English Language Art CC Standards by Cindi Holtzman

Cite Evidence

cindih2 — 2014-06-12 19:16:14 UTC

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.RL.1) (7.RI.1)

Theme/Central Idea

cindih2 — 2014-06-12 19:17:47 UTC

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.RL.2) (7.RI.2)

Story Elements

cindih2 — 2014-06-12 19:18:37 UTC

3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (7.RL.3)

Word Choice/Meanings

cindih2 — 2014-06-12 19:19:44 UTC

4. 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. (7.RL.4)

Text Structure (Literature)

cindih2 — 2014-06-12 19:20:33 UTC

5. Analyze how a drama or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (7.RL.5)

Point of View

cindih2 — 2014-06-12 19:21:18 UTC

6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. (7.RL.6)

Presentation

cindih2 — 2014-06-12 19:22:13 UTC

7. 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). (7.RL.7)

Historical Influences

cindih2 — 2014-06-12 19:23:08 UTC

9. 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. (7.RL.9)

Reading Comprehension/Scaffolding Skills (Literature)

cindih2 — 2014-06-12 19:24:05 UTC

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. (7.RL.10)

Story Elements (Informational Text)

cindih2 — 2014-06-12 19:29:40 UTC

3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). (7.RI.3)

Word Choice/Meaning/Tone (Informational Text)

cindih2 — 2014-06-12 19:30:25 UTC

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (7.RI.4)

Text Structure (Informational Text)

cindih2 — 2014-06-12 19:31:41 UTC

5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. (7.RI.5)

Point of View/Perspective

cindih2 — 2014-06-12 19:32:29 UTC

6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. (7.RI.6)

Presentation (informational Text)

cindih2 — 2014-06-12 19:33:12 UTC

7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). (7.RI.7)

Reasoning

cindih2 — 2014-06-12 19:33:38 UTC

8. 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. (7.RI.8)

Author's Perspective

cindih2 — 2014-06-12 19:34:08 UTC

9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. (7.RI.9)

Reading Comprehension/Scaffolding Skills (Informational Text)

cindih2 — 2014-06-12 19:34:57 UTC

10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (7.RI.10) a. By the end of the year, read and comprehend informational and functional text, including history/social studies, science, and technical texts, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (AZ.7.RI.10)

Argumentative Writing

cindih2 — 2014-06-12 19:54:53 UTC

1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. (7.W.1)

Informative/Explanatory Writing

cindih2 — 2014-06-12 19:56:07 UTC

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.2)

Narrative Writing

cindih2 — 2014-06-12 19:56:44 UTC

3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 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. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. (7.W.3)

Functional Writing

cindih2 — 2014-06-12 19:57:15 UTC

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. a. Produce clear and coherent functional writing (e.g., formal letters, experiments, notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the development and organization are appropriate to the task, purpose, and audience. (AZ.7.W.4)

Peer Editing/Review

cindih2 — 2014-06-12 19:57:48 UTC

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. (7.W.5)

Publish/Citation

cindih2 — 2014-06-12 19:58:08 UTC

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. (7.W.6)

Research

cindih2 — 2014-06-12 19:58:29 UTC

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.7)

Information Gathering/Credibility

cindih2 — 2014-06-12 19:58:56 UTC

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.8)

Analysis/Reflection/Research

cindih2 — 2014-06-12 19:59:23 UTC

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"). 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 relevan

Task-Oriented Writing

cindih2 — 2014-06-12 19:59:40 UTC

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. (7.W.10)

READ

cindih2 — 2014-06-12 20:14:28 UTC

WRITING

cindih2 — 2014-06-12 20:15:07 UTC