ISS Curriculum Guide
Grade 7 – Language Arts
Top 10 EC / ISS Student Friendly Learning Target(NCSCOS) / Priority
E, M, I / Knowledge Targets / Reasoning Targets / Performance/ Skill Targets / Product Targets
“Expressive”Competency Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues. / 6-8% of the EOG
I can describe an account/report in the order of importance in a simple and concise manner that will interest the reader.
1.01.1 Narrate an expressive account which creates a coherent organizing structure appropriate to purpose, audience, and context.
Narrate an expressive account which orients the reader/listener to the scene, the people, and the events.
Narrate an expressive account which engages the reader/listener to the scene, the people, and the events.
Narrate an expressive account which engages the reader/listener by establishing a context and creating a point of view.
Narrate an expressive account which establishes the significance of events.
Respond to expressive materials that are read, heard, and/or viewed by monitoring comprehension for understanding of what is read, heard, and/or viewed. / I / Key Concepts:
thesis statement
attention grabber*
topic sentence
conclusion / Organize details into structure appropriate to purpose, audience, and context.
1st
Semester
Reading / I can summarize the main points of works that are read, heard, or viewed.
1.02.2 Respond to expressive materials that are read, heard, and/or viewed by summarizing the characteristics of expressive work.
(2.01.3, 3.01.5) / E / Key Concepts:
- identify main idea and supporting details
- identify important events within the context of the story
- know definition and application of “synthesize”
1st
Semester
Reading / I can identify literary terms and why they are used in print and non-print materials.
1.02.3 Respond to expressive materials that are read, heard, and/or viewed by determining the importance of literary effects on the reader/viewer/listener.
(3.01.3, 3.01.4, 401.1, 4.01.2, 5.01.7, 5.01.8, 5.01.9, 5.02.4) / E / Key Concepts:
- flashback
- allusions
- foreshadowing
- symbolism
- theme
- characterization
- conflict*
1st Semester
Reading / I can relate what I read to myself and the world around me.
Respond to expressive materials that are read, heard, and/or viewed by making connections between works, self, and related topics.
(2.01.5, 2.02.2, 3.01.7, 5.01.11) / E / Key Concepts:
- making comparisons
- Identify the relationships between personal experiences and related topics.
- Define and understand “analogy”
- Recognize the relationship within analogies.
2nd Semester
Reading / I can compare and contrast two or more selections that I have read, heard, or viewed.
Respond to expressive materials that are read, heard, and/or viewed by comparing and or contrasting information.
(2.02.2, 5.02.1) / E / Key Concepts:
- Understand likenesses and differences.
- Understand and use a Venn diagram.
2nd Semester
Reading / I can infer and draw conclusions while reading, hearing, and viewing a selection.
1.02.6 Respond to expressive materials that are read, heard, and/or viewed by drawing inferences and/or conclusion)
(2.01.6, 3.01.8, 4.01.3, 4.02.2, 5.01.1) / E / Key Concepts:
- Understand the concept of “reading between the lines” (inferences).
- Understand the concept of inferences and drawing conclusions.
- Know how to gather and use evidence from the text to support inferences and conclusions.
1st Semester
Reading / I can indentify the main idea of what I have read, heard, or viewed.
Respond to expressive materials that are read, heard, and/or viewed by determining the main idea and/or significance of events.
(1.01.4, 2.01.4, 2.01.3, 5.01.9) / E / Key Concepts:
- Identify important details in a selection
I can keep a learning log or journal in response to personal, social, cultural, and historical issues.
1.02.8 Respond to expressive materials that are read, heard, and/or viewed by generating a learning log or journal.
Respond to expressive materials that are read, heard, and/or viewed by maintaining an annotated list of works read/viewed.
Respond to expressive materials that are read, heard, and/or viewed by creating an artistic interpretation that connects self and/or society to the selection.
Respond to expressive materials that are read, heard, and/or viewed by constructing and presenting book/media reviews. / M / Key Concepts:
- learning log
- culture*
- social issues*
I can respond to comments and questions politely while working in a group.
1.03.1 Interact in group settings by responding appropriately to comments and questions.
Interact in group settings by offering personal opinions confidently without dominating.
Interact in group settings by giving appropriate reasons that support opinions.
Interact in group settings by soliciting and respecting another person’s opinion. / M
I can understand how I grown as a learner and how different experiences affect the way I interpret information.
Reflect on learning experiences by analyzing personal learning growth and changes in perspective.
Reflect on learning experiences by examining changes in self throughout the learning process.
1.04.3 Reflect on learning experiences by determining how personal circumstances and background shape interaction with text. / I / Key Concepts:
- compare
- contrast
- affect/effect
“Informational” Competency Goal 2: The learner will synthesize and use information from a variety of sources. / 16-19% of the EOG
1st and 2nd Semester
Reading / I can interact with print and non-print information and respond in a variety of ways.
2.01.1 Respond to informational materials that are read, heard, and/or viewed by monitoring comprehension for understanding of what is read, heard and/or viewed.
2.01.2 Respond to informational materials that are read, hear, and/or viewed by monitoring comprehension for understanding of what is read, heard and / or viewed.
2.01.3 Respond to informational materials that are read, heard, and/or viewed by summarizing information.
2.01.4 Respond to informational materials that are read, heard, and/or viewed by determining the importance of information.
2.01.5 Respond to informational materials that are read, heard, and/or viewed by making connections to related topics/information.
2.01.6 Respond to informational materials that are read, heard, and/or viewed by drawing inferences and/or conclusions.
2.01.7 Respond to informational materials that are read, heard, and/or viewed by generating questions.
(2.02.1,2.02.2, 2.02.3, 3.01.9, 3.02.1, 3.01.2, 3.01.3, 4.01, 4.01.2, 4.01.3, 5.01.2, 5.02.1, 5.01.2 , 5.01.3) / E / Key Concepts:
- Match text to purpose (entertain,* persuade,* inform,* teach, reflect*)
I can identify and determine validprimary and secondary resources to provide informational material.
2.02.1 Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through identifying and using appropriate primary and secondary sources. / I / Key Concepts:
- primary/
- informational material
- plagiarism*
(2nd) Semester
1st
Reading / I can recognize the different genres of print and non-print materials.
2.02.2 Compare, contrast, and evaluate information from different sources and genres about the same topic.
(1.02.5, 1.02.9, 2.01, 2.01.2, 2.01.3, 3.01.9, 4.02.1, 4.03.1, 4.03.2, 4.03.3, 5.01.1, 5.02.1) / E / Key Concepts:
- Know what a valid source is
- Know what a genre is
- Know different types of sources
- Know different types of genres
- Know the purpose of a source
- Know how to locate information within a source
I can determine if an informational material is a valuable resource.
2.02.3 Evaluating information for extraneous details, inconsistencies, relevant facts, and organization / I
“Argumentative” Competency Goal 3: The learner will refine the understanding and use of arguments. / 5-8% of the EOG
I can identify arguments and positions the author takes and state the supporting proof in a summary.
(1.01.3, 1.03.3, 1.04.3, 3.01.3, 3.01.6, 4.01.2, 4.01.3, 4.03.1)
3.01.1 Explore and analyze argumentative works that are read, heard, and/or viewed by monitoring comprehension for understanding of what is read, heard, and/or viewed.
3.01.2 Explore and analyze argumentative works that are read, heard, and/or viewed by identifying the arguments and positions stated or implied and the evidence used to support them.
3.01.3 Explore and analyze argumentative works that are read, heard, and/or viewed by recognizing bias, emotional factors, and/or semantic slanting. / E / Key Concepts:
- summarization
- argument
- position*
- supporting details
- point of view
- bias*
- stereotype
- propaganda techniques
Writing: Justify opinions with supporting details.
1st Semester
Writing / I can determine the impact of style, tone, and language in an argument.
(1.02.3, 3.01.3, 4.01.1, 4.01.2, 5.01.7, 5.01.8,5.01.9, 5.02.4)
3.01.4 Explore and analyze argumentative works that are read, heard, and/or viewed byexamining the effectiveness of style, tone, and use of language. / E / Key Concepts:
- style
- tone
- argument
Writing: Formulate a valid argument with supporting details. / Explain how the author uses style and tone to support the argument
1st Semester
Writing / I can understand why the author’s position or point of view is important and how it relates to me, other people, and other print and non-print material.
(1.01.3, 2.01.5, 2.02.2, 3.01.1, 3.01.3, 3.01.5, 3.01.8, 4.03.1, 5.01.11, 5.02.2, 5.01.3)
3.01.5 Explore and analyze argumentative works that are read, heard, and/or viewed by summarizing the author’s purpose and stance.
3.01.6 Explore and analyze argumentative works that are read, heard, and/or viewed by examining the importance and impact of establishing a position or point of view.
3.01.7 Explore and analyze argumentative works that are read, heard, and/or viewed by making connections between works, self, and related topics.
3.01.8 Explore and analyze argumentative works that are read, heard, and/or viewed by drawing inferences.
3.01.9 Explore and analyze argumentative works that are read, heard, and/or viewed by responding to public documents (such as but not limited to editorials, reviews, local/state/national policies/ issues). / E / Key Concepts:
- Understand author’s purpose
- Understand how to relate or connect to print and non-print materials.
- Understand how to compare and contrast what is read, heard, or viewed.
1st Semester
Writing / I can identify problems and offer solutions while giving supporting details.
3.02.1 Explore and analyze the problem-solution process by studying problems and solutions within various texts and situations.
3.02.2 Explore and analyze the problem-solution process by utilizing the problem-solution process within various contexts/situations.
3.02.03 Explore and analyze the problem-solution process by constructing essays/ presentations that respond to a given problem by proposing a solution that includes relevant details.
(3.01.1, 3.01.2, 3.01.3, 3.03.1, 3.03.2, 3.03.3, 4.03.1) / E / Key Concepts:
- Know what a problem is
- Know what constitutes a reasonable solution.
- Identify and create clear examples and supporting details.
“Critical” Competency Goal 4: The learner will refine critical thinking skills and create criteria to evaluate print and non-print materials. / 14-16% of the EOG
I can identify bias, hidden messages, and propaganda in print and non-print materials.
4.01.1 Analyze the purpose of the author or creator bymonitoring comprehension for understanding of what is read, heard and/or viewed.
4.01.2 Analyze the purpose of the author or creator by examining any bias, apparent or hidden message, emotional factors, and/or propaganda techniques.
4.01.3 Analyze the purpose of the author or creator by exploring and evaluating the underlying assumptions of the author/creator.
Analyze the purpose of the author or creator by understanding the effects of author’s craft on the reader/viewer/listener. / I / Key Concepts:
- bias
- propaganda
- assumption
- hidden message
- editorials
I can understand the consequences of my decisions based on what I have read.
4.02.1 Develop (with assistance) and apply appropriate criteria to evaluate the quality of the communication by using knowledge of language structure and literary or media techniques.
4.02.2 Develop (with assistance) and apply appropriate criteria to evaluate the quality of the communication by drawing conclusions based on evidence, reasons, or relevant information.
4.02.3 Develop (with assistance) and apply appropriate criteria to evaluate the quality of the communication by considering the implications, consequences, or impact of those conclusions. / M / Key Concepts:
- consequence*
- criteria*
- evaluate
- media techniques*
- target audience*
- justify*
Critique sources to determine validity of available sources.
1st and2nd
Semester
Writing / I can justify my argument with logical, relevant reasons, clear examples, and supporting details.
(1.02.7, 303.2)
4.03.1 Develop the stance of a critic by considering and presenting alternative points of view or reasons.
4.03.2 Develop the stance of a critic by remaining fair-minded and open to other interpretations.
4.03.3 Develop the stance of a critic by creating a critical response/review of a work/topic. / E / Key Concepts:
- Recognize fact and opinion
- Make the connection between the argument and the details used.
- Exemplars*
- Discuss “target audience”
“Literary” Competency Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes. / 50-55% of the EOG
1st and 2nd Semester
Reading / I can use different strategies to understand what I read.
(2.01.1,2,3,4)
5.01.1 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by using effective reading strategies to match type of text. / E / Key Concepts:
- prior knowledge
- reading strategies
- Match text type to reading strategy.
I can participate in small group or whole group discussions and student/teacher conferences concerning various literary genres.
5.01.2 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by reading self-selected literature and other materials of individual interest.
5.01.3 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by reading literature and other materials selected by the teacher.
5.01.4 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by assuming an active role in teacher-student conferences.
5.01.5 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by engaging in small group discussions.
5.01.6 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program bytaking an active role in whole class seminars. / I / Key Concepts:
- identifying genres
1st and 2nd Semester
Reading / I can analyze the effects of literary devices in print or non-print materials.
5.01.7 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program byanalyzing the effects on texts of such literary devices as figurative language, dialogue, flashback, allusion, and irony. / E / Key Concepts:
- figurative language,
- flashback,
- allusion,
- irony,
- dialogue
1st Semester
Reading / I can use the elements of fiction to expand my comprehension of print and non-print materials.
(1.01.3, 3,01,6, 4.03.1)
5.01.8 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program byanalyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style. / E / Key Concepts:
- Know elements of plot (Exposition, rising action, climax, falling action, resolution)
- point of view
- characterization
- mood
- style
- theme
1st Semester
Reading / I can determine the theme in print and non-print material and how the theme relates to me.
(1.02.3,7, 1.04.3, 3.7, 5.02.3,4)
5.01.9 Increase fluency, comprehension, and insight through meaningful and comprehensive literary program by analyzing theme and central ideas in literature and other texts in relation to personal issues and experiences. / E / Key Concepts:
- theme
- Understand how personal experience can relate to print and non-print materials.
- Know difference between theme and main idea
I can expand my comprehension by creating products for different purposes, audiences, and in various contexts.
5.01.10Increase fluency, comprehension, and insight through meaningful and comprehensive literary program by extending understanding by creating products for different purposes, different audiences, and various contexts. / I / Key Concepts:
- target audience*
- context*
- product*
2nd Semester
Reading / I can connect relationships within print and non-print materials.
5.01.11 Increase fluency, comprehension, and insight through meaningful and comprehensive literary program by Analyzing the connections of relationships between and among characters, ideas, concepts, and/or experiences.
(1.02.4, 3.01.7, 2.01.5) / E / Key Concepts:
- Characterization
- Connections
- Recognize connections within a selection.
I can read a variety of literature and text.
5.02.1 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through reading a variety of literature and other text (e.g., mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems.
5.02.2 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through analyzing what genre specific characteristics have on the meaning of the work. / EI / Key Concepts:
- Genre
- Characteristics
I can understand how the author’s choices shaped the meaning of the books.
5.02.3 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through analyzing how the author’s choice and use of a genre shapes the meaning of the literary work. / I
“Grammar Usage” Competency Goal 6: The learner will apply conventions of grammar and language usage.
1st Semester
Conventions / I can model correct sentence structure.
6.01
601.1 Model an understanding of conventional written and spoken expression by using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons. / E / Key concepts:
- conventions
- sentence variety
- punctuation
- fragments and run-ons*
- subject-verb agreement
- verb tense*
- parts of speech
- pronouns
- phrase/clause*
I can figure out the meaning of unfamiliar words.
6.01.6 Model an understanding of conventional written and spoken expression by determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words / I
I can expand my vocabulary knowledge by learning and using new words
6.01.7 Model an understanding of conventional written and spoken expression by extending vocabulary knowledge by learning and using new words) / I
I can choose language that is appropriate to the topic.
6.01.8 Model an understanding of conventional written and spoken expression by choosing language that is precise, engaging, and well suited to the topic and audience. / M
2nd Semester
Conventions / I can apply language conventions when I speak and write.
6.01.9 Model an understanding of conventional written and spoken expression by applying language conventions and usage during written and oral presentation.
(6.02) / E / Key Concepts:
- language conventions
I can choose language that is specific, appealing, and well-suited to the topic and audience.
6.01.10 Model an understanding of conventional written and spoken expression by choosing language that is precise, engaging, and well-suited to the topic and audience. / M
2nd Semester
Conventions / I can investigate how figurative language will improve writing and speaking.
6.01.11 Model an understanding of conventional written and spoken expression by experimenting with figurative language and speech patterns.
(6.02) / I / Key Concepts:
- personification
- alliteration
- hyperbole
- onomatopoeia
- metaphor
- simile
- imagery
2nd Semester
Conventions / I can proofread, edit, and write a final draft that is free of spelling, punctuation, capitalization, and organization errors.
(6.02)
6.02.1 Continue to identify and edit errors in spoken and written English by using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.
6.02.2 Continue to identify and edit errors in spoken and written English by mastering proofreading symbols for editing.
6.02.3 Continue to identify and edit errors in spoken and written English by producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
6.02.4 Continue to identify and edit errors in spoken and written English by listening to and monitoring self to correct errors. / E / Key Concepts:
- Recognize common spelling rules
- Know spelling patterns
- Recognize commonly misspelled words
- Match proofreading symbols to errors
- Know punctuation and capitalization rules
- Recall basic sentence structure
- Know parts of an essay
Logically sequence paragraphs to form a quality final draft. / I can proofread, edit, and write a final draft that is free of spelling, punctuation, capitalization, and organization errors.
*Essential Academic Vocabulary