Document Sample
                        Grade 7- Reading

Course Theme
Seventh grade reading students are engaged in meaningful experiences, learning how to
reason and use language for comprehending, composing, and communicating ideas.
Students will understand, interpret, evaluate, and appreciate a wide range of print and
non-print materials. The expectation is for middle school students to transfer their basic
reading skills to more challenging and extensive information. Literal, inferential, and
evaluative literacy strategies are demonstrated and assessed using textual, functional, and
recreational reading resources.

Essential Questions
What do good readers do?
How does literature allow us to discover more about ourselves and others?
What strategies do readers need to use when interacting with nonfiction text?
How does an author communicate the theme of a story?
How does conflict lead to change?
Why is reading essential in our journey as lifelong learners?

Broad Goals
The grade 7 reading curriculum is based on the Guiding Principles of the Massachusetts
Frameworks, with particular focus on the following:
    Growth of critical thinking and language that facilitates not only comprehension,
       but also interactive learning from texts
    Strengthening students’ speaking, listening, viewing, reading, and writing skills
       through challenging and motivating learning opportunities
    Direct, explicit comprehension strategy development through small group,
       individual, and whole class instruction
    Reading and interacting with diverse texts and media at a variety of difficulty
       levels, topics, and genres
    Developing a lifelong love of reading and an ability to connect personally with

General Content
    Fiction and nonfiction text structures
    Vocabulary development strategies
    Comprehension strategies before, during , and after reading

AGS Reading Level Indicator test
Class discussion

Primary Materials Used for Teaching and Learning
    Under the Blood-Red Sun
    Classroom library with variety of genres, interests, and reading levels
    Galvin library with variety of genres, interests, and reading levels
    Literature Circle choices incl. Tangerine, Fever 1793, Milkweed, Esperanza
           Rising, Monster, Indian Captive, Stargirl, Last Book in the Universe, Wringer,
           and The Breadwinner
    Listening Center choices incl. Feed, True Confessions of Charlotte Doyle,
           Ender’s Game, The Dark is Rising, The Golden Compass, The Watsons Go to
           Birmingham, Blue Skin of the Sea, and The House of the Scorpion
Short Stories: America Street (multicultural anthology)
Nonfiction: The Boston Globe
            EBSCO online collection of nonfiction articles
            Social Studies textbook, World Cultures
            Science textbook- Holt Science and Technology
Vocabulary from Latin & Greek Roots: A Study of Word Families (Prestwick House)

Teaching Methods
Teachers use a wide variety of teaching strategies and methods in order to differentiate
their instruction for different learners:
     Mini-lessons
     Modeling, demonstration, example
     Scaffolding: pre-, post-, and during-reading strategies as well as guided practice
        leading to independent application
     Flexible large and small group instruction
     Films
     Computer-aided instruction
     Think-alouds
     Reader’s Theater
     Literature Circles
     Socratic Seminar
     Active reading strategies to promote metacognition
     Set purpose for reading
     Activating prior knowledge
     CRISS strategies such as Power Outlining and QAR
     Graphic organizers
     Think-Pair-Share
     Response journals
     Use of key/essential questions
     Independent research

Technology Integration
    EBSCO online nonfiction articles, quizzes at various reading levels
    Web Quests
    Spectrum- online library card catalog

Integration of Writing
Reading and writing develop simultaneously and are symbiotic; one affects the
development of the other.
    Personal response journal entries
    Two-column notes (left is summative, literal, inferential information; right is
       personal responses to literature)
    Extension of text and dialogue
    Book Talks
    Student generation of open-ended questions to be used in literature discussions
    Summarization of text
    Response to literal, inferential, and open-ended questions regarding text
    Integrating data from both historical fiction and additional resources (web sites,
       encyclopedias, primary documents) to compose newspaper article
    Use of vocabulary in meaningful sentences

Opportunities for Differentiation of Instruction
   Student choice of reading materials (i.e. text that is appropriate for individual
     students’ abilities and interests) for novel units/projects such as Literature Circles
     and a multicultural book study
   Classroom library offering opportunities for independent reading- for fun, for
     individual extra credit, and for class incentives
   School library’s listening center offers literature at and above students’ individual
     reading levels- used for enrichment and as an alternative to group Literature
     Circles in the form of an independent study
   Leveled reading and comprehension assessment of nonfiction text via the online
     EBSCO program
   Discussions of literature, flexibly grouped- as a class, in small groups, with
     partners, and in Literature Circles and Socratic Seminar
   Written responses to literature, incl. creative writing and personal responses
   Critical thinking strengthened by open-ended, interpretive, inferential, and
     evaluative questions in response to reading materials
   Math problems based on the literature are used to clarify and deepen students’
     understanding of plot, setting, characterization, motivation, cause/effect, etc.
   Bonus challenge questions on quizzes
   Choice of products and processes in long-term projects reflective of the Multiple

Assessment and Grading
A wide variety of assessment techniques will measure student progress. These include
but are not limited to:
     Rubrics
     Checklists
     Quizzes/tests (incl. open-book and open-notes quizzes)
     Homework
     Oral presentations
     Class/group participation
     Retellings
     Student choice of project products reflective of Multiple Intelligences
     AGS Reading Level Indicator test
     EBSCO online comprehension quizzes
     Informal/formative assessments during classroom lessons such as Fist-to Five,
        frequent check-ins, etc.
     Extra Credit options involving use of classroom library
     Teacher observation of reading fluency; miscue analysis

Specific Content with State Standards Addressed
In addition to addressing content from previous years as needed, students in grade 7 will
know the following:

STRAND 1- Language
Standard 1: Discussion
Students will use agreed-upon rules for informal and formal discussions in small and
large groups.
1.4: Know and apply rules for formal discussions.

Standard 3: Oral Presentation
Students will make oral presentations that demonstrate appropriate consideration of
audience, purpose, and the information to be conveyed.
3.10: Present an organized interpretation of a literary work, film, or dramatic production.
3.11: Use appropriate techniques for oral persuasion.
3.12: Give oral presentations to different audiences for various purposes, showing
appropriate changes in delivery (gestures, vocabulary, pace, visuals) and using language
for dramatic effect.

Standard 4: Vocabulary and Concept Development
Students will understand and acquire new vocabulary and use it correctly in reading and
4.20: Determine the meaning of unfamiliar words using context clues
4.21: Determine the meaning of unfamiliar words by using knowledge of common Greek
and Latin roots, suffixes, and prefixes.
4.22: Determine pronunciations, meanings, alternate word choices, parts of speech, or
etymologies of words using dictionaries and thesauruses.

STRAND 2- Reading and Literature
Standard 8: Understanding a Text
Students will identify the basic facts and main ideas in a text and use them as the basis for
For imaginative/literary texts:
8.23: Use knowledge of genre characteristics to analyze a text.
8.24: Interpret mood and tone, and give supporting evidence in a text.
8.25: Interpret a character’s traits, emotions, or motivation and give supporting evidence
from a text.
For informational/expository texts:
8.26: Recognize organizational structures and use of arguments for and against an issue.
8.27: Identify evidence used to support an argument.
8.28: Distinguish between the concepts of theme in a literary work and author’s purpose
in an expository text.

Standard 9: Making Connections
Students will deepen their understanding of a literary or non-literary work by relating it to
its contemporary context or historical background.
9.5: Relate a literary work to artifacts, artistic creations, or historical sites of the period of
its setting.

Standard 10: Genre
Students will identify, analyze, and apply knowledge of the characteristics of different
10.4: Identify and analyze the characteristics of various genres (poetry, fiction,
nonfiction, short story, dramatic literature) as forms chosen by an author to accomplish a

Standard 11: Theme
Students will identify, analyze, and apply knowledge of theme in a literary work and
provide evidence from the text to support their understanding.
11.4: Analyze and evaluate similar themes across a variety of selections, distinguishing
theme from topic.

Standard 12: Fiction
Students will identify, analyze, and apply knowledge of the structure and elements of
fiction and provide evidence from the text to support their understanding.
12.4: Locate and analyze elements of plot and characterization and then use an
understanding of these elements to determine how qualities of the central characters
influence the resolution of the conflict.

Standard 13: Nonfiction
Students will identify, analyze, and apply knowledge of the purpose, structure, and
elements of nonfiction or informational materials and provide evidence from the text to
support their understanding.

13.18: Identify and use knowledge of common textual features (paragraphs, topic
sentences, concluding sentences, introduction, conclusion, footnotes, index,
13.19: Identify and use knowledge of common graphic features (charts, maps, diagrams).
13.20: Identify and use knowledge of common organizational structures (logical order,
comparison and contrast, cause and effect relationships).
13.21: Recognize use of arguments for and against an issue.
13.22: Identify evidence used to support an argument.
13.23: Distinguish between the concepts of theme in a literary work and author’s purpose
in an expository text.

Standard 15: Style and Language
Students will identify and analyze how an author’s words appeal to the senses, create
imagery, suggest mood, and set tone and provide evidence from the text to support their
15.5: Identify and analyze imagery and figurative language.
15.6: Identify and analyze how an author’s use of words creates tone and mood.

Standard 16: Myth, Traditional Narrative, and Classical Literature
Students will identify, analyze, and apply knowledge of the themes, structure, and
elements of myths, traditional narratives, and classical literature and provide evidence
from the text to support their understanding.
16.9: Identify conventions in epic tales (extended simile, the quest, the hero’s tasks,
special weapons or clothing, helpers).
16.10: Identify and analyze similarities and differences in mythologies from different
cultures (ideas of the afterlife, roles and characteristics of deities, types and purposes of

Standard 17: Dramatic Literature
Students will identify, analyze, and apply knowledge of the themes, structure, and
elements of drama and provide evidence from the text to support their understanding.
17.5: Identify and analyze elements of setting, plot, and characterization in the plays that
are read, viewed, written, and/or performed:
• setting (place, historical period, time of day)
• plot (exposition, conflict, rising action, falling action)
• characterization (character motivations, actions, thoughts, development).
17.6: Identify and analyze the similarities and differences in the presentation of setting,
character, and plot in texts, plays, and films.

STRAND 4: Media
Standard 26: Analysis of Media
Students will identify, analyze, and apply knowledge of the conventions, elements, and
techniques of film, radio, video, television, multimedia productions, the Internet, and
emerging technologies, and provide evidence from the works to support their

26.4: Analyze the effect on the reader’s or viewer’s emotions of text and image in print
journalism, and images, sound, and text in electronic journalism, distinguishing
techniques used in each to achieve these effects.


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