th Grade Literacy Curriculum Guide Module 4 2013 2014

Th Grade Literacy Curriculum Guide Module 4 2013 2014-Free PDF

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PBSD Grade 7 Common Core Module 2, Reading Complex Texts Writing About Texts Research Project Narrative Writing. RL RI 4 10 W 4 1 2 4 6 9 10 W 4 7 9 W 4 3 6 10,RL RI 4 1 10. 5 9 Short Texts 1 Extended Text Routine Writing 3 4 Analyses 1 Research Project 2 3 Narratives. Literature Freedom Walkers The Develop and Convey Focus on Inform Integrate knowledge Convey Experiences. I Too Sing America Story of the Understanding Explain from sources when. Poem by Langston Montgomery Bus What steps did Mayor Gayle composing. Hughes Boycott Ask students to think about and Police Commissioner Write a letter responding to. a time when they observed Sellers take to crack down Research one of the John Dolan s father as if you. Literature someone being treated on the boycotters How did Freedom Walkers were either John himself or a. While the World unfairly Describe the some of their steps fellow Freedom Rider on the. Watched p 90 of RRIG situation How might the backfire Write several bus with John driving. person who was treated paragraphs in which you through the South Explain. unfairly have felt at the cite details from the text to why you or John has decided. time Did anyone challenge support your answer to be a Freedom Rider and. Literature, the injustice If so how If 2 Russell Freedman uses what the journey has been. not why not Looking back facts personal accounts like You can include. UNICEF Video, was there something that quotations and historical details imagined. For Every Child, might have been done to photographs and captions thoughts and feelings of.
challenge the unfair to tell the story of the fellow riders and other. treatment Have students Montgomery bus boycott details from the Related. write a few sentences about Freedman also uses Reading selections or from. the experience in their chronological order to your own research What. reading journals present the information would you like John s father. Social Studies Analyze how the to know about a Freedom. combination of these Rider s beliefs goals and,United Nations elements and features experiences. Universal allows the author to tell the,complete story behind the. Declaration of,Montgomery bus boycott,Human Rights Plain. For example consider how,Language Version the story might have been. different had Freedman,Art begun the book with Rosa.
Artwork pictures Parks and not included,from Freedom information about Jo Ann. Walkers publication Robinson and Claudette,and in the book Colvin. For Reading and Writing in Each Module, Cite Evidence Analyze Content Study and Apply Study and Apply Conduct Discussions Report Findings. RL RI 4 1 RL RI 4 2 9 SL 4 2 3 Grammar Vocabulary SL 4 1 SL 4 4 6. L 4 1 3 SL 4 6 L 4 4 6,Context for Instruction, Reading Workshop Block Schedule Writing Workshop Block Schedule. Familiar or Independent Reading 15 minutes daily Language Standards conventions Whole Group 10 15 minutes daily. Word Study Whole Group 15 20 minutes daily, Book Talk 5 Minutes Write Aloud Modeling Whole Group 20 Minutes.
Read Aloud Whole Group 15 minutes Strategy based writing mini lesson using anchor text or passages. Vocabulary Instruction 5 10 minutes Tied to Read Aloud. Strategy based reading mini lesson 15 minutes,Reading Period Writing Period. Small group meet with teacher Small Group meets with teacher. Guided Comprehension focus Guided Writing focus,Reading Writing. Student led literature discussion Teacher sets purpose for writing. Teacher set purpose for learning and facilitate Students write independently for a minimum of. Literature Independent,discussion Writing 30 minutes. Discussion,Teacher holds individual writing conferences for. Students Reading Independently,at least 3 students daily.
Students respond to text in reading response Conferencing. Independent,Reading log notebook, Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing. 7th Grade ELA Checklist for Module 1, Standards Date Taught Date Re Taught Date Reviewed Date Assessed Date Re. Cite several pieces of textual evidence to support. analysis of what the text says explicitly as well as. inferences drawn from the text,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, Analyze how particular elements of a story or drama. interact e g how setting shapes the characters or,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,Analyze how a drama s or poem s form or structure. e g soliloquy sonnet contributes to its meaning,Analyze how an author develops and contrasts. the points of view of different characters or,narrators in a text.
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. 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,For language standards,7th Grade ELA Standards Embedded into ALL Modules. Please refer to 7th Grade ELA Curriculum Guide for all Standards Compiled from NC OH DE and AZ. W 7 1 Write arguments to support claims with clear reasons and relevant evidence. W 7 1 A Introduce claim s acknowledge alternate or opposing claims and organize the reasons and evidence logically. W 7 1 B Support claim s with logical reasoning and relevant evidence using accurate credible sources and demonstrating an understanding of the topic or text. W 7 1 C Use words phrases and clauses to create cohesion and clarify the relationships among claim s reasons and evidence. W 7 1 D Establish and maintain a formal style, W 7 1 E Provide a concluding statement or section that follows from and supports the argument presented. W 7 2 Write informative explanatory texts to examine a topic and convey ideas concepts and information through the selection organization analysis of relevant content. W 7 2 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. W 7 2 B Develop the topic with relevant facts definitions concrete details quotations or other information and examples. W 7 2 C Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. W 7 2 D Use precise language and domain specific vocabulary to inform about or explain the topic. W 7 2 E Establish and maintain a formal style, W 7 2 F Provide a concluding statement or section that follows from and supports the information or explanation presented. W 7 3 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well structured event sequences. W 7 3 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, W 7 3 B Use narrative techniques such as dialogue pacing and description to develop experiences events and or characters. W 7 3 C Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another. W 7 3 D Use precise words and phrases relevant descriptive details and sensory language to capture the action and convey experiences and events. W 7 3 E Provide a conclusion that follows from and reflects on the narrated experiences or events. W 7 4 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience Grade specific expectations for. writing types are defined in standards 1 3 above, W 7 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 grade 7. W 7 6 Use technology including the Internet to produce and publish writing and link to and cite sources as well as to interact and collaborate with others including linking. to and citing sources, W 7 7 Conduct short research projects to answer a question drawing on several sources and generating additional related focused questions for further research. W 7 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. W 7 9 Draw evidence from literary or informational texts to support analysis reflection and research. W 7 9 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. W 7 9 B Apply grade 7 Reading standards to literary nonfiction e g Trace and evaluate the argument and specific claims in a text assessing whether the reasoning is sound. and the evidence is relevant and sufficient to support the claims. W 7 10 Write routinely over extended time frames time for research reflection and revision and shorter time frames a single sitting or a day or two for a range of. discipline specific tasks purposes and audiences, CCSS Focus Standards Explanation of Standard Instructional Examples. 7 RI 1 Seventh grade students develop the ability to See Appendices A and B for Text Complexity. Cite several pieces of textual gather more than one piece of evidence to Student identifies several specific instances in the text to support an. evidence to support analysis explicit or inferential analysis of the text Citations may be written or. of what the text says explicitly,support their thinking about the informational. texts they read They need to be able to find pieces of orally presented. as well as inferences drawn, from the text relevant evidence that not only support their In a formal or informal written or oral response students paraphrase or. thinking but are linked together to a common quote directly from the text to support their analysis or inference. idea or conclusion In order to do so students at Students read and analyze the Thirteenth Fourteenth or Fifteenth. this level need practice locating evaluating and Amendment and cite textual evidence to support their analysis of what. the text says, categorizing evidence and linking this evidence to.
Source commoncore org,conclusions or claims they have made about the. Informational Text Response,Grade 7 Unit 2, At this level seventh grade students must be able to While reading Dare to Dream 25 Extraordinary Lives by Sandra McLeod. locate and describe the central ideas presented in a Humphrey think about how each person has a different limit to which. text They understand how the central ideas are he she can be pushed while overcoming the challenges and obstacles. he she faces Write a response to this question in your journal How do. related to the details and examples that support, expectations affect what one can accomplish Justify your answer with. them Students pay attention to how the central,specific information from the text RI 7 1. ideas are developed throughout the text and they,observe how the details and examples work.
together to uphold the central idea Students in Based on the information in which car is best for a large family. seventh grade should be able to summarize what How do you know What is the textual evidence that supports your. they have read free from their own opinions and answer. bias Why are spiders more beneficial than harmful Give specific. Students in seventh grade need to be able to Examples from the article that support your answer. read closely to analyze relationships between Which step is most important in How do you know What is. individuals events and ideas in a text For the textual evidence that supports your answer. example in an informational history book they Why is it important that birds fly south for the winter How do you. may reflect on how historical figures influenced know What is the textual evidence that supports your answer. ideas or events of the time period and vice versa As a result of their work what will most likely happen to the snow. In order to do so students will need wide and geese population How do you know What is the textual evidence. deep exposure to informational texts They may that supports your answer. also need tools for recording the relationships How are insects and mammals alike and different Give specific. they observe such as a graphic organizer or examples from the article that support your answer. structured note taking, CCSS Focus Standards Explanation of Standard Instructional Examples. 7 RI 1 Teachers please feel free to add notes in this. 7th Grade Literacy Curriculum Guide Module 4 2013 2014 Unit Name Freedom Walkers The Story of the Montgomery Bus Boycott Module 4 Number of Days TLI Reading Focus Narrative Nonfiction TLI Writing Focus Narrative Unit Overview Freedom Walkers The Story of the Montgomery Bus Boycott is a nonfiction narrative that focuses on a pivotal event in the struggle of African Americans to

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