ELA 7th Grade Standards and scales

1

Seventh Grade

POWER STANDARDS

MCCSC

2

Core: Reading - Word Recognition, Fluency & Vocabulary Development Topic: 7.1.3 Word Meaning

Grade: Seventh Score 4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

Sample Tasks Using a thesaurus, recommend the most appropriate

synonym for a word in an original text and justify it over other choices.

3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success.

Score 3.0

The student is expected to:

7.1.3 clarify word meanings through the use of example, restatement, or through the use of contrast stated in the text

The student exhibits no major errors or omissions.

Use vocabulary words appropriately in an original sentence that includes context clues.

Students create their own definitions for vocabulary using provided context clues.

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content

Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

recognizes or recalls academic vocabulary such as: o plot, setting, character

performs basic processes, such as: o recognizes or recalls the definitions of given words

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Visual Vocabulary – Students illustrate the word using a visual representation.

Match vocabulary words with their correct definitions.

1.5 Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content

Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

0.5 With help, a partial understanding of the 2.0 content but not the 3.0 content

Score 0.0

Even with help, no understanding or skill demonstrated.

3

Core: Reading- Comprehension and Analysis of Nonfiction and Informational Text Topic: 7.2.7 Draw Conclusions



Sample Tasks Analyze how Martin Luther King’s “I Have a Dream

Speech” is like Abraham Lincon’s “Gettysburg Address”.


Score 3.0


7.2.7 draw conclusions and make reasonable statements about a grade level appropriate text, supporting the conclusions and statements with evidence from the text (such as “It’s Not About the Bike” by Lance Armstrong and “23 Days in July” by John Wilcockson)


After reading Maya Angelou’s “Encounter with Martin Luther King Jr.,” determine which side of King, the fighting preacher or the tender young man, meant the most to Angelou. Give two examples from the text to support your answer.


Score 2.0


recognizes or recalls academic vocabulary such as: o draw conclusions, make inferences, evidence/support

performs basic processes, such as: o recognizes appropriate conclusions and statements about a text


After reading Maya Angelou’s “Encounter with Martin Luther King Jr.,” give two examples from the text that support the conclusion that King’s private side meant the most to Angelou.


Score 1.0



Score 0.0


4

Core: Reading- Comprehension and Analysis of Literary Text Topic: 7.3.2 Plot



Sample Tasks In a given story, create your own instance of

foreshadowing that would apply to an event later in the story.


Score 3.0

The student is expected to: 7.3.2 describe events that advance the plot development in grade level

appropriate text

determine how each event explains past or present action or foreshadows (provides clues to) future action (Such as “Monsters are Due on Maple Street” by Sterling)


Explain the actions and events that foreshadow the transformation from curious onlookers to a vigilante mob in “The Monsters Are Due on Maple Street” by Rod Serling.


Score 2.0


recognizes or recalls Academic Vocabulary such as: o foreshadowing, plot development (beginning exposition,

rising action, climax, falling action, resolution)

performs basic processes, such as: o recognizes or recalls events that advance the plot


Students will use a plot development chart to plot all elements of the screenplay “The Monsters Are Due on Maple Street” by Rod Serling.

Using a given quote from a character in “The Monsters Are Due on Maple Street” by Rod Serling, explain how this foreshadows an event in the screenplay.


Score 1.0



Score 0.0


5

Core: Reading- Comprehension and Analysis of Literary Text Topic: 7.3.3 Character



Sample Tasks In “Riki-Tiki-Tavi” or “Papa’s Parrot” select one quote that

develops a single character. Then, in a paragraph explain whether or not you believe this perspective is influence by the narrator’s point of view.


Score 3.0


7.3.3 analyze characterization as shown through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters (such as “Papa’s Parrot” by Cynthia Rylant or “Rikki Tikki Tavi” by Kipling)


Using a chart, list Riki-Tiki-Tavi’s character traits and support them by using direct and indirect quotes from the story.


Score 2.0


recognizes or recalls Academic Vocabulary such as: o characterization

performs basic processes, such as: o describes characters in grade level appropriate texts


From a given list, choose several of Riki-Tiki-Tavi’s character traits. Describe this character trait by using a scene from the story.


Score 1.0



Score 0.0


6

Core: Reading- Comprehension and Analysis of Literary Text Topic: 7.3.9 Setting



Sample Tasks Students will analyze two poems that share similar

subjects, but take place in two different periods of history.

Using a graphic organizer, they will identify how the

different settings change the mood, tone, and meaning of

the text.

Students will create a story board, or cartoon that share

the same story line, but that take place in two different

time periods in history. The cartoons/storyboards will

demonstrate how the setting influences the mood, tone,

and meaning of the text.


Score 3.0


7.3.9 analyze the relevance of setting (places, times, customs) to mood, tone, and meaning of grade level appropriate text (Such as “The Last Dog” by Cathering Patterson or “All Summer in a Day” by Bradbury)


Students will select key quotes that demonstrate setting (places, times, customs) and will explain how each quote captures the overall mood and tone of the story.


Score 2.0


recognizes or recalls Academic Vocabulary such as: o setting, mood, tone, customs

performs basic processes, such as: o describes the setting of grade level appropriate texts


Students will select key words and phrases in the text that describe the setting.

Students will correctly identify the terms setting, mood, tone, and customs.

1.5 Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content Score 1.0



Score Even with help, no understanding or skill demonstrated.

7

0.0

Core: Reading: Comprehension and Analysis of Literary Text Topic: 7.3.4 Theme



Sample Tasks Students will identify the elements that demonstrate

theme in a given text. Using examples from the text,

students will explain how the setting, characters, and

imagery contribute to this theme. Students will find

examples from another text that they have read that will

demonstrate the same theme and create a chart

demonstrating the relationship between the works.


Score 3.0


7.3.4 analyze themes — such as bravery, loyalty, friendship, and loneliness — which appear in many different works (Such as “Two Kinds” by Amy Tan and “Dirk’s Protector” by Gary Paulsen)


In an essay, discuss three ways two pieces of literature share the same theme. Provide supporting details from the text.


Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student: recognizes or recalls Academic Vocabulary such as:

o theme

performs basic processes, such as: o describes the theme of grade level appropriate texts


In a paragraph, identify theme in a grade-level text and provide two supporting examples or statements by narrator or other characters.


Score 1.0



8

Score 0.0


9

Core: Writing: Processes & Features Topic: 7.4.2 Organization and Focus



Sample Tasks A research project that requires students to compose a 2

page position paper on where they stand on the topic of the current political movements that are being implemented currently in Indiana.

After reading Animal Farm students will compare and contrast the story plot with real life government structures.


Score 3.0


7.4.2 create a five paragraph essay with appropriate organization (introduction with a thesis statement, body paragraphs with topic sentences, conclusion) and use effective transitions between sentences to unify important ideas


Use a classroom prompt (such as a compare and contrast 6th grade 1st day of school to 7th grade 1st day of school) to write a five paragraph essay incorporating thesis, topic sentences for each paragraph, and effective transitions.


Score 2.0


recognizes or recalls Academic Vocabulary such as: o introduction, thesis statement, body paragraph, topic

sentence, conclusion, transition

performs basic processes, such as: o recognizes mistakes in organizational structure of a grade-

level appropriate text However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Students will correctly place sentences (topic, thesis, supporting) and transitions within a teacher-created, fill-in-the-blank essay.


Score 1.0



Score 0.0


10

Core: Writing - Processes & Features Topic: 7.4.10 Revision



Sample Tasks Word choice:

Circle the verbs in your writing sample. Using a verb list or a thesaurus, find alternate words for at least 5 verbs. Present the original and revised sentences to your partner and discuss the merits of each. Revise accordingly. Be prepared to explain your choices.

Organization:

After completing a writing task, write a brief analysis of how it is organized. Explain some of the organizational frameworks that you considered but did not use and why you did not use them.

Exchange writing samples with your partner. Read your partner’s piece and explain to him/her the structure (as you see it.) Be prepared to ask questions about or discuss the merits of your partner’s choice of structure.

When receiving feedback from your partner, be mindful of discrepancies between your partner’s perception of your structure and your perception of your structure. Consider ways to revise your writing to eliminate these discrepancies.


Score 3.0

The student is expected to: 7.4.10 revise writing to improve organization (topic sentences, transitions)

and word choice (specific nouns, active verbs)


Highlight all sentences using passive verbs in an essay the student has written and change at least five sentences to use active verbs.

Read a paragraph with generic words and replace the identified words with stronger word choice.

Students will add effective transitions that will support the connections between ideas and paragraphs.


11

Score 2.0


recognizes or recalls Academic Vocabulary such as: o introduction, body paragraph, topic sentence, conclusion,

transition, active vs. passive verbs

performs basic processes, such as: o revises writing based on peer or teacher feedback


Students will correctly revise a piece that has been edited or revised by a peer.


Score 1.0



Score 0.0


12

Core: Writing - Applications (Different Types of Writing and Their Characteristics) Topic: 7.5.2 Literary Response & Analysis



Sample Tasks

Students will answer questions about a text such as:

In the book Freak the Mighty by Rodman Philbrick, analyze Freak’s reaction to Loretta Lee’s comment, “Right after you was born. He must be a magician, because as soon as he heard the magic words ‘birth defect,’ he disappeared” by giving textual evidence (Freak’s words, thoughts, and/or actions) to support your analysis. Also include the impact of Loretta Lee’s comment on the reader.


Score 3.0


7.5.2 write responses to literature that develop interpretations that show careful reading, understanding, and insight through writing samples (such as):

o comparison and contrast of characters thoughts, words and actions o character sketch o informative essay o support statements with evidence from the text


Students will answer questions about a text such as: o In the book Freak the Mighty by Rodman Philbrick,

what character traits does Mr. Kane demonstrate? Support your answer with evidence from the text.


Score 2.0


recognizes or recalls Academic Vocabulary such as: o characterization, compare, contrast, inform

performs basic processes, such as: o writes responses to literature that use supporting evidence from the

text However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Students will answer questions about a text such as: o In the book Freak the Mighty by Rodman Philbrick, how

can you tell that Mr. Kane is a dangerous man? Provide two examples from the text to support your answer.


Score 1.0



Score 0.0


13

Core: Writing - Applications (Different Kinds of Writing and Their Characteristics) Topic: 7.5.7 Purpose and Audience



Sample Tasks

Justify the choice of style and tone used in the level three powerpoint and/or letter based on the intended audience.


Score 3.0

The student is expected to: 7.5.7 write for different purposes and to a specific audience or person,

adjusting style and tone as necessary (such as formal and informal letter writing)


Create a power point presentation advertising your school to a community member or prospective student.

Write a letter to your school principal or grandmother expressing the need for a healthier school lunch.


Score 2.0


recognizes or recalls Academic Vocabulary such as: o author’s purpose, audience, tone, style, formal, informal

performs basic processes, such as: o identifies purpose of writing in given samples o identifies intended audience o recognizes examples of formal and informal tone in

different kinds of writing However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Given a packet of 5 or 6 writing samples, complete a chart identifying each sample’s:

Purpose Audience Tone (formal or informal)


Score 1.0



Score 0.0


14

Core: English Language Conventions Topic: 7.6.10 Sentences



Sample Tasks

In multi-paragraphed writing assignments, students will

consistently revise to incorporate a variety of simple, compound, and complex sentences and appropriately choose effective conjunctions and/or transitional words.


Score 3.0

The student is expected to: 7.6.10 use a variety of simple, compound, and complex sentences in writing;

o use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts


Student will combine simple sentences to form compound and/or complex sentences.

Students will write a paragraph on a given subject using a variety of different kinds of sentences and effectively use the appropriate conjunction and/or transition words to express a complete thought.


Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student: recognizes or recalls Academic Vocabulary such as:

o simple sentence, compound sentence, complex sentence, coordinating ideas, subordinating ideas, main ideas, supporting ideas

performs basic processes, such as: o identifies simple, compound, and complex sentences in a

piece of written work However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Students will identify terminology such as: simple, compound, complex, compound-complex

Students will identify sentences as simple, compound, complex, and compound-complex as well as identify these kinds of sentences in a given text.


Score 1.0



Score 0.0


15

16

Core: English Language Conventions

Topic: 7.6.5 Conventions

Grade: 7

Score 4.0


Sample Tasks

In multi-paragraphed writing assignments, students will consistently revise to correct common English usage errors such as verb tense and pronoun antecedent agreement.


Score 3.0


7.6.5 edit for appropriate English usage (such as pronoun antecedents, subject/verb agreement, etc.)


In a given text, the student will identify and correct common English usage errors such as verb tense and pronoun antecedent agreement.

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.

Score 2.0


recognizes or recalls specific terminology, such as: o parts of speech, antecedent, singular, plural

performs basic processes, such as: o demonstrate correct usage of pronoun antecedents and verb tense

agreement in isolation However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Recognizes specific terminology such as: pronoun, antecedent, verb tense, agreement.

Identify and correct common English usage errors in a given sentence.

1.5 Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.

Score 1.0


0.5 With help, a partial understanding of the 2.0 content, but not the 3.0 content.

Score 0.0


17

Core: English Language Conventions

Topic: 7.6.7 Punctuation

Grade: 7

Score 4.0


Sample Tasks

In multi-paragraphed writing assignments,

students will consistently revise to demonstrate

use of correct punctuation (such as commas and

quotation marks). 3.5 In addition to score 3.0 performance, in-depth inferences and applications

with partial success.

Score 3.0


7.6.7 demonstrate use of correct punctuation (such as commas and quotation marks) in writing


Write using commas and quotation marks correctly, such as:

o Using a comic strip, write out the dialogue using correct quotation marks, commas, end marks, and paragraphing.

o Correctly punctuate titles in written work. o Transcribe dictated dialogue.

Correctly punctuate subordinate clauses in written work

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.

Score 2.0


recognizes or recalls Academic Vocabulary, such as: o commas, quotation marks

performs basic processes, such as: o uses appropriate punctuation in isolation


Correct Daily Oral Language sentences.

Add commas to written dialogue.

Add quotation marks to written dialogue.

Grammar Workbook activities.

1.5 Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.

Score 1.0


0.5 With help, a partial understanding of the 2.0 content, but not the 3.0 content.

Score 0.0


18

Core: Listening and Speaking Topic: 7.7.5 Speaking



Sample Tasks

Memorize and read aloud a poem using speaking techniques that demonstrate an understanding of the poem’s context which, as a result, affects the adjustments of tone, volume, and timing of speech; enunciation (clear speech); and eye contact — for effective presentations.

Students should justify their choices in adjustments of tone, volume, and timing of speech.


Score 3.0


7.7.5 use speaking techniques — including adjustments of tone, volume, and timing of speech; enunciation (clear speech); and eye contact — for effective presentations


Read aloud “One Perfect Rose” including adjustments of tone, volume, and timing of speech; enunciation; and eye contact.

Give a book talk of an outside novel including adjustments of tone, volume, and timing of speech; enunciation; and eye contact.


Score 2.0


recognizes or recalls Academic Vocabulary such as: o enunciation, tone, volume

performs basic processes, such as: o describes effective speaking techniques


Using a rubric, view and score an excerpt of a speech identifying enunciation, tone, volume, and effective speaking techniques.

Match the academic vocabulary terms to their correct definitions.


Score 1.0



Score 0.0


19

Date post:	09-Feb-2022
Category:	Documents
Upload:	others
View:	2 times
Download:	0 times

ELA 7th Grade Standards and scales

Documents