Pacing Guides

7th Grade Language Arts

Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources
August / 7.L.4
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.
(continued next page)
a. 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
S3C6PO12: Use parts of speech correctly
S3C6PO11: Use resources to spell correctly / Prentice Hall Copper Level-Nouns & Pronouns Chapter 14 Review-pgs. 310-311
Prentice Hall Copper Level Verbs Chapter 15 Review-pgs. 330-331
Prentice Hall Copper Level-Adjectives & Adverbs Chapter 16 Review-pgs. 356-357
Prentice Hall Copper Level Prepositions Chapter 17 Review-pgs. 370-371
Prentice Hall Copper Level Conjunctions & Interjections Chapter 18 Review-pgs. 385-386 / Nouns
Verbs-action/linking
Pronouns
Adjectives
Adverbs
Conjunctions
Prepositions
Interjections / Nouns
Verbs-action/linking
Pronouns
Adjectives
Adverbs
Conjunctions
Prepositions
Interjections / Prentice Hall, Bronze Level
Nouns/Pronouns- pgs. 294-312
Verbs-pgs. 314-332
Adjectives/Adverbs-pgs. 334-358
Prepositions-pgs. 360-372
Conjunctions/Interjections-pgs. 374-388
Write Source
Nouns-pgs. 470
Pronouns-pgs. 474
Verbs-pgs. 480
Adjective-pgs. 486
Adverbs-pgs. 490
Prepositions-pgs. 494
Conjunctions-pgs. 496
Interjections-pgs. 746 & 748
August / S3C6PO13: Use subject/verb agreement in simple & compound sentences
S3C6PO7; Spell high frequency words correctly
S3C6PO8: use common spelling patterns to spell words correctly / Prentice Hall Copper Level Basic Sentence Parts Chapter 19 Review-Pgs. 420-421 / Simple Sentences
Compound Sentences
Subject
Verb / Simple Sentences
Compound Sentences
Subject
Verb / Prentice Hall Bronze Level
Basic Sentence Parts pgs. 390-422
Write Source
Building Effective Sentences-pgs. 500-519
Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources
August / S3C6PO2: Use commas correctly
S3C6PO3: Use quotation marks to punctuate
S3C6PO4: Use italics to indicate titles
S3C6PO5: Use colons to punctuate
S3C6PO6: Use apostrophes to punctuate / Prentice Hall Copper Level Punctuation Chapter 26 Review-pgs.630-631 / Commas
Quotation Marks
Italics
Colons
Apostrophes / Commas
Quotation Marks
Italics
Colons
Apostrophes / Prentice Hall Bronze Level
Chapter 26 pgs 578-632
Write Source
Pgs 579
August / S3C6PO1: Use capital letters correctly / Prentice Hall Copper Level Capitalization Chapter 27 Review-pgs. 650-651 / Proper Nouns
Words used as names
Titles
Abbreviations
Proper Adjectives / Proper Nouns
Adjectives
Abbreviations / Prentice Hall Bronze Level
Chapter 27, pgs. 634-656
Write Source
Pgs. 618-626
September/October / 7.W.1
Write arguments to support claims with clear reasons and relevant evidence.
(continued next page)
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
S3C4PO1: Write persuasive text
S3C1PO2: Write for a variety of expressive forms
Strand I, all POs, SEE APPENDIX
Strand II, all POs, SEE APPENDIX / District Writing Assessment / Controlling Idea
Supported Argument
Detailed Evidence
Persuasive Techniques
Exclude Irrelevant Information / Persuasive Text
Argument
Propaganda
Irrelevant Information / Prentice Hall Bronze Level
Chapter 7, Persuasive Essay-pgs. 124-144
Write Source
Persuasive Writing-pgs. 219-267
Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources
November/December/January / S3C2PO1: Record information
S3C1PO2: Write for a variety of expressive forms
Strand I, all POs, SEE APPENDIX
Strand II, all POs, SEE APPENDIX / District Writing Assessments / Observations
Notes
Lists
Charts
Map Labels
Legends / Expository Text
Observations
Notes
Lists
Charts
Map Labels
Legends / Prentice Hall Bronze Level
Chapter 8, Exposition, Compare/Contrast Essay-pgs. 150-169
Chapter 9, Cause & Effect Essay-pgs. 174-193
Write Source
Expository Writing-pgs. 157-205
November/December/January / 7.W.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
S3C2PO2: Write a summary based on information
S3C1PO2: Write for a variety of expressive forms
Strand I, all POs, SEE APPENDIX
Strand II, all POs, SEE APPENDIX / Topic Sentence
Supporting Details
Information / Expository Text / Prentice Hall Bronze Level
Chapter 8, Exposition, Compare/Contrast Essay-pgs. 150-169
Chapter 9, Cause & Effect Essay-pgs. 174-193
Write Source
Expository Writing-pgs. 157-205
November/December/January / S3C2PO3: Write a process essay
S3C1PO2: Write for a variety of expressive forms
Strand I, all POs, SEE APPENDIX
Strand II, all POs, SEE APPENDIX / Thesis Statement
Supporting Details
Introduction
Body
Conclusion / Expository Text
Thesis Statement / Prentice Hall Bronze Level
Chapter 8, Exposition, Compare/Contrast Essay-pgs. 150-169
Chapter 9, Cause & Effect Essay-pgs. 174-193
Write Source
Expository Writing-pgs. 157-205
February / S3C3PO1: Write a variety of functional texts / District Writing Assessment / Directions
Recipes
Procedures
Rubrics
Posters
Graphs
Tables / Functional Text / Prentice Hall Bronze Level Chapter 10, How-To Essay-pgs. 198-217

BCESD #15 (7/2011)7th Grade Language Arts Pacing Guide – Page 1 of 7

Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources
February / S3C3PO3: Write a friendly letter / Heading
Salutation
Body
Closing
Signature / Functional Text
Friendly Letter
Salutation
February / S3C3PO4: Write a formal letter / Heading
Salutation
Body
Closing
Signature / Functional Text
Business Letter
February / S3C3PO5: Address an envelope for correspondence / Return Address
Recipient Address / Return Address
Recipient Address
March / Data Driven Review & Intervention
March / 6 Traits of Writing Review
Strand 2, all POs
March / How to Read a Writing Prompt / R-role
A-audience
F-format
T-topic
S-strong vocabulary / Refer to any sample writing prompt:

April / 7.W.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
(continued next page)
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
S3C1PO1: Write a narrative/descriptive/narrative piece
S3C1PO2: Write for a variety of expressive forms
Strand I, all POs, SEE APPENDIX
Strand II, all POs, SEE APPENDIX / Personal Narrative
Plot
Characters
Setting
Dialogue
Figurative Language / Expressive
Descriptive
Narrative / Prentice Hall Bronze Level
Chapter 4, Narration-pgs. 48-67
Chapter 5, Narration/Short Story-pgs. 72-93
Chapter 6, Description pgs. 98-118
Write Source
Descriptive Writing-pgs. 71-83
Narrative Writing-pgs. 93-143
Creative Writing-pgs. 343-352
April / S3C1PO1: Write a narrative/descriptive/narrative piece
S3C1PO2: Write for a variety of expressive forms
Strand I, all POs, SEE APPENDIX
Strand II, all POs, SEE APPENDIX / District Writing Assessments / Personal Narrative
Plot
Characters
Setting
Dialogue
Figurative Language / Expressive
Descriptive
Narrative
Myths
Legends
Folk Tales
Poetry / CROSS CURRICULUAR ACTIVITY WITH SCIENCE CONCEPT, 7th GRADE STANDARDS:
S6C3PO5
Write Source
Creative Writing-pg. 353
Creative Writing-pgs. 343-352
May / 7.W.2
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
(continued next page)
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast,
and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.comprehension.WS3C6PO1; Write a summary of information from sources / Paraphrase
Summarize
Main Idea / Paraphrase
Summarize
Main Idea / Prentice Hall Bronze Level
Chapter 11, Research pgs. 222-243
Write Source
Research Writing pgs. 363-381
May / WS3C6PO2: Write and informational report / Topic
Facts
Sequence
Conclusion
Sources / Informational Report / Prentice Hall Bronze Level
Chapter 11, Research pgs. 222-243
Write Source
Research Writing pgs. 363-381

Monthly Logic Problems/Problem Solving Skills

  • August: S5C2.PO4 – Represent a problem situation using multiple representations, describe the process used to solve the problem, and verify the reasonableness of the solution.
  • September: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered
  • October: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered
  • November: S5C2.PO7 – Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning
  • December: S5C2.PO6 – Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informational and formal mathematical language
  • January: S5C2.PO11 – Identify simple valid arguments using if…then statements
  • February: S5C2.PO3 – Identify relevant, missing, and extraneous information related to the solution to a problem
  • March: S5C2.PO5 – Apply a previously used problem-solving strategy in a new context

BCESD #15 (7/2011)7th Grade Language Arts Pacing Guide – Page 1 of 7