English Language Arts 7 th Grade Pacing Guide At-a-Glance Code Standard Instructio nal Window Literature: Key Ideas and Details 1 2 3 4 KCK12R07RL1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CC.RL.7.1) X KCK12R07RL2 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. (CC.RL.7.2, ACT) X KCK12R07RL3 Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot.) (CC.RL.7.3, ACT) X Informational Key Ideas and Details 1 2 3 4 KCK12R07RI1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CC.RI.7.1) X KCK12R07RI2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (CC.RI.7.2, ACT) X KCK12R07RI3 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. (CC.RI.7.3, ACT) X Literature: Craft and Structure 1 2 3 4 KCK12R07RL4 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. (CC.RL.7.4, ACT) X KCK12R07R5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (CC.RL.7.5) X KCK12R07R6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. (CC.RL.7.6, ACT) X Informational: Craft and Structure 1 2 3 4 KCK12R07RI4 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. (CC.RI.7.4, ACT) X Last Revised 7/16/12
Transcript
English Language Arts 7th Grade Pacing Guide At-a-GlanceCode Standard Instructional
WindowLiterature: Key Ideas and Details 1 2 3 4KCK12R07RL1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text. (CC.RL.7.1)X
KCK12R07RL2 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. (CC.RL.7.2, ACT)
X
KCK12R07RL3 Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot.) (CC.RL.7.3, ACT)
X
Informational Key Ideas and Details 1 2 3 4KCK12R07RI1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text. (CC.RI.7.1)X
KCK12R07RI2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (CC.RI.7.2, ACT)
X
KCK12R07RI3 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. (CC.RI.7.3, ACT)
X
Literature: Craft and Structure 1 2 3 4KCK12R07RL4 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. (CC.RL.7.4, ACT)
X
KCK12R07R5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (CC.RL.7.5) XKCK12R07R6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. (CC.RL.7.6,
ACT)X
Informational: Craft and Structure 1 2 3 4KCK12R07RI4 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. (CC.RI.7.4, ACT)X
KCK12R07RI5 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. (CC.RI.7.5, ACT)
X
KCK12R07RI6 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. (CC.RI.7.6, ACT)
X
Literature: Integration of Knowledge and Ideas 1 2 3 4KCK12R07RL7 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). X
Last Revised 7/16/12
(CC.RL.7.7)KCK12R07RL9 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. (CC.RL.7.9)X
Informational: Integration of Knowledge and Ideas 1 2 3 4KCK12R07RI7 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). (CC.RI.7.7)X
KCK12R07RI8 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. (CC.RI.7.8)
X
KCK12R07RI9 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. (CC.RI.7.9)
X
Writing: Text Types and Purposes 1 2 3 4KCK12R07W1 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. (CC.W.7.1)
X
KCK12R07W2 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. (CC.W.7.2)
X
KCK12R07W3 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.
X
Last Revised 7/16/12
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. (CC.W.7.3)
Writing: Production and Distribution of Writing 1 2 3 4KCK12R07W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience. (CC.W.7.4, ACT)X X X X
KCK12R07W5 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. CC.W.7.5, ACT)
X X X X
KCK12R07W6 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. (CC.W.7.6)
X X X X
Writing: Research to Build and Present Knowledge 1 2 3 4KCK12R07W7 Conduct short research projects to answer a question, drawing on several sources and generating additional related,
focused questions for further research. (CC.W.7.7)X X X X
KCK12R07W8 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. (CC.W.7.8
X X X X
KCK12R07W9 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 relevant and sufficient to support the claims”) (CC.W.7.9)
X X
Range of Writing 1 2 3 4KCK12R06W10 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. (CC.W.7.10)X X X X
Language: Conventions of Standard English 1 2 3 4KCK12R07L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. (CC.L.7.1, ACT)
X
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KCK12R07L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). (CC.L.7.2, ACT)
X
Language: Knowledge of Language 1 2 3 4KCK12R07L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. CC.L.7.3, ACT)
X
Language: Vocabulary Acquisition and Use 1 2 3 4KCK12R07L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading
content, choosing flexibly from a range of strategies.a. Use context (e.g. the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as
a clue to the meaning of a word or phrase.b. Use common grade-appropriate grade appropriate Greek or Latin affixes and roots as clues to the meaning of a
word. (e.g. belligerent, bellicose, rebel).c. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses,) both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning
in context or in a dictionary). (CC.L.7.4, ACT)
X X X X
KCK12R07L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context.b. Use the relationship between particular words (e.g. synonym/antonym, analogy) to better understand each of
the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined,
KCK12R07L6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CC.L.7.6, ACT)
X X X X
Last Revised 7/16/12
7th Grade Literacy Pacing GuideUnit of Study KCKPS Standards Instructional Window 1: ResourcesSummary Overview:
Literature:This cluster of standards requires students to cite textual evidence of the themes and central ideas of a story and how they develop over time through interactions of different characters with the settings and other elements in the story.
Informational:This cluster of standards requires students to cite textual evidence of two or more central ideas in a text and analyze their development through the individuals, ideas, and how each of these aspects influences one another.
WRITING:Routine WritingStudents should be given multiple opportunities to write various and audiences. This quarter is a time to establish routines in writing various types of products.
LANGUAGE:
READINGLiterature: KEY IDEAS AND DETAILS
KCK12R07RL1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CC.RL.7.1)
KCK12R07RL2 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. (CC.RL.7.2, ACT)
KCK12R07RL3 Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot.) (CC.RL.7.3, ACT)
Informational: KEY IDEAS AND DETAILSKCK12R07RI1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CC.RI.7.1)
KCK12R07RI2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (CC.RI.7.2, ACT)
KCK12R07RI3 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. (CC.RI.7.3, ACT)
Writing:PRODUCTION AND DISTRIBUTION OF WRITING
KCK12R07W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CC.W.7.4, ACT)
KCK12R07W5 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. CC.W.7.5, ACT)
KCK12R07W6 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. (CC.W.7.6)
Primary Resources: Teachers may choose which type of text they would like to utilize for these clusters of standards. (Short Stories, Novel, Non-Fiction, Drama, Textbook, etc.)
By the end of the year, students will read and comprehend literature, including stories, dramas, and poems, and literary nonfiction, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Sunflower Literacy ProjectThis link is a valuable guide clarifying the literacy experiences to implement when planning instruction. This allows teachers to look at what elements of instruction best fit each cluster of standards.http://www.ksde.org/Default.aspx?tabid=4678
Secondary Novel and Text Listhttp://tinyurl.com/bm45s97Where novels and texts are taught 6-12.
Textbook alignment to specific clusters:http://tinyurl.com/7yrvhx3
Conventions of Standard English:Although the teaching of grammar is dynamic and based upon student need, the pacing guide explicitly identifies the functions of phrases and clauses in a sentence varying sentence length when needed and placing modifiers in sentences correctly. Teachers should not feel limited to teaching only phrases and clauses if other standards of grammar and conventions present themselves as needing attention in student writing.
Vocabulary Acquisition and UseThis cluster of standards requires that students utilize various strategies to determine the meaning of unknown words such as context clues, structural analysis, and reference materials. Students also demonstrate an understanding of figurative language, word relationships and their meanings by analyzing figures of speech, connotations and denotations of certain
RESEARCH TO BUILD AND PRESENT KNOWLEDGE CLUSTERKCK12R07W7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research. (CC.W.7.7)
KCK12R07W8 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. (CC.W.7.8)
KCK12R07W9 Draw evidence from literary or informational texts to support analysis, reflection, and research (CC.W.7.9)
RANGE OF WRITING CLUSTERKCK12R06W10 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. (CC.W.7.10)
LANGUAGECONVENTIONS OF STANDARD ENGLISH CLUSTER
KCK12R07L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of phrases and clauses in general and their function in specific sentences.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. (CC.L.7.1, ACT)
VOCABULARY ACQUISTION AND USE CLUSTERKCK12R07L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading content, choosing flexibly from a range of strategies.
a. Use context (e.g. the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common grade-appropriate grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word. (E.g. belligerent, bellicose, rebel).
c. Consult general and specialized reference materials (e.g. dictionaries, glossaries,
Specific areas of the textbook that align to specific standards.
Informational Textshttp://tinyurl.com/7lhct4sA large variety of texts as well as databases
Common Core Curriculum Mapshttp://tinyurl.com/7hboazvMaps to help guide thematic Instruction.
Activities to drive clusters of standardshttp://tinyurl.com/cl2479vQuestions and activities that align to the clusters of standards
Writing Resources:http://tinyurl.com/7p8vhjbResources for Writing Standards
Reading Resources:http://tinyurl.com/cl2479vResources to support Reading Standards.
Language Resources:http://tinyurl.com/d3tdhptResources for Language Standards
thesauruses,) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CC.L.7.4, ACT)
e.KCK12R07L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context.b. Use the relationship between particular words (e.g. synonym/antonym, analogy) to
better understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations
KCK12R07L6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CC.L.7.6, ACT)
Alignment of specific stories, websites, and resources to certain standards
Speaking and Listening Resources:http://tinyurl.com/boonabfTools to help students present and listen to presenters
Additional ResourcesTarget Strategies and fundamental Lessonshttp://tinyurl.com/82bw76kA list of the Target Strategies and what they cover
End of Instructional Window 1The recommended time frames for each instructional window typically account for about 80% of the available instructional days. The remaining 20% of the days have been set aside as a buffer for teachers to use at their discretion for: accessing prior knowledge, re-visiting, re-teaching, differentiation, remediation, and enrichment.
7th Grade Literacy Pacing GuideUnit of Study KCKPS Standards Instructional Window 2: ResourcesSummary Overview:
READING:Literature:This cluster of standards requires students to determine the meaning of unknown words or phrases in text within the realms of prose as well as poetry. It requires students to look at how the structure of the text contributes the meaning and how the author develops the points of view of the characters.
Informational:This cluster of standards requires students to determine the meaning of unknown words and phrases within informational text. It requires students to look at how the structure contributes the meaning and how the author develops and distinguishes his or her point of view.
WRITING:Narrative The product for this window is narrative text. It requires students to develop points of view in characters, structure logical events using vivid and descriptive language. Students should be given multiple opportunities to write various
READINGLiterature: CRAFT AND STRUCTURE CLUSTER
KCK12R07RL4 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. (CC.RL.7.4, ACT)
KCK12R07R5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (CC.RL.7.5)
KCK12R07R6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. (CC.RL.7.6, ACT)
Informational: CRAFT AND STRUCTURE CLUSTERKCK12R07RI4 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. (CC.RI.7.4, ACT)
KCK12R07RI5 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. (CC.RI.7.5, ACT)
KCK12R07RI6 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. (CC.RI.6.6, ACT)
WRITINGTEXT TYPES AND PRODUCTS CLUSTER
KCK12R07W3 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
Primary Resources: Teachers may choose which type of text they would like to utilize for these clusters of standards. (Short Stories, Novel, Non-Fiction, Drama, Textbook, etc.)
By the end of the year, students will read and comprehend literature, including stories, dramas, and poems, and literary nonfiction, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Sunflower Literacy ProjectThis link is a valuable guide clarifying the literacy experiences to implement when planning instruction. This allows teachers to look at what elements of instruction best fit each cluster of standards.http://www.ksde.org/Default.aspx?tabid=4678
Secondary Novel and Text Listhttp://tinyurl.com/bm45s97Where novels and texts are
narratives from which they may choose to develop for their final product.
LANGUAGE:Knowledge of LanguageAlthough the teaching of grammar is dynamic and based upon student need, the pacing guide explicitly requires students to utilize language that is precise and eliminates wordiness and redundancy. Teachers should not feel limited to teaching only preciseness or redundancy if other standards of grammar and conventions present themselves as needing attention in student writing.
Vocabulary Acquisition and UseThis cluster of standards requires that students utilize various strategies to determine the meaning of unknown words such as context clues, structural analysis, and reference materials. Students also demonstrate an understanding of figurative language, word relationships and their meanings by analyzing figures of speech, connotations and denotations of certain words as well as synonym/antonym relationships.
and convey experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. (CC.W.7.3)
PRODUCTION AND DISTRIBUTION CLUSTERKCK12R07W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CC.W.7.4, ACT)
KCK12R07W5 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. CC.W.7.5, ACT)
KCK12R07W6 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. (CC.W.7.6)
RESEARCH TO BUILD AND PRESENT KNOWLEDGE CLUSTERKCK12R07W7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research. (CC.W.7.7)
KCK12R07W8 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. (CC.W.7.8)
KCK12R07W9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (CC.W.7.9)
RANGE OF WRITING CLUSTERKCK12R06W10 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. (CC.W.7.10)
LANGUAGEKNOWLEDGE OF LANGUAGE CLUSTER
KCK12R07L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
taught 6-12.
Textbook alignment to specific clusters:http://tinyurl.com/7yrvhx3Specific areas of the textbook that align to specific standards.
Informational Textshttp://tinyurl.com/7lhct4sA large variety of texts as well as databases
Common Core Curriculum Mapshttp://tinyurl.com/7hboazvMaps to help guide thematic Instruction.
Activities to drive clusters of standardshttp://tinyurl.com/cl2479vQuestions and activities that align to the clusters of standards
Writing Resources:http://tinyurl.com/7p8vhjbResources for Writing Standards
Reading Resources:h ttp://tinyurl.com/ cl2479vResources to support Reading Standards.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. CC.L.7.3, ACT)
VOCABULARY ACQUISTION AND USE CLUSTERKCK12R07L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading content, choosing flexibly from a range of strategies.
a. Use context (e.g. the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common grade-appropriate grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word. (e.g. belligerent, bellicose, rebel).
c. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses,) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CC.L.7.4, ACT)
KCK12R07L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context.b. Use the relationship between particular words (e.g. synonym/antonym, analogy) to
better understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations
KCK12R07L6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CC.L.7.6, ACT)
Language Resources:http://tinyurl.com/d3tdhptResources for Language Standards
Explicit Resources for Standards:http://tinyurl.com/82bw76kAlignment of specific stories, websites, and resources to certain standards.
Speaking and Listening Resources:http://tinyurl.com/boonabfTools to help students present and listen to presenters
Additional ResourcesTarget Strategies and fundamental Lessonshttp://tinyurl.com/82bw76kA list of the Target Strategies and what they cover
End of Instructional Window 2The recommended time frames for each instructional window typically account for about 80% of the available instructional days. The remaining 20% of the days have been set aside as a buffer for teachers to use at their discretion for: accessing prior knowledge, re-visiting, re-teaching, differentiation, remediation, and enrichment.
7th Grade Literacy Pacing GuideUnit of Study KCKPS Standards Instructional Window 3: ResourcesSummary Overview:READINGLiterature and Informational:These two standards require students to compare and contrast the written version of a piece of text to an audio, filmed, or live performance analyzing how the portrayal of the subject is similar and or different.
WRITING:Informative/ExplanatoryThis unit requires students to write an informative/explanatory piece introducing a topic clearly and highly organized utilizing variety of approaches with appropriate development with explanation.
LANGUAGE:Conventions of Standard EnglishAlthough the teaching of grammar is dynamic and based upon student need, the pacing guide explicitly requires students to utilize commas appropriately. Although this unit focuses on comma usage, teachers should feel free to meet their
READING:Literature: INTEGRATION OF KNOWLDEGE AND IDEAS CLUSTER
KCK12R07RL7 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). (CC.RL.7.7)
Informational: INTEGRATION OF KNOWLEDGE AND IDEAS CLUSTERKCK12R07RI7 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). (CC.RI.7.7)
WRITINGTEXT TYPES AND PRODUCTS CLUSTER
KCK12R07W2 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. (CC.W.7.2)
PRODUCTION AND DISTRIBUTION CLUSTERKCK12R07W4 Produce clear and coherent writing in which the development,
Primary Resources: Teachers may choose which type of text they would like to utilize for these clusters of standards. (Short Stories, Novel, Non-Fiction, Drama, Textbook, etc.)
By the end of the year, students will read and comprehend literature, including stories, dramas, and poems, and literary nonfiction, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Sunflower Literacy ProjectThis link is a valuable guide clarifying the literacy experiences to implement when planning instruction. This allows teachers to look at what elements of instruction best fit each cluster of standards.http://www.ksde.org/Default.aspx?tabid=4678
Secondary Novel and Text Listhttp://tinyurl.com/bm45s97Where novels and texts are taught 6-12.
Textbook alignment to specific clusters:http://tinyurl.com/7yrvhx3Specific areas of the textbook that align to specific standards.
students at point of need in their writing in regards to grammar.
Vocabulary Acquisition and UseThis cluster of standards requires that students utilize various strategies to determine the meaning of unknown words such as context clues, structural analysis, and reference materials. Students also demonstrate an understanding of figurative language, word relationships and their meanings by analyzing figures of speech, connotations and denotations of certain words as well as synonym/antonym relationships.
organization, and style are appropriate to task, purpose, and audience. (CC.W.7.4, ACT)
KCK12R07W5 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. CC.W.7.5, ACT)
KCK12R07W6 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. (CC.W.7.6)
RESEARCH TO BUILD AND PRESENT KNOWLEDGE CLUSTERKCK12R07W7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research. (CC.W.7.7)
KCK12R07W8 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. (CC.W.7.8)
KCK12R07W9 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”). (CC.W.7.10)
RANGE OF WRIITNG CLUSTERKCK12R06W10 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. (CC.W.7.10)
LANGUAGECONVENTIONS OF STANDARD ENGLISH CLUSTER
KCK12R07L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
http://tinyurl.com/7lhct4sA large variety of texts as well as databases
Common Core Curriculum Mapshttp://tinyurl.com/7hboazvMaps to help guide thematic Instruction.
Activities to drive clusters of standardshttp://tinyurl.com/cl2479vQuestions and activities that align to the clusters of standards
Writing Resources:http://tinyurl.com/7p8vhjbResources for Writing Standards
Reading Resources:http://tinyurl.com/cl2479vResources to support Reading Standards.
Language Resources:http://tinyurl.com/d3tdhptResources for Language Standards
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). (CC.L.7.2, ACT)
VOCABULARY ACQUISTION AND USE CLUSTERKCK12R07L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading content, choosing flexibly from a range of strategies.
e. Use context (e.g. the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
f. Use common grade-appropriate grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word. (E.g. belligerent, bellicose, rebel).
g. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses,) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
h. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CC.L.7.4, ACT)
KCK12R07L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
d. Interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context.
e. Use the relationship between particular words (e.g. synonym/antonym, analogy) to better understand each of the words.
f. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending.) (CC.L.7.5, ACT)
KCK12R07L6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CC.L.7.6, ACT)
Additional ResourcesTarget Strategies and fundamental Lessonshttp://tinyurl.com/82bw76kA list of the Target Strategies and what they cover
End of Instructional Window 3The recommended time frames for each instructional window typically account for about 80% of the available instructional days. The remaining 20% of the days have been set aside as a buffer for teachers to use at their discretion for: accessing prior knowledge, re-visiting, re-teaching, differentiation, remediation, and enrichment.
7th Grade Literacy Pacing GuideUnit of Study KCKPS Standards Instructional Window 4: ResourcesSummary Overview:
Literature:This Standard requires students to compare and contrast the way an author portrays a character or setting fictionally within the actual time period and how they may alter history or stay within the historical and cultural time frame.
Informational:This cluster of standards requires students to analyze how two or more authors writing about the same topic emphasize different facts or diverge with different claims. Students are required to evaluate arguments for relevance and sufficient evidence.
Writing:ArgumentativeThe form of writing students will complete is an argumentative essay. Students must present a claim, acknowledge opposing claims and be able to defend their claim logically while maintaining a formal style.
READINGLiterature: INTEGRATION OF KNOWLEDGE AND IDEAS CLUSTER
KCK12R07RL9 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. (CC.RL.7.9)
Informational: INTEGRAITON OF KNOWLEDGE AND IDEAS CLUSTERKCK12R07RI8 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. (CC.RI.7.8)
KCK12R07RI9 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. (CC.RI.7.9)
WRITINGTEXT TYPES AND PRODUCTS CLUSTER
KCK12R07W1 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. (CC.W.7.1)
PRODUCTION AND DISTRIBUTION CLUSTERKCK12R07W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CC.W.7.4, ACT)
Primary Resources: Teachers may choose which type of text they would like to utilize for these clusters of standards. (Short Stories, Novel, Non-Fiction, Drama, Textbook, etc.)
By the end of the year, students will read and comprehend literature, including stories, dramas, and poems, and literary nonfiction, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Sunflower Literacy ProjectThis link is a valuable guide clarifying the literacy experiences to implement when planning instruction. This allows teachers to look at what elements of instruction best fit each cluster of standards.http://www.ksde.org/Default.aspx?tabid=4678
Secondary Novel and Text Listhttp://tinyurl.com/bm45s97Where novels and texts are taught 6-12.
Language:Vocabulary Acquisition and UseThis cluster of standards requires that students utilize various strategies to determine the meaning of unknown words such as context clues, structural analysis, and reference materials. Students also demonstrate an understanding of figurative language, word relationships and their meanings by analyzing figures of speech, connotations and denotations of certain words as well as synonym/antonym relationships.
KCK12R07W5 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. CC.W.7.5, ACT)
KCK12R07W6 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. (CC.W.7.6)
RESEARCH TO BUILD AND PRESENT KNOWLEDGEKCK12R07W7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research. (CC.W.7.7)
KCK12R07W8 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. (CC.W.7.8)
KCK12R07W9 Draw evidence from literary or informational texts to support analysis, reflection, and research
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”) (CC.W.7.9)
RANGE OF WRITING CLUSTERKCK12R06W10 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. (CC.W.7.10)
LANGUAGEVOCABULARY ACQUISITION AND USE CLUSTER
KCK12R07L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading content, choosing flexibly from a range of strategies.
i. Use context (e.g. the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
j. Use common grade-appropriate grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word. (E.g. belligerent, bellicose, rebel).
Textbook alignment to specific clusters:http://tinyurl.com/7yrvhx3Specific areas of the textbook that align to specific standards.
Informational Textshttp://tinyurl.com/7lhct4sA large variety of texts as well as databases
Common Core Curriculum Mapshttp://tinyurl.com/7hboazvMaps to help guide thematic Instruction.
Activities to drive clusters of standardshttp://tinyurl.com/cl2479vQuestions and activities that align to the clusters of standards
Writing Resources:http://tinyurl.com/7p8vhjbResources for Writing Standards
Reading Resources:http://tinyurl.com/cl2479vResources to support Reading Standards.
Language Resources:http://tinyurl.com/d3tdhptResources for Language Standards
k. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses,) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
l. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CC.L.7.4, ACT)
g. (E.g., refined, respectful, polite, diplomatic, condescending.) (CC.L.7.5, ACT)
KCK12R07L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context.b. Use the relationship between particular words (e.g. synonym/antonym, analogy) to
better understand each of the words. (Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending.) (CC.L.7.5, ACT)
KCK12R07L6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CC.L.7.6, ACT)
McRrel Instructional Strategies
Explicit Resources for Standards:http://tinyurl.com/82bw76kAlignment of specific stories, websites, and resources to certain standards.
Speaking and Listening Resources:http://tinyurl.com/boonabfTools to help students present and listen to presenters
Additional ResourcesTarget Strategies and fundamental Lessonshttp://tinyurl.com/82bw76kA list of the Target Strategies and what they cover
End of Instructional Window 4The recommended time frames for each instructional window typically account for about 80% of the available instructional days. The remaining 20% of the days have been set aside as a buffer for teachers to use at their discretion for: accessing prior knowledge, re-visiting, re-teaching, differentiation, remediation, and enrichment.
