GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
Dysart Unified School District
Teacher Directions & Guide
for the “Old”
Informative/Explanatory Benchmark
7th Grade
2012-2013
OVERVIEW: The Common Core Standards call for students to write using evidence from reading; therefore, each writing benchmark will include text, graphics, and/or multi-media for students to think through and to use as a model for their writing.
Common Core Appendix A, Informational/Explanatory Writing states:
Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and prècis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains.
Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification.
Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence.
Common Core Standards for the Informative/Explanatory Essay
Writing Standards
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.
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.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
7.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
7.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.)
7.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
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.
7.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
Language Standards
7.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
7.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.
7.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*
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.
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).
c. 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.
7.L.6 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.
Reading Informational Standards
7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.RI.2 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.
7.RI.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
7.RI.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
7.RI.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
21st Century Learner Skills
I. Learning and Innovation Skills
A. Critical Thinking and Problem Solving
o Students will be able to interpret information and draw conclusions based on best analysis.
C. Communication and Collaboration
o Students will be able to articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts.
o Students will be able to demonstrate ability to work effectively and respectfully with diverse teams.
II. Information, Media and Technology
A. Information Literacy
o Students will be able to evaluate information critically and competently.
o Students will be able to manage the flow of information from a wide variety of sources.
B. Media Literacy
o Students will be able to apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media.
Four main components to this benchmark:
· Analyze individual documents using literacy strategies and questions/activities provided
· Complete pre-writing graphic organizer(s) and/or prewriting outline(s)
· As part of the writing process, draft a response that answers the prompt remembering the audience and format
· Revise, edit, and publish a final response referring to the rubric complete with internal citations and a “Works Cited” page.
Guidelines and Information:
· All resources here including the articles, videos, photos or stories can be read and discussed in class. The teacher may read to the class, or students can read in pairs. The ultimate goal is to improve student reading, however, so sometimes students should FIRST read independently followed by one of the previously stated methods.
· Each resource has questions accompanying it which should be answered by the students in class. Teachers can decide whether to do this whole class, in pairs, or in small groups. Every student, however, should have an opportunity to ask questions and understand the resources.
· Students will cite internally and create a “Works Cited” page. Citations are provided at the end of each article. These citations are in MLA format and were created in http://www.citelighter.com. However, upon the advice of an AP teacher, all the URLs were taken out as she said MLA7 now makes this optional.
· All documents and/or multi-media materials have been determined grade-level appropriate.
Suggested Timeline and Protocol for Teachers – Informative
Day 1-3 / Day 4-6 / Day 7-8Preview the benchmark with students
Students should have a copy to begin marking, and a copy can be shown on the overhead.
1. Explaining procedures.
2. Analyze and discuss the prompt for clarity. All students should be able to explain what the prompt asks.
3. Share prerequisites of completing a writing benchmark
● Clear and legible writing
● Completed on time
● Use blue or black ink for the final copy
● Cite references used. Use of the attached documents to support writing.
4. Review expectations with holistic rubric. Focus on 4 or 5 column. Falls Far Below and Approaches are not options.
5. Read and discuss Strategies for Success.
Students begin analysis of documents
1. Students take notes
2. Students respond to all questions for each document in complete sentences
3. Students must share and discuss their findings and to add to their notes.
● Use the “Listening and Speaking Rubric” as a guide.
*All work must be done in class. GRADES 6-8* / Complete prewriting activities
This includes:
1. Graphic Organizers
2. Determine vocabulary needed
*It is highly suggested that students explain their thinking in the pre-writing activities as a support in the use of documents.
3. Thesis Statement
● Students create a thesis
statement which clearly answers the prompt
● Students will use the frame
as a support in writing their
thesis statements.
FORMULA: Attitude + Subject + Main Point(s)
● Teacher should check that
each student has a thesis
statement.
Complete Rough Draft
This includes:
1. Students write a rough draft that addresses the prompt.
2. Rough draft should include at least five paragraphs, introduction, information with evidence and a conclusion.
●Students should use NOT use
conversational speaking or
dialogue in their writing, such
as “ I am going to tell you
about… or I hope you like this
essay…. “ / Complete revision activities
1. Students will complete a peer-revision sheet.
2. Students will use scoring rubric to make revisions.
Complete editing activities
This includes:
1. Students will peer-edit the rough draft.
●Student should be checking
for: - Complete thoughts.
- Citing evidence
- Proper grammar and syntax
- Correct spelling of high
frequency words
- Correct use of academic
vocabulary.
Complete Final Copy
This includes:
1. Students complete their final copy
●Use blue or black ink
Collection Processes
This includes:
1. Final Copy only
Scoring Processes
This includes:
1. Trade with grade-level partner
2. Grade-level partner should score without writing on Final Copies
3. Teacher will get them back and score their own students
4. Teacher may mark on own papers for teaching purposes
5. If scores do not match, teachers should have a conversation and come to a consensus
6. Benchmark grade should be used as a writing grade in the grade book.
7. Scores should be recorded in iAssess
Speaking and Listening Rubric – Collaborative Conversations, Grades 6-8
SKILLS / 6Exceeds / 4-5
Meets / 2-3
Approaches / 0-1
Falls Far Below
Come to a discussion prepared / · Actively pre-reads materials (marks text) and researches topic
· Understands topic
· References applicable outside sources
· Internalizes/readily recalls information / · Actively pre-reads materials (marks text) and researches topic
· Prepares topic clarification questions before discussion
· Refers to notes during discussion / · Reads materials but is not prepared for discussion
· Prepares limited or incomplete notes / · Skims or fails to read materials completely
· Fails to prepare notes or bring materials
Follow rules for collegial discussions / · Respectfully listens, interacts and poses questions to all team members
· Helps direct group in reaching a conclusion
· Superior use of time/meets goals / · Respectfully listens to others without talking over anyone
· Seeks others’ opinions
· Stays on task/topic
· Effective use of time/meets goals / · Listens but occasionally speaks out of order
· Strays from task/topic
· Ineffective use of time/does not meet goals / · Listens but avoids speaking
· Speaks but is off topic most of the time
· Disrespectful to others or disruptive
· Ineffective use of time/does not meet goals
Acknowledge new information expressed by others / · Expresses own views while acknowledging others’ views
· Respectfully challenges unsubstantiated claims
· Reflects on own views in light of new information
· Willing to change positions with substantial evidence / · Expresses own views and listens to others’ views
· Asks for clarification of others’ views as needed
· Accepts new information based on evidence provided / · Listens to others and sometimes gives input.
· Rarely asks for clarification of others’ views
· Considers changing position, but does not despite evidence / · Disregards or ignores information expressed by others
· Does not develop a position
· Refuses to consider changing position
· Disengages from discussion when new information is presented
Pose questions that connect ideas / · Questions make connections between credible evidence, others’ views, and personal observations / · Questions suggest connections between credible evidence and personal observations and ideas / · Questions attempt only obvious or limited connections between evidence and personal observations / · Questions connect only to personal observations or are nonexistent
Apply thinking processes / · Analyzes significance or weakness of an argument
· Evaluates soundness of evidence
· Evaluates reasoning and opinions of others
· Draws conclusions beyond the obvious
· Demonstrates superior ability to speak about a topic and makes sound connections / · Identifies major points of an argument
· Identifies relevance of evidence
· Considers reasoning and opinions of others
· Draws simple or obvious conclusions
· Demonstrates effective ability to speak about a topic and makes general connections / · Paraphrases others’ discussion of the credibility of an argument or evidence
· Fails to consider reasoning or opinions of others
· Draws basic conclusions
· Demonstrates some ability to speak about a topic and makes limited connections / · Unable/unwilling to follow an argument or evidence
· Unable/unwilling to consider reasoning or opinions of others
· Unable/unwilling to draw conclusions
· Unable/unwilling to speak about a topic or to make any connections
General Directions