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Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
Seventh Grade Reading Curriculum Map
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Seventh Grade Reading Curriculum Map

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  • 1. 7th Grade Reading Curriculum Map Isaac School District No. 5Authors: SchoolChris Sizemore Isaac Middle SchoolJulia Zongker Pueblo Del SolDeanna Fraunciotti Alta E. ButlerMarisa Amaya Alta E. ButlerShirley Goodman District OfficeRationaleRationale for selected performance objectives is based on data from the AIMS blueprint. We have chosen strands that are the most heavily weighted onAIMS and are critical for students to master before promotion to eighth grade.Linking performance objectives are scaffolded to guide the students toward mastery of priority objective(s). Each quarter the performance objectives arespiraled and clustered according to the complexity of the objectives in order to introduce concepts and promote student mastery.As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year to support studentmastery. These recurring performance objectives are listed in the Preamble, AND ARE SUBJECT TO TESTING WITHIN ANY QUARTER ONGALILEO.
  • 2. 7th Grade Reading Curriculum Map Isaac School District No. 5 PREAMBLE AZ These POs will be integrated throughout the year:Standard Knowledge Skills VOCABULARY STRATEGIESS1C4PO1 Roots and Affixes Determine the meaning of vocabulary using linguistic roots and affixes (e.g., Greek, Anglo-Saxon, Latin).S1C4PO2 Meaning of a word Use context to identify the intended meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast).S1C4PO3 Multiple Meanings Use context to identify the meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast).S1C4PO4 Figurative Language Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.S1C4PO5 Meanings, pronunciations, syllabication, Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of synonyms, and antonyms speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and the Internet when available.S1C5PO1 FLUENCY Read a variety of genres with accuracy, automaticity (immediate recognition) and prosody (expression. COMPREHENSION STRATEGIESS1C6PO1 Text content using prior knowledge Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).S1C6PO2 Predictions about text Confirm predictions about text for accuracy.S1C6PO3 Clarifying questions Generate clarifying questions in order to comprehend text.S1C6PO4 Graphic Organizers Use graphic organizers in order to clarify the meaning of the text.* = POs previously introduced Bold = Priority PO 2Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 3. 7th Grade Reading Curriculum Map Isaac School District No. 5S1C6PO5 Text to experience Connect information and events in text to experience and to related text and sources.S1C6PO6 Organizational structures of text Apply knowledge of the organizational structures (e.g., chronological order, compare and contrast, cause and effect relationships, logical order) of text to aid comprehension.S1C6PO7 Reading strategies Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to interpret text.* = POs previously introduced Bold = Priority PO 3Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 4. 7th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Literary Text/CharacterizationCluster: 1Big Ideas/Enduring Understandings Essential Question(s)When people connect their life experience to the text they can better relate to What strategies can we use to help us better understand and connect withthe text. what we read?Making predictions about text can help them comprehend what they read. In what ways can our life experiences help us connect with literature?Paying attention to the thoughts, words and actions of a character helpsreaders better relate to them. How can the characters we read about help us learn about ourselves? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO3 Description of characters Describe a character, based upon thoughts, words, and Character Common actions of the character, the narrator’s description, and Assessment Plot other characters. available in 7th Conflict Grade ReadingS2C1PO1 Plot development Analyze plot development (e.g., conflict, subplots, parallel Resolution Library: 2011 7th episodes) to determine how conflicts are resolved. Subplots Grade Language Parallel Episodes Arts Common Point of view Assessment 1S2C1PO4 Point of view Contrast points of view (e.g., first vs. third, limited vs. omniscient) in literary text. First person Third personS2C1PO5 Setting Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and Limited person resolution. OmniscientS2C1PO6 Style, mood, and meaning Draw conclusions about the style, mood, and meaning of Setting literary text based on the author’s word choice. Conclusions* = POs previously introduced Bold = Priority PO 4Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 5. 7th Grade Reading Curriculum Map Isaac School District No. 5*S1C6POs Comprehension Strategies See Preamble Style1-7 Mood*S1C4POs Vocabulary Strategies See Preamble Literary text1-3,5*S1C5PO1 FLUENCY See Preamble* = POs previously introduced Bold = Priority PO 5Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 6. 7th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Main Idea and Supporting DetailsCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Identifying main idea and supporting details is helpful for a reader to How does identifying the main idea of a text help the reader?understand the text and the author’s purpose. How do words and word parts create a variety of meanings?The meaning of words helps us visualize the world in which we live. How do context clues help us determine the unknown words and phrases?The understanding of how words are changed is important to how wecomprehend text. AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary AssessmentS3C1PO2 Main ideas and critical details Summarize the main idea (stated or implied) and critical Graphic organizers Common details of expository text, maintaining chronological, Summarize Assessment sequential, or logical order. available in 7th ImpliedS3C1PO1 Main idea and supporting details Restate the main idea (explicit or implicit) and supporting Grade Reading Expository text Library: 2011 7th details in expository text. Chronological Grade LanguageS3C1PO4 Author’s stated or implied Identify the author’s stated or implied purpose(s) for writing Sequential Arts Common purpose(s) expository text. Assessment 2 Logical*S1C6PO1 Prior Knowledge and text features Predict text content using prior knowledge and text features Explicit (e.g., illustrations, titles, topic sentences, key words). Predict*S1C4PO2 Context clues Use context to identify the intended meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast).*S1C6PO4 Graphic organizers Use graphic organizers in order to clarify the meaning of the text.* = POs previously introduced Bold = Priority PO 6Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 7. 7th Grade Reading Curriculum Map Isaac School District No. 5*S1C6POs 1- Comprehension Strategies See Preamble7*S1C4POs 1- Vocabulary Strategies See Preamble3,5*S1C5PO1 FLUENCY See Preamble* = POs previously introduced Bold = Priority PO 7Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 8. 7th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: PoetryCluster: 3Big Ideas/Enduring Understandings Essential Question(s)Authors write in a variety of forms to express their feelings. How can authors express their feelings?Authors use themes to convey messages to the reader. What is poetry?Figurative language brings a narrative selection to life. How do we read prose and poetry?Important messages, values, morals and ethics are often revealed in literature. How does figurative language help us visualize what we read? How is poetry different from prose? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary AssessmentS2C1PO7 Characters and structural [Analyze] characteristics and structural elements of poetry Analyze Common elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, Assessment Structural elements consonance, assonance, rhythm, repetition, figurative available in 7th language) in a given selection. Stanza Grade Reading Verse Library: 2011 7thS1C4PO4 Meaning of figurative language Determine the meaning of figurative language, including Rhyme scheme Grade Language similes, metaphors, personification, and idioms, in prose and Line breaks Arts Common poetry. Alliteration Assessment 3S2C1PO2 Multiple themes Recognize multiple themes in works of prose, poetry, and Consonance drama. AssonanceS2C1PO6 Style, mood, and meaning Draw conclusions about the style, mood, and meaning of Rhythm literary text based on the author’s word choice. Repetition Figurative*S1C6POs 1- Comprehension Strategies See Preamble7 languages* = POs previously introduced Bold = Priority PO 8Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 9. 7th Grade Reading Curriculum Map Isaac School District No. 5*S1C4POs 1- Vocabulary Strategies See Preamble Similes3,5 Metaphors*S1C5PO1 FLUENCY See Preamble Personification Idioms Prose Poetry Themes Drama* = POs previously introduced Bold = Priority PO 9Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 10. 7th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Inferring Author’s Purpose in Expository TextCluster: 4Big Ideas/Enduring Understandings Essential Question(s)People can read about an author’s point of view to understand and connect to How do words influence the way we think and believe?the world. How does language shape our views of self and society?Authors present their views strategically to influence others. How might reading text alter our opinions?Language can be used to influence our thoughts. AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary AssessmentS3C3PO2 Facts and details that support [Evaluate] the facts and details that support the author’s Infer Common the author’s argument argument regarding a particular idea, subject, concept, or Assessment Author object. available in 7th Purpose*S3C1PO1 Main idea and expository text Restate the main idea (explicit or implicit) and supporting Grade Reading Expository text details in expository text. Library: 2011 7th Main idea Grade LanguageS3C3PO3 Persuasive strategies and [Evaluate] the intended effect of persuasive strategies and Explicit Arts Common propaganda techniques propaganda techniques (e.g., bandwagon, peer pressure, Implicit Assessment 4 repetition, testimonial, transfer, loaded words) that an author Supporting details uses. Critical details ChronologicalS3C3PO1 Author’s specific purpose [Detect] the authors specific purpose for writing the Sequential persuasive text. LogicalS3C1PO12 Author’s techniques Explain how authors use elements (e.g., language choice, Fact and opinion organization) of expository text to achieve their purposes. Supporting Evidence* = POs previously introduced Bold = Priority PO 10Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 11. 7th Grade Reading Curriculum Map Isaac School District No. 5S3C1PO3 Fact and opinion [Differentiate] fact from opinion in expository text, providing supporting evidence from text.*S1C6POs 1-7 Comprehension Strategies See Preamble*S1C4POs 1- Vocabulary Strategies See Preamble3, 5*S1C5PO1 FLUENCY See Preamble* = POs previously introduced Bold = Priority PO 11Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 12. 7th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Formulate Inferences About Expository TextCluster: 5Big Ideas/Enduring Understandings Essential Question(s)Reading expository text increases our understanding of the world around us. What are some organizational features of expository text that help you understand what you read?Expository text aids our search for information and knowledge. When might we use primary and secondary sources?The organizational features of expository text allow us to collect ourinformation in a variety of ways. How does our interpretation of information help us to draw valid conclusions? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment*S3C1PO1 Main ideas and supporting Restate the main idea (explicit or implicit) and supporting Formulate details details in expository text. Inference Expository textS3C1PO10 Inferences about expository [Formulate] relevant inferences about expository text, text supported by text evidence. Text evidence PrintS3C1PO6 Reference sources Locate appropriate print and electronic reference sources Electronic (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, reference sources periodical, CD-ROM, website) for a specific purpose. Encyclopedia AtlasS3C1PO7 Primary and secondary sources Differentiate between primary and secondary source material. Almanac ThesaurusS3C1PO8 Graphic features Periodical Interpret graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines, graphs) of expository text. CD-ROM Primary source* = POs previously introduced Bold = Priority PO 12Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 13. 7th Grade Reading Curriculum Map Isaac School District No. 5S3C1PO9 Organizational structures Apply knowledge of organizational structures (e.g., Secondary source chronological order, comparison and contrast, cause and effect Differentiate relationships, logical order) of expository text to aid Interpret comprehension. Graphic featuresS3C1PO11 Central ideas Organizational Compare (and Contrast) the central ideas and concepts from structures selected readings on a specific topic. Chronological order*S1C6POs 1-7 Comprehension Strategies See Preamble Comparison*S1C4POs 1- Vocabulary Strategies See Preamble Contrast3, 5 Cause and effect*S1C5PO1 FLUENCY See Preamble Logical order Central ideas Concepts Elements Language choice Organization* = POs previously introduced Bold = Priority PO 13Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 14. 7th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Functional TextCluster: 6Big Ideas/Enduring Understandings Essential Question(s)Necessity drives the use of functional text. How does functional text improve how we do things?Functional text is a part of every society and culture. What are the differences between functional and expository text?Functional text allows us to organize our thoughts and procedures. When might we read functional text? Essential Learning Summ AZ ative Knowledge Skills Key Vocabulary Standard Assess mentS3C2PO3 Details of functional text [Analyze] details from a variety of functional text (e.g., Analyze warranties, product information, technical manuals, Functional text instructional manuals, consumer safety publications) for a Warranties specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). Product informationS3C2PO1 Information from text features [Organize] information from text and text features to Technical manuals determine the sequence of activities needed to carry out a Consumer safety procedure. OrganizeS3C2PO2 Missing information from Determine what information (e.g., steps in directions, legend, functional text Procedure supplies needed, illustrations, diagram, sequence) is missing in functional text. Legend DiagramS3C1PO5 Organizational Features Locate specific information by using organizational features Sequence (e.g., table of contents, headings, captions, bold print, italics, Critical details glossaries, indices, key/guide words, topic sentences, Chronological concluding sentences, end notes, footnotes, bibliographic Sequential references) in expository text.* = POs previously introduced Bold = Priority PO 14Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 15. 7th Grade Reading Curriculum Map Isaac School District No. 5S3C1PO6 Print and electronic reference Locate appropriate print and electronic reference sources Logical sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, Table of contents periodical, CD-ROM, website) for a specific purpose. Headings Captions*S1C6POs 1-7 Comprehension Strategies See Preamble Bold print Italics Glossary*S1C4POs 1- Vocabulary Strategies See Preamble Index3, 5 Key/guide words Topic sentence Concluding sentences End notes Footnotes Bibliographic references Encyclopedia Atlas Almanac Dictionary Thesaurus Periodical CD-ROM Website* = POs previously introduced Bold = Priority PO 15Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 16. 7th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Comprehending Literary Text ThemeCluster: 7Big Ideas/Enduring Understandings Essential Question(s)Literature helps us make connections to history and other cultures. How does understanding the literary elements affect your ability to understand various genres of literature?Ethics, values, and morals are revealed through literature genres. How does conflict lead to change?Stories are created to imitate life and life’s struggles. How do authors use point of view to influence our thoughts and beliefs?Authors use point of view to influence readers’ feelings and attitudes. How do cultural and historical aspects of literature change how we perceive the world? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment*S2C1PO2 Multiple themes [Compare] multiple themes in works of prose, poetry, and Multiple . drama. Themes*S2C1PO1 Plot development and conflict Analyze plot development (e.g., conflict, subplots, parallel resolution Prose episodes) to determine how conflicts are resolved. Poetry*S2C1PO3 Characterization Drama [Examine] a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other Plot development characters. Conflict*S2C1PO4 Points of view Contrast points of view (e.g., first vs. third, limited vs. Subplots omniscient) in literary text. Parallel Episodes ResolutionS2C1PO8 Genres [Classify] various genres of fiction (e.g., mysteries, science Character fiction, historical fiction, adventures, fantasies, fables, myths) Narrator based upon their characteristics. Point of view* = POs previously introduced Bold = Priority PO 16Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 17. 7th Grade Reading Curriculum Map Isaac School District No. 5S2C2PO1 Historical and cultural aspects [Explain] the historical and cultural aspects found in cross- First person cultural works of literature. Third person LimitedS2C2PO2 Common literature structures and [Compare] common structures and stylistic elements in stylistic elements Omniscient literature, folklore, and myths from a variety of cultures. Genres of fiction*S1C6POs 1-7 Comprehension Strategies See Preamble Historical Cultural aspects*S1C4POs 1- Vocabulary Strategies See Preamble Cross-cultural3, 5 Folklore Myths* = POs previously introduced Bold = Priority PO 17Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 18. 7th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following clusters are from the subsequent grade level (8th grade)Unit Name and Description: Literary AnalysisCluster: 8Big Ideas/Enduring Understandings Essential Question(s)Authors use literary techniques to influence reader’s feelings and attitudes. How can characters help us connect to who we are?Characters can be believable and change significantly in a story. What is the author’s purpose of using contrasting points of view?Reading leads readers to recall their own experiences in life. Can the setting of a story change the dynamics of the plot? Essential Learning Key SummativeAZ Standard Knowledge Skills Vocabulary Assessment*S2C1PO1 Plot development Analyze plot development (e.g., conflict, subplots, parallel Analyze episodes) to determine how conflicts are resolved. Plot development Conflict*S2C1PO3 Characterization Describe a character, based upon the thoughts, words, and Subplots actions of the character, the narrator’s description, and other Parallel Episodes characters. Resolution*S2C1PO4 Point of view Contrast points of view (e.g., first vs. third, limited vs. omniscient) in literary text. Character Point of view*S2C1PO5 Relevance of setting Analyze the relevance of the setting (e.g., time, place, First person situation) to the mood and tone of the text. Third person Omniscient*S2C1PO6 Style, mood, and meaning Draw conclusions about the style, mood, and meaning of Relevance literary text based on the author’s word choice. Setting*S1C6POs 1-7 Comprehension Strategies Historical period See Preamble Conclusions* = POs previously introduced Bold = Priority PO 18Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District
  • 19. 7th Grade Reading Curriculum Map Isaac School District No. 5*S1C4POs 1-3, Vocabulary Strategies See Preamble Style5 Mood Literary Text Author’s word choice* = POs previously introduced Bold = Priority PO 19Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011Underlining = Cognitive rigor Isaac School District

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