Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. C /
- I can locate and summarize several pieces of textual evidence to support my claim.
- I can draw conclusions/make inferences based on textual evidence.
- I can distinguish what the text specifically states to what the text implies.
DOK 3
DOK 3 / Holt, Rinehart, Winston, Elements of Literature, First Course:“Ricki-tikki-tavi” / Making Meaning 1-8
“Song of the Trees” / Making Meaning 1-9
“The Smallest Dragonboy” / Making Meaning 1-9
“Three Skeleton Key” / Making Meaning 1-8
“A Day’s Wait” / Making Meaning 1-10
“The Naming of Names” / Making Meaning 1-9 / Analyze
Cite
Evidence
Explicit
Infer
Textual
CCSS.ELA-Literacy.RL.7.2
Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. C /
- I can determine the central idea/theme of text.
- I can describe how the central idea/theme changes over the course of the text.
- I can summarize the text without including my opinion.
DOK 2
DOK 1
/ Holt, Rinehart, Winston, Elements of Literature, First Course:“The Dinner Party”/Standardized Test Preparation
“Song of the Trees” /Making the Connection
“The Smallest Dragonboy”/Standardized Test PreparationMaking the Connection (59)
“Three Skeleton Key”/ Making the Connection (75)
“A Day’s Wait”/
Making the Connection (85)
“The Last Dinosaur” /Making the Connection (90)
“Immigrant”
Connecting Across Texts (140)
“Names/Nombres”/Standardized Test Preparation (31) / Analyze
Central Idea
Determine
Objective
Theme
CCSS.ELA-Literacy.RL.7.4
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,alliteration) on a specific verse or stanza of a poem or section of a story or drama. C /
- I can determine the meaning of words/phrases as they are used in texts.
- I can define/identify figurative language (simile, metaphor, hyperbole, personification).
- I can distinguish between literal and figurative language.
- I can define poetic sound devices (alliteration, consonance, assonance, and rhyme scheme).
- I can identify/explain how rhymes and other repetitions of sounds affects poem, story, and/or drama
DOK 1
DOK 3
DOK 1
DOK 2 / Holt, Rinehart, Winston, Elements of Literature, First Course:
“The Runaway”/
Making Meaning 1-8
“Immigrants”
I’m Nobody”/Making Meaning 1-7 / Alliteration
Analyze
Connotative
Determine
Figurative Language
Impact
Rhymes
Repetition
Stanza
CCSS.ELA-Literacy.RL.7.10
Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literatue, including stories, dramas, and poems, in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of th range. C
(FC6: By the end of the year, the lexile score for a 7th grade student should be 1120 or higher.) /
- I can distinguish between texts I understand, and texts I do not understand.
- I can use reading/note-taking/listing/questioning strategies to locate areas of difficulty in the text.
- I can read/comprehend literature (stories, dramas, poems) at a grade 6-8 level of difficulty.
DOK 2
DOK 1 / Holt, Rinehart, Winston, Elements of Literature, First Course:
“Rikki-tikki-tavi”/
Formal Assessment (1)
“The Runaway”/Formal Assessment (3)
“Song of the Trees”/Formal Assessment (4)
“The Smallest Dragonboy”/
Formal Assessment (6)
“Three Skeleton Key”/Formal Assessment (8)
“A Day’s Wait”
Formal/ Assessment (10)
“Out Here on My Own” / Reading Application Test: Formal Assessment (14)
“The Naming of Names”/Formal Assessment (27)
“I’m Nobody”/ Formal Assessment (29) / Complexity
Proficient
Range
Scaffold
CCSS.ELA-Literacy.RI.7.1
Key Idea and Details: Cite several pieces of textual evidence to support anaylsis of what the text says explicitly as well as inferences drawn from the text. C /
- I can locate and summarize several pieces of textual evidence to support my claim.
- I can distinguish what the text specifically states to what the text implies.
DOK 3 / Holt, Rinehart, Winston, Elements of Literature, First Course:
From Homesick
Making Meaning (118)
From Barrio Boy Making Meaning (131)
“Fish Cheeks” Making Meaning (141)
“Names/Nombres”
Making Meaning (149) / Analyze
Cite
Evidence
Explicit
Infer/Inferences
Textual
CCSS.ELA-Literacy.RI.7.2
Key Ideas and Details: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. C /
- I can determine two or more central ideas in a text.
- I can summarize/paraphrase the text without including my opinion.
DOK 1 / Holt, Rinehart, Winston, Elements of Literature, First Course:
“We Were Somebody
Standardized Test Preparation (12)
“Night Lights on the High Seas”
Standardized Test Preparation (16)
“Grace Under Pressure”
Standardized Test Preparation(20)
From Homesick
Standardized Test Preparation (22)
“Immigrants in the United States”
Standardized Test Preparation (26)
“Finding the Answers in Stories”
Standardized Test Preparation (29)
“Live from Mars”
Standardized Test Preparation (32) / Analyze
Central Idea
Course
Determine
Objective
CCSS.ELA-Literacy.RI.7.3
Key Ideas and Details: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). C /
- I can identify/describe the interactions between individuals, ideas, and events in the text.
- I can describe how ideas influence individuals in the text.
- I can describe how individuals influence ideas in the text.
DOK 2
DOK 2 / Holt, Rinehart, Winston, Elements of Literature, First Course:
From Homesick
Making the Connections (116)
From Barrio BoyMaking the Connections (130)
“Fish Cheeks
Connection Across Texts (140)
“Names/Nombres”
Making the Connections (148)
“The Naming of Names
Making the Connections (162) / Analyze
Interactions
CCSS.ELA-Literacy.RI.7.4
Craft and Structure: Determine themeaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. C /
- I can determine the meaning of words and phrases as they are used in a text.
- I can distinguish between figurative, connotative, and technical meanings of word used in a text.
- I can identify/explain how an author’s specific word choice affects meaning and tone.
DOK 2
DOK 2 / Holt, Rinehart, Winston, Elements of Literature, First Course:
“Fish Cheeks”
Descriptive Writing/ Different Tastes
Language Link/ Style: Using Precise Adjectives / Analyze
Connotative
Determine
Figurative
Impact
Technical
Tone
CCSS.ELA-Literacy.RI.7.10
Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. C
(FC6: By the end of the year, the lexile score for a 7th grade student should be 1120 or higher.) /
- I can read/comprehend literary nonfiction at a 6-8 grade level of difficulty.
Formal Assessment (19)
From Barrio Boy
Formal Assessment (21)
“Fish Cheeks”
Formal Assessment (23)
“Names/Nombres”
Formal Assessment (25)
“Who Am I” / Reading Application Test
Formal Assessment (32) / Complexity Band
Proficient
Scaffolding
CCSS.ELA-Literacy.SL.7.1
Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. C /
- I can contribute to one-on-one, group, and teacher led discussions by discussing my own ideas and build on the ideas of others.
- I can use text evidence and research in a discussion.
DOK2 / Holt, Rinehart, Winston, Elements of Literature, First Course:
“Rikki-tikki-tavi”
Listening to Music (12)
“The Runaway”
Choices/Performance: Choral Reading (27)
“The Smallest Dragaonboy”
Getting Student Involvement / Story Mapping (53) / Diverse
Engage
Express
Range
CCSS.ELA-Literacy.SL.7.1a
Comprehension and Collaboration: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. C /
- I can prepare for discussions by reading/researching class materials beforehand.
- I can use prepared evidence on topic, text, or issue to contribute to one-on-one, group, or teacher-led discussion.
DOK 3 / Holt, Rinehart, Winston, Elements of Literature, First Course:
“Rikki-tikki-tavi”
Storytelling/Music/The Sound of “Rikki-tikki” (20)
“Song of the Trees”
Choices/Science/Art: Trees’ Company (43)
“The Smallest Dragonboy”
/Science/Speaking and Listening: Weyr Science (62) / Draw
Evidence
Explicit
Refer
Probe
CCSS.ELA-Literacy.SL.7.2
Comprehension and Collaboration: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. C /
- I can actively listen/observe/identify central ideas and text evidence when presented in different ideas.
- I can discuss how ideas presented connect to topic and text.
DOK 3 / Holt, Rinehart, Winston, Elements of Literature, First Course:
“Rikki-tikki-tavi”
Getting Students Involved/Cooperative Learning/ Snakes on Trial (8)
“Song of the Trees”Taking a Second Look (34)
“The Smallest Dragonboy”
Getting Students Involved/ Travel Tips (52) / Analyze
Clarify
Diverse
Format
Media
CCSS.ELA-Literacy.SL.7.6
Comprehension and Collaboration: Adapt speech to a variety of contexts, tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations). C /
- I can use formal English while giving presentations.
- I can adjust my speech to a variety of subjects depending on purpose/audience.
- I can create interesting presentations by adding visual pieces.
DOK 1
DOK 1 / Holt, Rinehart, Winston, Elements of Literature, First Course:
“Rikki-tikki-tavi”
Choices/Speaking and Listening (20)
“Song of the Trees”Getting Students Involved/Cooperative Learning: Tableuax (38)
“The Smallest Dragonboy”
Choices/ Science/Speaking Listening (62) / Adapt
Context
Command
Demonstrate
Indicate
CCSS.ELA-Literacy.L.7.4
Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies C /
- I can determine the meaning of unknown words and phrases by its position/function on a 7th grade level.
“Rikki-tikki-tavi”
Preteaching Vocabulary (2)
“Song of the Trees”
Preteaching Vocabulary (28)
“The Smallest Dragonboy”
Preteaching Vocabulary (46)
“Three Skeleton Key”
Preteaching Vocabulary (64)
“A Day’s Wait”
Preteaching Vocabulary (80)
From Homesick
Preteaching Vocabulary (104)
From Barrio Boy
Preteaching Vocabulary (124)
“Fish Cheeks”
Preteaching Vocabulary (134)
“The Naming of Names”
Preteaching Vocabulary (152) / Clarify
Determine
Range
CCSS.ELA-Literacy.L.7.4a
Vocabulary and Acquistion Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. C /
- I can determine the meaning of words and phrases by its position/function in a sentence and paragraph.
“Rikki-tikki-tavi”
You’ve Been There (21)
“Three Skeleton Key”
Words to Own (4)
“A Day’s Wait”
Vocabulary for the Workplace (87)
Words to Own (5) / Context
Function
CCSS.ELA-Literacy.L.7.4b
Vocabulary and Acquistion Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). C /
- I can define Greek and Latin roots and affixes.
- I can apply Greek and Latin roots and affixes to determine the meanings of unknown words.
DOK 2 / Holt, Rinehart, Winston, Elements of Literature, First Course:
“Names/Nombres
How to Own a Word / Suffixes: The Verb-Noun Connection / Affixes
Greek
Latin
Root
CCSS.ELA-Literacy.L.7.4c
Vocabulary and Acquistion Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. C /
- I can use several different resources to determine the meanings of unknown words.
“The Naming of Names”
How to Own a Word / Using Glossaries and Dictionaries (167)
Words to Own (9) / Clarify
General
Reference
Specialize
CCSS.ELA-Literacy.L.7.4d
Vocabulary and Acquisition Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).C /
- I can use context clues to determine the meaning of unknown words.
“The Naming of Names”
How to Own a Word / Using Glossaries and Dictionaries (167)
Words to Own (9) / Determination
Infer
Preliminary
CCSS.ELA-Literacy.L.7.5b
Vocabulary and Acquistion Use:
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. C /
- I can use synonyms and antonyms to determine the meanings of unknown words.
“The Smallest Dragonboy”
Words to Own (3)
“A Day’s Wait”
Words to Own (5)
From Barrio Boy
Words to Own (7)
“Fish Cheeks”
Analogies: Pairs of Pairs (143) / Anaology
Synonym
Antonym
CCSS.ELA-Literacy.L.7.5c
Vocabulary and Acquisition Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). C /
- I can classify words based on their definitions and associations.
“Song of the Trees”
How to Own a Word / Connotations (44)
“The Smallest Dragonboy”
Write About It and Own It (63)
“Three Skeleton Key”
And the Answer Is (79)
From Homesick
Body Language (120)
From Barrio Boy
Rest Assured—The Words Are in the Bank (133)
“Fish Cheeks”
Words to Own (8) / Connotations
Denotations
Distinguish
CCSS.ELA-Literacy.L.7.6
Vocabulary and Acquisition Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. C /
- I can use appropriate words related to reading, writing, speaking, listening.
“Rikki-tikki-tavi”
Words to Own (1)
“Song of the Trees”
Words to Own (2)
“The Smallest Dragonboy”
Words to Own (3)
“Three Skeleton Key”
Words to Own (4)
“A Day’s Wait”
Words to Own (5)
“The Naming of Names”
Words to Own (9) / Academic
Acquire
Comprehension
Domain-specific
Expression
Fox C-6 School DistrictI=Introduced, C=Continued, M=Mastered
November 1, 20131Bold=Safety Net Standard