KID FRIENDLY VERSION: Content Area: ELA (Reading) Grade Level: 7

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1 KID FRIENDLY VERSION: Content Area: ELA (Reading) Grade Level: 7 Vocabulary Strategies and Breadth of Vocabulary Kid Friendly Version: Resources Assessments Your child is reading at. NECAP testing in the fall to assess all these standards R 7 2: Students identify the meaning of unfamiliar vocabulary by... R Using strategies to unlock meaning (e.g., knowledge of wd structure, including affixes (prefixes/suffixes), base wds, common roots, wd igins; context clues; other resources, such as, dictionaries, glossaries, thesauruses; pri knowledge) EXAMPLE (of common root ): inspection (in -spec- tion) R 7 3: Shows breadth of vocabulary knowledge through demonstrating understanding of wd meanings and relationships by... R Identifying synonyms, antonyms, homonyms/ homophones, analogies, shades of meaning Distinguish among the connotations of wds with similar definitions (e.g. refined, respectful, polite, diplomatic, condescending) R Selecting appropriate wds explaining the use of wds in context, including content specific vocabulary, wds with multiple meanings, precise vocabulary (wd choice) Student is able to figure out unknown wds in their reading using: -clues from the reading -parts of the wd (affixes-prefixes, suffixes, roots, bases) Student is able to use dictionaries, glossaries, and thesauruses to figure out unknown wds. Student is able to identify synonyms, antonyms, homonyms, and homophones. Student is able to complete a simple analogy. Student is able to recognize that wds may have multiple and similar meanings. In-context reading activities Wd CSI Greek & Latin root wk Spelling & vocab programs NECAP practice tests Compass Learning activities

2 Initial Understanding of Literary Texts LMS R 7 4: Demonstrate initial understanding of elements of literary texts by... R Identifying describing character(s), setting, problem/ solution, plot, as appropriate to text; identifying any significant changes in character setting over time; identifying rising action, climax, falling action R Paraphrasing summarizing key ideas/plot, with maj events sequenced, as appropriate to text Using reading strategies such as visualization and making predictions, etc. Analysis and Interpretation of Literary Texts/Citing Evidence R 7 5: Analyze and interpret elements of literary texts, citing evidence where appropriate by R Explaining suppting logical predictions R Describing characters traits, motivation, interactions, citing thoughts, wds, actions as evidence that reveal characters traits, motivations, their changes over time Student is able to identify imptant sty elements. -setting -plot -rising action, falling action, climax -character changes Student is able to summarize the sty plot, telling maj events in der. Student is able to use reading strategies as they read. -visualization -predictions -rereading -asking questions Student is able to use evidence from the reading to suppt predictions and inferences. Student is able to identify types of conflict in R Making inferences about cause/effect (e.g., explaining how an a sty. event gives rise to the next), internal external conflicts (e.g., person -vs. self versus self, person versus person, person versus nature/society/fate), -vs. person the relationship among elements within text -vs. nature LMS -vs. society Making connections to self, wld and other texts. -vs. fate R Explaining how the narrat s point of view affects the reader s interpretation Student is able to connect reading to self, wld, and other books.

3 R Explaining how the auth s message theme is suppted within the text Student is able to name a theme from the reading and suppt with evidence.

4 R 7 6: Analyze and interpret auth s craft, citing evidence where appropriate by... R Demonstrating knowledge of use of literary elements and devices (i.e., imagery (similes & metaphs), symbolism, exaggeration, repetition, flashback, feshadowing, personification) to analyze literary wks EXAMPLE: Why did the auth choose to use flashback in this sty? Analyze the impact of rhymes and other repetitions of sounds (e.g. alliteration) on a specific verse stanza of a poem section of a sty drama Student is able to find examples of literary devices in the reading. -similes & metaphs -symbolism -exaggeration -repetition -flashback -feshadowing -personifcation -alliteration, etc. Initial Understanding of Infmational Texts R 7 7: Demonstrate initial understanding of infmational texts (exposity and practical texts) by... R Obtaining infmation from text features (e.g., table of contents, glossary, index, transition wds /phrases, transitional devices, bold italicized text, headings, subheadings, graphic ganizers, charts, graphs, illustrations) R Using infmation from the text to answer questions, to state the main/central ideas, to provide suppting details/evidence. Students is able to use the parts of a non-fiction text to get infmation. -glossary -table of contents -headings/subheadings -charts -illustrations -captions -index Student is able to use evidence to answer questions and to tell the main idea. R Organizing infmation to show understanding (e.g., representing main/central ideas details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting) Student is able to present infmation from nonfiction texts in an ganized way.

5 ANALYSIS and INTERPRETATION OF INFORMATIONAL TEXTS/CITING EVIDENCE R 7 8: Analyze and interpret infmational text, citing evidence as appropriate by R Explaining connections about infmation within a text, across texts, to related ideas R Synthesizing and evaluating infmation within across text(s) (e.g., constructing appropriate titles; fmulating assertions controlling ideas (e.g., comparing/contrasting factual infmation on same topic in different texts) Student is able to gather, combine, and compare infmation from different sources f different purposes. R Drawing inferences about text, including auth s purpose (e.g., to infm, explain, entertain, persuade) message; using suppting evidence to fm evaluate opinions/judgments and assertions about the central ideas that are relevant EXAMPLE (of evaluating): Given a statement (opinion, judgment, assertion), students provide evidence from the text that this statement does/does not suppt the auth s purpose in writing the piece. Student is able to understand auth s point of view, purpose, possible bias. Student is able to give evidence from the reading to suppt his her opinion. R Distinguishing fact from opinion, and identifying possible bias/propaganda conflicting infmation within across texts Student is able to tell the difference between fact and opinion. R Making inferences about causes effects (e.g., how ideas influence individuals events, how individuals influence ideas events) Student is able to make inferences about causes and effects.