elaborate on a stated | |

| |central idea and to more effectively accomplish purpose. (12) | |

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| |Rearrange words, sentences and paragraphs, and add transitional words and | |

| |phrases to clarify meaning. (13) | |

|Select more effective vocabulary when |Drafting, Revising and Editing |Sentence variety suggestions: |

|editing by using a variety of resources |Use resources and reference materials (e.g., dictionaries and thesauruses) |Begin with a prepositional phrase “In a forest of mixed growth somewhere on the eastern spurs of|

|and |to select more effective vocabulary. (14) |the Carpathians…” |

|reference materials. (E) | |Use an “ing” participle “Holding the bouquet against his face, he closed his eyes...” |

| | |Use an appositive “About the hall were the mounted heads of many animals – lions, tigers, |

| | |elephants, moose, bears.” |

| | |Use adjectives shifted out of order “His face was the face of a student, thin and ascetic, but…”|

|Edit to improve fluency, grammar and | |Use an absolute “Crane laughed nervously, his breath gliding into the night…” |

|usage. (F) |Drafting, Revising and Editing |Work with the 5 and 10 technique “Rising at him from the darkling blue-slowly, smoothly came the|

| |Proofread writing, edit to improve conventions (e.g., grammar, spelling, |shark...” |

| |punctuation and capitalization) and identify and correct fragments and | |

| |run-ons. (15) |(Image Grammar by Harry Noden) |

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|Apply tools to judge | | |

|the quality of writing. (G) |Drafting, Revising and Editing | |

| |Apply tools (e.g., rubric, checklist and feedback) to judge the quality of | |

| |writing. (16) | |

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|Prepare writing for | | |

|publication that is legible, follows an | | |

|appropriate format and uses techniques | | |

|such as electronic resources and | | |

|graphics. (H) | | |

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| |Publishing | |

| |Prepare for publication (e.g., for display or for sharing with others) | |

| |writing that follows a format appropriate to the purpose, using such | |

| |techniques as electronic resources, principles of design (e.g., margins, | |

| |tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs)| |

| |to enhance the final product. (17) | |

|Seventh Grade – VII. Writing Applications Standard |

|Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning |

|writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can |

|explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and |

|structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose. |

|Use narrative strategies such as, |Write narratives that maintain a clear focus and point of view and use |Give options with respect to length. By giving the entire class a range of say 5 paragraphs to 5|

|dialogue and action to develop |sensory details and dialogue to develop plot, character, and a specific |pages, the exceptional or lower ability student is not singled out. Surprisingly enough most |

|characters, plot and setting and |setting. (1) |good writers will choose the lengthier option, and even struggling writers maybe motivated to |

|maintain a consistent point of view. (A)| |write more when not required to do so. |

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| | |Don’t confuse revision with copy-editing. Teach revision first having students clarify the |

|Write responses to literature that | |content and substance of their work. Then to copy-editing for spelling, mechanics, usage, etc. |

|extend beyond the summary | |Only in the final phase of writing. |

|and support judgments |Write responses to novels, stories, poems and plays that provide an | |

|through references to the |interpretation, critique or reflection and support judgments with specific |Use response journals as a basis for interpretive discussions. |

|text. (B) |references to the text. (2) | |

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|Produce letters such as, business, | | |

|letters to the editor, job applications | | |

|that address audience needs, stated | | |

|purpose and context in a clear |Write business letters that are formatted to convey ideas, state problems, | |

|and efficient manner. (C) |make requests or give compliments. (3) | |

|Produce informational essays or reports |Write informational essay or reports, including research, that present a |For each source read, add information in a different colored ink or pencil to aid in seeing what|

|that |literal understanding of the topic, include specific facts, details and |different texts have to offer. |

|convey a clear and accurate perspective |examples from multiple sources, and create an organizing structure | |

|and support the main ideas with facts, |appropriate to the purpose, audience and context. (4) |Content area leaning logs, lab reports, research projects |

|details, examples and explanations. (D) | | |

| | |Use response journals as a basis for interpretive discussions. |

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|Use persuasive strategies, including | | |

|establishing a clear position in support| | |

|of a proposition or proposal with |Write persuasive essays that establish a clear position and include | |

|organized and relevant evidence. (E) |relevant information to support ideas. (5) |Brainstorm transitional: |

| | |Words for persuasion; i.e., mainly, strongest, letter, greatest, as a result, therefore, |

| | |consequently. |

|No Benchmark |Produce informal writings (e.g., journals, notes and poems) for various |Expectations for producing informal writing for various purposes are delineated at all grades |

| |purposes. (6) |K-12 within the grade-level indicators. Teachers have many opportunities to observe students |

| | |engaged in activities related to these skills. |

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| | |Research over nearly 90 years has shown that the teaching of formal grammar rules does not |

| | |improve student writing. Diagramming sentences and citing rules has little transfer to actual |

| | |writing. Usage, sentence variety, spelling and punctuation should be applied in extended writing|

| | |rather than in isolated sentences. |

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|Seventh Grade – VIII. Writing Conventions Standard |

|Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms |

|of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using |

|a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in |

|writing and to express themselves. |

|Use correct spelling |Spelling |Peer and teacher conferences, individualized list of difficult-to-spell words in writing folder |

|conventions. (A) |Spell high-frequency words correctly. (1) | |

| | |Editing Symbols |

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| | |s/v correct agreement of subject and verb. |

| |Punctuation and Capitalization |t correct verb tense. |

|Use conventions of punctuation and |Use commas, end marks, apostrophes and quotation marks |frag correct sentence fragment |

|capitalization in |correctly. (2) |ro correct run-on sentence |

|written work. (B) | |// use parallel structure |

| |Use semicolons, colons, hyphens, dashes and brackets correctly. (3) |nc clarify idea/not clear |

| | |agr correct agreement of pronoun and antecedent. |

| |Use correct capitalization. (4) |ref clarify reference of pronoun to antecedent |

| | |p correct error in punctuation |

|Use grammatical structures to | |sp correct error in spelling |

|effectively communicate ideas in | |ww use the correct word |

|writing. (C) | |^ insert/include what has been omitted. |

| | |¶ start new paragraph here. |

| | |awk correct awkward sentence or construction. |

| | |cap use correct capitalization. |

| | |apos use apostrophe correctly. |

| | |tr include transition. |

| | |rep avoid repetition, redundancy. |

| | |O take out letter, word, phase, sentence. |

| |Grammar and Usage |Є change lower case to capital, or capital to lower case. |

| |Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, | |

| |adjective, conjunction, preposition, interjection). (5) | |

| | | |

| |Use dependent and independent clauses. (6) | |

| | | |

| |Use subject-verb agreement with collective nouns, indefinite pronouns, | |

| |compound subjects and prepositional phrases. (7) | |

| | | |

| |Conjugate regular and irregular verbs in all tenses correctly. (8) | |

|Seventh Grade – IX. Research Standard |

|Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. |

|Students use an appropriate form to communicate their findings. |

|Research is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks. |

|Formulate open-ended research questions | |Demonstrate behavior consistent with the signed Acceptable Use Policy |

|suitable for inquiry and |Generate a topic, assigned or personal interest, and open-ended questions |Recognize the importance of respecting another’s work and/or computer files |

|investigation and develop a plan for |for research and develop a plan for gathering information. (1) |Demonstrate the ability to electronically save as instructed |

|gathering information. (A) | |Distinguish between appropriate and inappropriate actions on the Internet and/or computer |

| | |Appropriately cite all text sources used for research |

| | |Appropriately credit all photographs, artwork, etc. taken from the Internet, scanned, etc. |

| | |Understand fair use copyright policy as it applies to students |

|Locate and summarize important | |Identify and use electronic databases to locate pertinent information: e.g., SIRS Discoverer, |

|information from multiple sources. (B) | |EBSCO, Netwellness, Infotrac, etc. |

| | |Demonstrate awareness of different syntax for simple and advanced levels of searching |

| | |appropriate for electronic magazine indexes and Internet search engines |

| | |Understand and utilize AND, OR, and NOT Boolean operators in keyword searching in various search|

| | |engines |

| | |Understand bias and how it affects presentation of information |

| | |Identify fact-based information sources and opinion-based information sources |

| | | |

| | | |

|Organize information in a systematic | | |

|way. (C) | | |

| | | |

| | | |

| | | |

| |Identify appropriate sources and gather relevant information from multiple | |

| |sources (e.g., school library catalogs, online databases, electronic | |

| |resources and Internet-based resources). (2) | |

| | | |

| |Identify and explain the importance of validity in sources, including | |

| |publication date, coverage, language, points of view and describe primary | |

| |and secondary sources. (3) | |

| | | |

| | | |

| | | |

| |Select an appropriate structure for organizing information in a systematic | |

| |way (e.g., notes, outlines, charts, tables and graphic organizers). (4) | |

| | | |

| |Analyze and organize important information, and select appropriate sources | |

| |to support central ideas, concepts and themes. (5) | |

|Acknowledge quoted and |Integrate quotations and citations into written text to maintain a flow of |Locate information by subject heading searching in a magazine index database |

|paraphrased information and document |ideas. (6) |Locate information by keyword searching Internet search engines |

|sources | |Use AND, OR, and NOT operators to refine results list in Internet search engine strategy |

|used. (D) |Use an appropriate form of documentation, with teacher assistance, to |Use quotation marks for phrase searching to improve results in Internet search engines |

| |acknowledge sources (e.g., bibliography, works cited). (7) |Print/save selected pieces of web page, picture, sound, video, etc. |

| | |Mark and print selected electronic text |

| | |Evaluate web pages for currency, accuracy, authority, and consistency with other sources |

| | |Differentiate between primary and secondary sources |

| | |Use note-taking strategies including summarizing and paraphrasing from print and/or electronic |

| | |resources |

| |Use a variety of communication techniques, including oral, visual, written |Credit sources for all quotations, major ideas, and specific facts or data using correct |

|Communicate findings orally, visually |or multimedia reports, to present information that supports a clear |bibliographic citations |

|and in |position with organized and relevant evidence about the topic or research |Proofread and edit a document using spell check, thesaurus, grammar check, and other electronic |

|writing or through |question. (8) |tools |

|multimedia. (E) | |Manipulate graphic and text using Page Set Up and various tool bar options |

| | |Describe the effectiveness of the media and technology used in a production or presentation |

|Seventh Grade – X. Communication: Oral and Visual Standard |

|Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their |

|communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and |

|deliberately choose vocabulary to clarify their points and adjust their presentations according to audience and purpose. |

|Communication is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks. |

|Use effective listening strategies, |Listening and Viewing |Construct meaning through oral communication |

|summarize major ideas and draw |Demonstrate active listening strategies (e.g., asking focused questions, | |

|logical inferences from presentations |responding to cues, making visual contact). (1) |Interact with audience to determine if intended meaning has been conveyed |

|and visual media. (A) | | |

| |Draw logical inferences from presentations and visual media. (2) | |

| | |See Ohio Standards book glossary for definitions of each persuasive technique. |

| | | |

| | |Choose appropriate language and topics for the situation and audience |

| | | |

| | |Locate commercials and advertisements and classify which technique is used and why it works. |

| | | |

|Explain a speaker’s | |Recognize acceptable oral language. |

|point of view and use of persuasive | | |

|techniques in | |Encourage students to explore different uses of language; private language, public language, |

|presentations and visual media. (B) |Listening and Viewing |poetic language. |

| |Interpret the speaker’s purpose in presentations and visual media (e.g., to| |

| |inform, to entertain, to persuade). (3) | |

| | | |

| |Identify and explain the persuasive techniques (e.g., bandwagon, | |

| |testimonial, glittering generalities, emotional word repetition and bait | |

| |and switch) used in presentations and media messages. (4) | |

| | | |

| | | |

| |Speaking Skills and Strategies | |

| |Demonstrate an understanding of the rules of the English language and | |

| |select language appropriate to purpose and audience. (5) | |

| | | |

| |Adjust volume, phrasing, enunciation, voice modulation and inflection to | |

| |stress important ideas and impact audience response. (6) | |

| | | |

| |Vary language choices as appropriate to the context of the speech. (7) | |

|Vary language choice and use effective | | |

|presentation | | |

|techniques, including voice modulation | | |

|and | | |

|enunciation. (C) | | |

|Select an organizational |Speaking Applications | |

|structure appropriate to the topic, |Deliver informational presentations (e.g., expository, research) that: | |

|audience, setting and purpose. (D) |a. demonstrate an understanding of the topic and present | |

| |events or ideas in a logical sequence; |Peer Reaction Sheet: |

| | | |

| |b. support the controlling idea or thesis with well-chosen and |The most effective idea… |

| |relevant facts, details, examples, quotations, statistics, |The four most effective words or phrases… |

| |stories and anecdotes; |The most interesting idea… |

| | | |

| |c. include an effective introduction and conclusion and use a | |

|Present ideas in a logical sequence and |consistent organizational structure (e.g., cause-effect, | |

|use effective |compare-contrast, problem-solution); | |

|introductions and conclusions that guide| | |

|and inform a listener’s |d. use appropriate visual materials (e.g., diagrams, | |

|understanding of key |charts, illustrations) and available technology; and | |

|ideas. (E) | | |

| |e. draw from multiple sources and identify sources used. (8) | |

| | | |

| | | |

|Give presentations using a variety of |Speaking Applications | |

|delivery methods, |Deliver formal and informal descriptive presentations that convey relevant | |

|visual materials and technology. (F) |information and descriptive details. (9) | |

| | | |

| | | |

| | | |

| |Deliver persuasive presentations that: | |

| |a. establish a clear position; | |

| | | |

| |b. include relevant evidence to support position and to address | |

| |counter-arguments; and | |

| | | |

| |c. consistently use common organizational structures as appropriate (e.g., | |

| |cause-effect, compare-contrast). (10) | |

-----------------------

adapted from the Ohio Department of Education

Ohio Academic Content Standards

Language Arts Curriculum Guide

Characters

reaction

outcome

solution

problem

Setting

Beginning

Who are the main characters?

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