' 110.23. English Language Arts and Reading, Grade 7
Introduction
(1) READING AND LITERATURE. In Grade 7 students will read increasingly demanding texts for a variety of purposes, read and study notable literary selections, define and apply various literary terms, and utilize the library/media center frequently.
(2) GRAMMAR. In Grade 7 students will correctly capitalize words in a title and proper adjectives. They will use hyphens correctly. They will identify and use transitive and intransitive verbs. They will recognize and formulate sentences using conditional tenses. They will use correct forms of special verbs in both writing and speaking. They will use prepositional pairs correctly in sentences. They will identify both kinds and cases of nouns. They will recognize and use various types of pronouns correctly. They will achieve subject-verb agreement in sentences and clauses. They will recognize the five basic sentence patterns. They will recognize compound sentence parts in simple sentences. They will correct sentence fragments and run-ons. They will identify adjectives and the words they modify. They will compare adjectives. They will identify adverbs and the words they modify. They will explain the difference between various adjective and adverb pairs.
(3) COMPOSITION. In Grade 7 students will determine audience, choose appropriate vocabulary, develop a topic sentence, develop the paragraph in logical order, use transitional words and phrases, use a variety of sentence types, and write a concluding sentence. They will write an order letter, a letter of inquiry or request, a letter of adjustment or complaint, a letter of application, a memo, a formal and informal invitation, a formal and informal reply, a thank-you note, and a friendly letter. They will address envelopes for each letter. In addition, they will write persuasive paragraphs and explanatory paragraphs.
(4) SPELLING AND VOCABULARY. In Grade 7 students will learn the spelling and meanings of Old English and foreign suffixes that are used to form nouns. They will identify the spelling/meanings of at least 50 pairs of homophones. They will analyze unfamiliar words based on individual word elements. They will spell and use words from professional lists prepared for grade level. In addition, they will add to their vocabulary new words that are found in literature selections.
Knowledge and Skills.
| (1) Reading Comprehension and Fluency. The student reads and analyzes various texts. |
The student is expected to:
(A) Read silently for longer periods of time and demonstrate comprehension through written or oral responses.
(B) Identify setting, plot structure, conflict, and theme.
(C) Identify the author's purpose by analyzing the author's style, literary form, and impact on the reader.
(D) Describe the impact of historical and/or cultural influences on the author and, hence, on his/her writing.
(E) Describe how word choice and language structure (syntax) convey an author's point of view in nonfiction works.
(F) Recognize cause/effect in literary selections.
(G) Use knowledge of text structures including charts and graphs to aid comprehension.
(H) Distinguish fact from opinion in newspapers, magazines, and other print media.
(I) Organize and synthesize information for use in oral and written presentations.
(J) Extend general and specialized vocabulary. |
| (2) Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary. |
The student is expected to:
(A) Present brief, comprehensive, narrative summaries of notable literary selections (e.g, "The Negro Speaks of Rivers," "Heritage," "Annabel Lee," "Auld Lang Syne," "The Charge of the Light Brigade," "Fire and Ice," "The Necklace," "Gift of the Magi," The Call of the Wild, The Prince and the Pauper, Jane Eyre, ABC Murders, Johnny Tremain, The Autobiography of Miss Jane Pittman, Cheaper by the Dozen, The Man Without a Country, The Old Man and the Sea, The Jungle Book, Big Red, My Friend Flicka, The Time Machine, Born Free, Helen Keller: The Story of My Life, Around the World in 80 Days).
(B) Read independently at least 15 books of various genres from accepted fiction and non-fiction lists.
(C) Read materials daily at a comfortable and independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader).
(E) Adjust reading rate based on the purposes for reading.
(F) Demonstrate understanding of literature which is read aloud by others. |
| (3) Literary Terms. The student defines and identifies examples of various literary terms. |
The student is expected to:
(A) Define the following terms: forms of poetry (ballad, sonnet, lyric, narrative, limerick, haiku); rhyme (stanzas and refrains, types of rhyme); point of view in narration (omniscient narrator, unreliable narrator, third-person limited, first person); conflict (external and internal-suspense and climax); soliloquies and asides; flashbacks and foreshadowing; hyperbole, oxymoron, and parody.
(B) Identify examples of the literary terms (mentioned above) in literary selections.
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| (4) Inquiry, Research, Study Strategies. The student utilizes various information sources. |
The student is expected to:
(A) Check materials in and out of library/ media center with ease.
(B) Demonstrate ability to locate media according to assignments or personal interests.
(C) Recognize three types of cards (i.e., author, title, subject) and interpret information on cards.
(D) Match information on cards to media selection.
(E) Match information on cards to parts of books.
(F) Locate information utilizing indices (e. g., periodical guides [both printed and computerized], almanacs, atlas, encyclopedia [both printed and computerized]). |
| (5) Grammar. The student uses correct grammar. |
The student is expected to:
(A) Write titles using correct capitalization and punctuation.
(B) Use hyphens correctly to divide words into syllables to indicate inclusive numbering (21 - 99), to form compounds with semi-, half-, self-, and ex-, and to form the compound of two closely related words used as a modifier (e.g., school-wide recognition).
(C) Recognize and capitalize proper adjectives.
(D) Identify and compose examples of Transitive Active, Transitive Passive, Intransitive Linking, and Intransitive Complete verbs.
(E) Formulate sentences using Future Conditional and Future Perfect Conditional tenses.
(F) Use the correct forms of some special verbs (e.g., "to bring/to take," "to let/to leave," "to lend/to loan," "to teach/to learn") in writing and in speaking.
(G) Originate sentences using prepositional phrases in various locations.
(H) Use prepositional pairs correctly in sentences (e.g., "between/among," "in/into").
(I) Use correctly the preposition "to," the infinitive "to," the adverb "too," and the adjective "two."
(J) Recognize and use concrete, abstract, collective, and compound nouns.
(K) Use correctly the nominative, objective, and possessive case pronouns in speech and in writing.
(L) Use possessive pronouns and contractions correctly (e.g., "whose/who's," "its/it's").
(M) Recognize and correctly use compound-personal, indefinite, demonstrative, reflexive/intensive, and interrogative pronouns.
(N) Write and speak using correct subject-verb agreement.
(O) Recognize and originate independent and dependent clauses.
(P) Originate sentences using the five basic sentence patterns (i. e., S-V, S-V-DO, S-V-IO-DO, S-V-PN, and S-V-PA).
(Q) Generate simple sentences with compound sentence parts.
(R) Use complete sentences in formal speech and in writing.
(S) Write complete sentences, making sure to avoid run-ons.
(T) Identify adjectives, including special types of adjectives (e.g., articles, demonstrative adjectives, proper adjectives), and the words that they modify (e.g., to aid in search, ask "how many, which one or ones, whose, what kind of, how much").
(U) Use adjectives in such a way that modification is clear.
(V) Use correct forms of comparative and superlative adjectives in speech and in writing.
(W) Identify adverbs and the verbs, adjectives, or other adverbs that they modify (e.g., to aid in search, ask "how," "when," "where," "why," " to what extent").
(X) Use correctly adjective/adverb pairs (e.g., "fewer/less," "farther/further," "other/other than," "good/well," "bad/badly," "real/really," "easy/easily," and "sure/surely"). |
| (6) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. |
The student is expected to:
(A) Determine the audience for whom he/she is writing and use vocabulary appropriate to the audience.
(B) Write a topic sentence which is definitive but distinct from the supporting sentences and which contains a precise summary of the core meaning of the paragraph.
(C) Develop the topic of the paragraph in logical order (in chronological order, in spatial order, or in order of importance) and in a variety of ways (with facts, with examples, with incidents, or with arguments).
(D) Use transitional words and phrases to connect ideas to the topic sentence.
(E) Use a variety of sentence types (simple, compound, complex).
(F) Write a concluding sentence.
(G) Write an order letter.
(H) Write a letter of inquiry or request.
(I) Write a letter of adjustment or complaint.
(J) Write a letter requesting an application for employment.
(K) Write a memo.
(L) Address envelopes for each type of the aforementioned letters.
(M) Write a formal and informal invitation.
(N) Write a formal and informal reply.
(O) Write a thank-you note.
(P) Write a friendly letter.
(Q) Address envelopes for each type of the aforementioned social correspondence.
(R) Demonstrate competency in pre-writing, drafting, revising, and proofreading skills in writing a paragraph..
(S) Write a persuasive paragraph
(T) Write an explanatory "how to" paragraph.
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| (7) Spelling/Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study. |
The student is expected to:
(A) Use dictionaries in order to look up spelling, pronunciation, semantic changes, and origins of words.
(B) Tell the spelling/meanings of Old English and foreign suffixes AGE, ANCE/ ANCY, ARD, ATE, CY, DOM, EE, EER, ER, ERY, ESS, ET/ETTE, HOOD, ISM, IST, ITY, MENT, NESS, OR, RY, SION/TION, TUDE, TY, URE.
(C) Explain that words containing the aforementioned suffixes are nouns.
(D) Identify the spelling/meanings of at least 50 more pairs of homophones.
(E) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements.
(F) Spell and use words regularly and correctly from professional lists prepared for grade level.
(G) Add to cumulative, individualized record of new spelling/vocabulary words found in literature selections. |
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