This document provides a curriculum map for 7th grade reading at the Isaac School District. It was authored by five teachers from schools within the district as well as someone from the district office. The map outlines performance objectives and essential learnings for four quarters of instruction organized into units. It identifies key vocabulary, comprehension strategies, and summative assessments. Recurring concepts and objectives are listed in the preamble and will be integrated throughout the year, subject to testing on Galileo.

1. 7th Grade Reading Curriculum Map
Isaac School District No. 5
Authors: School
Chris Sizemore Isaac Middle School
Julia Zongker Pueblo Del Sol
Deanna Fraunciotti Alta E. Butler
Marisa Amaya Alta E. Butler
Shirley Goodman District Office
Rationale
Rationale for selected performance objectives is based on data from the AIMS blueprint. We have chosen strands that are the most heavily weighted on
AIMS 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 are
spiraled 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 student
mastery. These recurring performance objectives are listed in the Preamble, AND ARE SUBJECT TO TESTING WITHIN ANY QUARTER ON
GALILEO.

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 STRATEGIES
S1C4PO1 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 STRATEGIES
S1C6PO1 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 2
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

3. 7th Grade Reading Curriculum Map
Isaac School District No. 5
S1C6PO5 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 3
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

4. 7th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description: Literary Text/Characterization
Cluster: 1
Big 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 with
the 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 helps
readers better relate to them. How can the characters we read about help us learn about ourselves?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO3 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 Reading
S2C1PO1 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 1
S2C1PO4 Point of view Contrast points of view (e.g., first vs. third, limited vs.
omniscient) in literary text. First person
Third person
S2C1PO5 Setting Analyze the influence of setting (e.g., time of day or year,
historical period, place, situation) on the problem and Limited person
resolution. Omniscient
S2C1PO6 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 4
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

5. 7th Grade Reading Curriculum Map
Isaac School District No. 5
*S1C6POs Comprehension Strategies See Preamble Style
1-7
Mood
*S1C4POs Vocabulary Strategies See Preamble Literary text
1-3,5
*S1C5PO1 FLUENCY See Preamble
* = POs previously introduced Bold = Priority PO 5
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

6. 7th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description: Main Idea and Supporting Details
Cluster: 2
Big 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 we
comprehend text.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO2 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
Implied
S3C1PO1 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 Language
S3C1PO4 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 6
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

7. 7th Grade Reading Curriculum Map
Isaac School District No. 5
*S1C6POs 1- Comprehension Strategies See Preamble
7
*S1C4POs 1- Vocabulary Strategies See Preamble
3,5
*S1C5PO1 FLUENCY See Preamble
* = POs previously introduced Bold = Priority PO 7
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

8. 7th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Poetry
Cluster: 3
Big 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 Assessment
S2C1PO7 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 7th
S1C4PO4 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 3
S2C1PO2 Multiple themes Recognize multiple themes in works of prose, poetry, and Consonance
drama.
Assonance
S2C1PO6 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 Preamble
7 languages
* = POs previously introduced Bold = Priority PO 8
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

9. 7th Grade Reading Curriculum Map
Isaac School District No. 5
*S1C4POs 1- Vocabulary Strategies See Preamble Similes
3,5
Metaphors
*S1C5PO1 FLUENCY See Preamble Personification
Idioms
Prose
Poetry
Themes
Drama
* = POs previously introduced Bold = Priority PO 9
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

10. 7th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Inferring Author’s Purpose in Expository Text
Cluster: 4
Big 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 Assessment
S3C3PO2 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 Language
S3C3PO3 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
Chronological
S3C3PO1 Author’s specific purpose [Detect] the author's specific purpose for writing the
Sequential
persuasive text.
Logical
S3C1PO12 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 10
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

11. 7th Grade Reading Curriculum Map
Isaac School District No. 5
S3C1PO3 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 Preamble
3, 5
*S1C5PO1 FLUENCY See Preamble
* = POs previously introduced Bold = Priority PO 11
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

12. 7th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Formulate Inferences About Expository Text
Cluster: 5
Big 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 our
information 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 text
S3C1PO10 Inferences about expository [Formulate] relevant inferences about expository text,
text supported by text evidence. Text evidence
Print
S3C1PO6 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
Atlas
S3C1PO7 Primary and secondary sources Differentiate between primary and secondary source material. Almanac
Thesaurus
S3C1PO8 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 12
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

13. 7th Grade Reading Curriculum Map
Isaac School District No. 5
S3C1PO9 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 features
S3C1PO11 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 Contrast
3, 5 Cause and effect
*S1C5PO1 FLUENCY See Preamble
Logical order
Central ideas
Concepts
Elements
Language choice
Organization
* = POs previously introduced Bold = Priority PO 13
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

14. 7th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Functional Text
Cluster: 6
Big 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
ment
S3C2PO3 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 information
S3C2PO1 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. Organize
S3C2PO2 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
Diagram
S3C1PO5 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 14
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

15. 7th Grade Reading Curriculum Map
Isaac School District No. 5
S3C1PO6 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 Index
3, 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 15
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

16. 7th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Comprehending Literary Text Theme
Cluster: 7
Big 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
Resolution
S2C1PO8 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 16
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

17. 7th Grade Reading Curriculum Map
Isaac School District No. 5
S2C2PO1 Historical and cultural aspects [Explain] the historical and cultural aspects found in cross- First person
cultural works of literature.
Third person
Limited
S2C2PO2 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-cultural
3, 5 Folklore
Myths
* = POs previously introduced Bold = Priority PO 17
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

18. 7th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4 The POs in the following clusters are from the subsequent grade level (8th grade)
Unit Name and Description: Literary Analysis
Cluster: 8
Big 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 Summative
AZ 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 18
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District

19. 7th Grade Reading Curriculum Map
Isaac School District No. 5
*S1C4POs 1-3, Vocabulary Strategies See Preamble Style
5
Mood
Literary Text
Author’s word
choice
* = POs previously introduced Bold = Priority PO 19
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-13-2011
Underlining = Cognitive rigor Isaac School District