Goddard: Seventh Grade -Common Core State Standards (CCSS) English/Language Arts

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐
Strand: Reading for Literature 6-12 / Code: 7.RL.1
Boxed Sub-heading: Key Ideas and Details
Standard: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Depth of Knowledge:Level 1: Recall ☒Level 2: Basic Application-skill/concept☒
Level 3: Strategic Thinking ☒Level 4: Extended Thinking☐
What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
  • Evidence-proof

  • Analysis-studying the nature of a subject

  • Text-written document

  • Inference-using what you know and any new information given in said text to come to a conclusion

Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
  • Cite-refer to as an example

  • Support-to uphold, endorse, to plump for

  • Says-to tell the meaning

  • Drawn-taken

This standard means a student will know and be able to do…(use your own words)
The student
The student will find multiple pieces of evidence within the passage and apply it to their background knowlege to come to a better understanding by drawing their own conclusions on the main idea.
Essential Questions:
  • While reading can I identify different pieces of text that support the main idea?

  • Can I make observations using context cues to apply what I know and what I’ve learned?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence / Prior skill(s) needed
Assessment Item Type:Selected Response☒Extended Constructed Response☒Technology Enhanced☒Performance Task☒
Writing Prompt☐Oral Response☐Eligibility☒
Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1:
Example 2:
Example 3:
Instructional Resources/Tools/Referenced Websites:
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐
Strand: Reading for Literature 6-12 / Code: 7.RL.2
Boxed Sub-heading: Key Ideas and Details
Standard: 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.
Depth of Knowledge:Level 1: Recall ☐Level 2: Basic Application-skill/concept☒
Level 3: Strategic Thinking ☒Level 4: Extended Thinking☐
What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
  • Theme-the overall message

  • Idea-the concept

  • Text-the passage

  • Summary-a short retell

Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
  • Determine-to decide

  • Analyze-determine the elements or essential features of

  • Provide-to give

This standard means a student will know and be able to do…(use your own words)
The student
The student will conclude what overall message the author is relaying by finding essential features in a passage and then give a short unbiased interpretation.
Essential Questions:
  • Can I interpret the author’s message after reading a passage?

Can I organize and synthesize the information to give a short summary?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence / Prior skill(s) needed
Assessment Item Type:Selected Response☒Extended Constructed Response☒Technology Enhanced☒Performance Task☒
Writing Prompt☐Oral Response☐Eligibility☒
Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1:
Example 2:
Example 3:
Instructional Resources/Tools/Referenced Websites:
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐
Strand: Reading for Literature 6-12 / Code: 7.RL.3
Boxed Sub-heading: Key Ideas and Details
Standard: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Depth of Knowledge:Level 1: Recall ☐Level 2: Basic Application-skill/concept☒
Level 3: Strategic Thinking ☒Level 4: Extended Thinking☐
What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
  • Elements-pieces

  • Story-a narrative

  • Drama-play

Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, and then determine the meaning within the context of the standard.
  • Analyze-to determine the elements or special features of

  • Interact-to work in close relation

This standard means a student will know and be able to do…(use your own words)
The student will work closely with a narrative &/or play to understand how the elements of the passage interact.
Essential Questions:
  • Can I identify how the setting shapes the plot?

  • Can I determine how the plot changes the characters?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence / Prior skill(s) needed
Assessment Item Type:Selected Response☒Extended Constructed Response☒Technology Enhanced☒Performance Task☒
Writing Prompt☐Oral Response☐Eligibility☒
Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1:
Example 2:
Example 3:
Instructional Resources/Tools/Referenced Websites:
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐
Strand: Reading for Literature 6-12 / Code: 7.RL.4
Boxed Sub-heading: Craft and Structure
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative 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.
Depth of Knowledge:Level 1: Recall ☒Level 2: Basic Application-skill/concept☒
Level 3: Strategic Thinking ☒Level 4: Extended Thinking☐
What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
  • Impact-effect

  • Meaning-definition

  • Words-the text

  • Phrases-clusters of text

  • Text-the passage

  • rhymes-words that end in the same vowel/consonant sounds

  • repetitions-repeated words or phrases

Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
  • Determine-to decide

  • Used-to work with

  • Including-to encompass

  • Analyze-to determine the elements or special features of

This standard means a student will know and be able to do…(use your own words)
The students will determine text definitions by encompassing different elements of literature.
Essential Questions:
  • Can I identify draw conclusions from the authors use of literary elements?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence / Prior skill(s) needed
Assessment Item Type:Selected Response☒Extended Constructed Response☒Technology Enhanced☒Performance Task☒
Writing Prompt☐Oral Response☐Eligibility☒
Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1:
Example 2:
Example 3:
Instructional Resources/Tools/Referenced Websites:
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐
Strand: Reading for Literature 6-12 / Code: 7.RL.5
Boxed Sub-heading: Craft and Structure
Standard: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
Depth of Knowledge:Level 1: Recall ☐Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☒Level 4: Extended Thinking☒
What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
  • Form-layout

  • Structure-organization

  • Meaning-the definition

Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
  • Analyze- to determine the elements or special features of

  • Contributes-to give

This standard means a student will know and be able to do…(use your own words)
The student The student will determine the layout and organization of a drama/poem to help with understanding.
Essential Questions:
  • Can I identify the structure or form of a poem/drama?

  • Do I understand how the form and/or structure of a drama/poem support its meaning?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence / Prior skill(s) needed
Assessment Item Type:Selected Response☒Extended Constructed Response☒Technology Enhanced☒Performance Task☒
Writing Prompt☐Oral Response☐Eligibility☒
Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1:
Example 2:
Example 3:
Instructional Resources/Tools/Referenced Websites:
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐
Strand: Reading for Literature 6-12 / Code: 7.RL.6
Boxed Sub-heading: Craft and Structure
Standard: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Depth of Knowledge:Level 1: Recall ☐Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☒Level 4: Extended Thinking☒
What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
  • Author-one who writes a passage

  • Points of view-an opinion

  • Characters-participants in a story

  • Narrators-one who tells the story

Text-the passage
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
  • Analyze- to determine the elements or special features of

  • Develop – to elaborate or expand in detail

  • Contrasts-compare

This standard means a student will know and be able to do…(use your own words)
The student
The students will determine how character’s opinions affect the story.
Essential Questions:
  • Can I understand how a character’s point of view affect the story?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence / Prior skill(s) needed
Assessment Item Type:Selected Response☒Extended Constructed Response☒Technology Enhanced☒Performance Task☒
Writing Prompt☐Oral Response☐Eligibility☒
Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1:
Example 2:
Example 3:
Instructional Resources/Tools/Referenced Websites:
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐
Strand: Reading for Literature 6-12 / Code: 7.RL.7
Boxed Sub-heading: Integration of Knowledge and Ideas
Standard: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
Depth of Knowledge:Level 1: Recall ☐Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☒Level 4: Extended Thinking☒
What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
  • Story-the passage

  • Drama-composition in prose or verse

  • Poem-composition in verse

  • Version-an account

  • Techniques-a style

  • Medium-an agency by which something is accomplished

  • Effects-products

Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
  • Compare-to show similarities

  • Contrast-to show opposites

  • Analyzing- to determine the elements or special features of

This standard means a student will know and be able to do…(use your own words)
The student
The student will determine similarities and differences between two versions of the same story.
Essential Questions:
  • Can I tell how varied elements affect the meaning of a story?

  • Can I see similarities and differences between the same story being told using different agencies?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence / Prior skill(s) needed
Assessment Item Type:Selected Response☒Extended Constructed Response☒Technology Enhanced☒Performance Task☒
Writing Prompt☐Oral Response☐Eligibility☒
Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1:
Example 2:
Example 3:
Instructional Resources/Tools/Referenced Websites:
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐
Strand: Reading for Literature 6-12 / Code: 7.RL.8
Boxed Sub-heading: Integration of Knowledge and Ideas
Standard: (Not applicable to literature)
Depth of Knowledge:Level 1: Recall ☐Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐Level 4: Extended Thinking☐
What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
This standard means a student will know and be able to do…(use your own words)
The student
Essential Questions:
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence / Prior skill(s) needed
Assessment Item Type:Selected Response☐Extended Constructed Response☐Technology Enhanced☐Performance Task☐
Writing Prompt☐Oral Response☐Eligibility☐
Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1:
Example 2:
Example 3:
Instructional Resources/Tools/Referenced Websites:
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐
Strand: Reading for Literature 6-12 / Code: 7.RL.9
Boxed Sub-heading: Integration of Knowledge and Ideas
Standard: 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.
Depth of Knowledge:Level 1: Recall ☐Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☒Level 4: Extended Thinking☒
What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
  • Portrayal-interpretation

  • Time-setting

  • Place-setting

  • Character-one who participates in a story

  • Account-a retelling

  • Period-time placement

  • Author-one who writes a passage

Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
  • Compare-to show similarities

  • Contrast-to show opposites

  • Understanding-comprehension

This standard means a student will know and be able to do…(use your own words)
The student
The student will use similarities and differences of setting and participants in a passage to understand the author’s version of history.
Essential Questions:
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence / Prior skill(s) needed
Assessment Item Type:Selected Response☒Extended Constructed Response☒Technology Enhanced☒Performance Task☒
Writing Prompt☐Oral Response☐Eligibility☒
Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1:
Example 2:
Example 3:
Instructional Resources/Tools/Referenced Websites:
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐
Strand: Reading for Literature 6-12 / Code: 7.RL.10
Boxed Sub-heading: Range of Reading and Level of Text Complexity
Standard: 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.
Depth of Knowledge:Level 1: Recall ☒Level 2: Basic Application-skill/concept☒
Level 3: Strategic Thinking ☐Level 4: Extended Thinking☐
What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
  • Literature-a piece of writing

  • Stories-a piece of writing

  • Dramas-composition in prose or verse

  • Poems-composition in verse

  • Text Complexity Band—the difficulty of a passage determined by student age, text level, and subject matter

  • Scaffolding-breaking down the complexity of a task

  • Range-reading difficulty guidelines for grade levels

Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
  • Read-look at the text

  • Comprehend-to understand

This standard means a student will know and be able to do…(use your own words)
The student
The student will read and understand various texts at their grade level, with help as needed.
Essential Questions:
  • Can I understand stories on grade level?

  • Do I ask for help when I get to tougher material I don’t understand?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence / Prior skill(s) needed
Assessment Item Type:Selected Response☐Extended Constructed Response☐Technology Enhanced☐Performance Task☐
Writing Prompt☐Oral Response☐Eligibility☐
Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1:
Example 2:
Example 3:
Instructional Resources/Tools/Referenced Websites:

1