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					                                       Comal Independent School District
                                        7th Grade English Language Arts
                                                Year at a Glance
                                         Semester 1 – First Quarter
Reading / Literature                                   Oral & Written Conventions
    Read from varied sources using a flexible             Review 8 parts of speech
       range of metacognitive reading skills to            Use and understand the function of
       understand an author’s message and                     perfect and progressive tense verbs
       purpose, including questioning,                        and participles
       making inferences, summarizing,                     Use and understand the function of
       paraphrasing, and synthesizing                         prepositions and prepositional phrases
    Make connections between and across                      and their effect on subject-verb
        multiple texts of various genres and                  agreement
        provide textual evidence to support                Use and understand the function of
         ideas                                                subordinating conjunctions
    Read and analyze at least one novel or                Write a variety of complete sentences
        major work                                            including simple, compound and complex
    Read from various genres including short              Review capitalization rules
        stories, poetry and non-fiction
    Read poetry and analyze the importance            Research
        of graphical elements                               Explore relevant sources and
    Read from varied sources emphasizing                     collect information on varied topics
        literary elements including theme,                  Organize, synthesize and present ideas and
        plot, setting, characterization, conflict,            information according to the purpose of
        point of view, mood, and figurative                   the research and the audience
        language                                            In support of the history and science fairs,
    Read aloud grade-level text with                         students will learn to write a thesis statement,
        appropriate fluency                                   will learn to discern between primary and secondary
                                                              sources and will compose an annotated
                                                              bibliography

Vocabulary                                             Listening and Speaking
    Direct word study from district Greek                  Use comprehension skills to listen
        and Latin vocabulary list                              attentively to others
    Word study from literary sources in                    Speak clearly and to the point, using the
        conjunction with class reading                         conventions of language
    Direct word study from district literary               Work productively with others in teams
       and grammatical terms list                           Participate productively in discussions
    Use a dictionary or thesaurus to
        determine the meaning, syllabication,
        pronunciation, and part of speech of           Students should write and read (or be read to)
       words                                           on a daily basis.

                                                       Please refer to the district’s book list when selecting
Writing                                                class novels or major works.
    Review the various steps of the writing
        process including planning, drafting,          Please refer to the district’s Greek and Latin
        revising, editing and publishing               vocabulary word lists and to the district’s literary
    Use a variety of sentence structures and          and grammatical terms lists.
         transitions to create an effective piece of
         writing                                       Please refer to the scope and sequence document
    Produce one multi-paragraph composition           for specific instructional guidelines, student
        which has been taken through all of the        performance standards and resources.
        steps of the writing process
    Write a personal narrative
    Write one response to literature using
         textual evidence to support ideas
    Write a poem
                                      Comal Independent School District
                                       7th Grade English Language Arts
                                               Year at a Glance
                                      Semester 1 – Second Quarter
Reading / Literature                                   Oral & Written Conventions
    Read from varied sources using a flexible              Use the conventions of academic language
        range of metacognitive reading skills to                when speaking and writing and continue to
        understand an author’s message and                      apply earlier standards with greater
        purpose, including questioning,                         complexity
        making inferences, summarizing,                     Use and understand the function of
        paraphrasing and synthesizing                           conjunctive adverbs
    Make connections between and across                    Use and understand the function of relative
         multiple texts of various genres and                  pronouns
         provide textual evidence to support                Write complex sentences and differentiate
          ideas                                                between main and subordinate clauses
    Read and analyze at least one major work,              Correctly use commas after introductory
        May be the play read by class                          words, phrases and clauses
    Read from various genres including drama,              Recognize and use semicolons, colons and
        autobiography and memoir                                hyphens
    Describe the differences between an               Research
         autobiography or diary and a fictional             Explore relevant sources and
         adaptation of it                                      collect information on varied topics
    Read from varied sources emphasizing                   Organize, synthesize and present ideas and
         literary elements including theme,                    information according to the purpose of
         plot, setting, characterization, conflict,            the research and the audience
         point of view, mood, and figurative           Listening and Speaking
         language                                           Use comprehension skills to listen
    Read aloud grade-level text with                          attentively to others
         appropriate fluency                                Speak clearly and to the point, using the
    Follow multi-dimensional instructions                     conventions of language
Vocabulary                                                  Work productively with others in teams
    Direct word study from district Greek                  Participate productively in discussions
         and Latin vocabulary list                          Present a critique
    Word study from literary sources in
         conjunction with class reading
    Direct word study from district literary
         and grammatical terms list
    Use a dictionary or thesaurus to
         determine the meaning, syllabication,         Students should write and read (or be read to)
         pronunciation, and part of speech of          on a daily basis.
        words
    Complete analogies                                Please refer to the district’s book list when selecting
Writing                                                class novels or major works.
    Review the various steps of the writing
        process including planning, drafting,          Please refer to the district’s Greek and Latin
        revising, editing and publishing               vocabulary word lists and to the district’s literary
    Use a variety of sentence structures and          and grammatical terms lists.
         transitions to create an effective piece of
         writing                                       Please refer to the scope and sequence document
    Produce one multi-paragraph composition           for specific instructional guidelines, student
        which has been taken through all of the        performance standards and resources.
        steps of the writing process
    Write a personal narrative
    Write one response to literature using
         textual evidence to support ideas
    Write a letter
                                       Comal Independent School District
                                        7th Grade English Language Arts
                                                Year at a Glance
                                        Semester 2 – Third Quarter
Reading / Literature                                   Oral & Written Conventions
    Read from varied sources using a flexible             Use the conventions of academic language
       range of metacognitive reading skills to               when speaking and writing and continue to
       understand an author’s message and                     apply earlier standards with greater
       purpose, including questioning,                        complexity
       making inferences, summarizing,                     Use and understand the function of appositive
       paraphrasing and synthesizing                          phrases
    Make connections between and across                   Use and understand the function of adverbial
        multiple texts of various genres and                  and adjectival phrases and clauses
        provide textual evidence to support
         ideas
    Read and analyze at least one novel or            Research
        major work                                          Explore relevant sources and
    Read from various genres including                        collect information on varied topics
        non-fiction, persuasive pieces and a speech         Organize, synthesize and present ideas and
    Read critically, discerning fact from opinion,            information according to the purpose of
       recognizing rhetorical fallacies, and                   the research and the audience
       evaluating graphic elements                     Listening and Speaking
    Increase understanding of media literacy –             Use comprehension skills to listen
        analyze how words, images, graphics and                attentively to others
        sounds work together to impact meaning              Speak clearly and to the point, using the
    Continue emphasizing literary elements                    conventions of language
    Read aloud grade-level text with                       Work productively with others in teams
        appropriate fluency                                 Participate productively in discussions
Vocabulary
    Direct word study from district Greek
        and Latin vocabulary list
    Word study from literary sources in
        conjunction with class reading
    Direct word study from district literary
        and grammatical terms list
    Use a dictionary or thesaurus to
        determine the meaning, syllabication,          Students should write and read (or be read to)
        pronunciation, and part of speech of           on a daily basis.
       words
                                                       Please refer to the district’s book list when selecting
Writing                                                class novels or major works.
    Review the various steps of the writing
        process including planning, drafting,          Please refer to the district’s Greek and Latin
        revising, editing and publishing               vocabulary word lists and to the district’s literary
    Use a variety of sentence structures and          and grammatical terms lists.
         transitions to create an effective piece of
         writing                                       Please refer to the scope and sequence document
    Produce one multi-paragraph composition           for specific instructional guidelines, student
        which has been taken through all of the        performance standards and resources.
        steps of the writing process
    Write a persuasive essay
    Write one response to literature using
         textual evidence to support ideas
    Write a personal narrative
                                      Comal Independent School District
                                       7th Grade English Language Arts
                                               Year at a Glance
                                       Semester 2 – Fourth Quarter
Reading / Literature                                   Oral & Written Conventions
    Read from varied sources using a flexible             Use the conventions of academic language
        range of metacognitive reading skills to              when speaking and writing and continue to
        understand an author’s message and                    apply earlier standards with greater
        purpose, including questioning,                       complexity
        making inferences, summarizing,                    Use a variety of complete sentences that
        paraphrasing and synthesizing                         include properly placed modifiers, correctly
    Make connections between and across                      identified antecedents, parallel structures, and
         multiple texts of various genres and                 consistent tenses
         provide textual evidence to support
          ideas
    Read and analyze at least one novel or            Research
         major work                                         Explore relevant sources and
                                                               collect information on varied topics
    Read from various genres including
        myths and epic tales, focusing on Greek             Organize, synthesize and present ideas and
        mythology                                              information according to the purpose of
                                                               the research and the audience
    Continue emphasizing literary elements
                                                       Listening and Speaking
    Read aloud grade-level text with
         appropriate fluency                                Use comprehension skills to listen
                                                               attentively to others
Vocabulary
                                                            Speak clearly and to the point, using the
    Direct word study from district Greek
                                                               conventions of language
         and Latin vocabulary list
                                                            Work productively with others in teams
    Word study from literary sources in
         conjunction with class reading                     Participate productively in discussions
    Direct word study from district literary
         and grammatical terms list
    Use a dictionary or thesaurus to
         determine the meaning, syllabication,         Students should write and read (or be read to)
         pronunciation, and part of speech of          on a daily basis.
        words
    Identify the meaning of foreign words used        Please refer to the district’s book list when selecting
        in English, emphasizing Greek and Latin        class novels or major works.
        words
Writing                                                Please refer to the district’s Greek and Latin
    Review the various steps of the writing           vocabulary word lists and to the district’s literary
        process including planning, drafting,          and grammatical terms lists.
        revising, editing and publishing
    Use a variety of sentence structures and          Please refer to the scope and sequence document
         transitions to create an effective piece of   for specific instructional guidelines, student
         writing                                       performance standards and resources.
    Produce one multi-paragraph composition
        which has been taken through all of the
        steps of the writing process
    Write a multi-paragraph essay that
         synthesizes information from several
         sources
    Produce a multi-media presentation
    Write one response to literature using
         textual evidence to support ideas
    Write an imaginative story

				
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