2019-2020 Middle School 7 th Grade Intensive Reading Curriculum Map The purpose of this course is to provide instruction that enables students to accelerate the development of reading and writing skills and to strengthen those skills so they are able to successfully read and write grade-level text independently. Instruction emphasizes reading comprehension, writing fluency, and vocabulary study through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity. Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge and demands of increasingly complex text. Students enrolled in the course will engage in interactive text-based discussion, question generation, and research opportunities. They will write in response to reading and cite evidence when answering text-dependent questions orally and in writing. The course provides extensive opportunities for students to collaborate with their peers. Scaffolding is provided as necessary as students engage in reading and writing increasingly complex text and is removed as the reading and writing abilities of the students improve over time. The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org. An overview of the two semesters of instruction is listed in the table below. Grade Level Semester 1 Semester 2 7 Central Idea Argument Evaluating Sources Theme and Point of View Fictional and Historical Accounts Author’s Craft: Juxtaposition The curriculum map represents what is required in any given semester of instruction to ensure that all standards are taught as a support for learning. Flexibility is given to the grade-level PLC and teachers beyond the required texts and to best support students’ learning needs. There should be a careful and purposeful review of the recommendations given under the ‘Meeting Students’ Needs’ section of each lesson plan to determine which strategies will be the most effective for implementation. https://www.wida.us/standards/CAN_DOs/ The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in teaching and learning in academic contexts. Middle School Intensive Reading Grade 7 Curriculum Map & Pacing Guide
Transcript
2019-2020 Middle School 7th Grade Intensive Reading Curriculum Map
The purpose of this course is to provide instruction that enables students to accelerate the development of reading and writing skills and to
strengthen those skills so they are able to successfully read and write grade-level text independently. Instruction emphasizes reading comprehension, writing fluency, and vocabulary study through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity. Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge and demands of increasingly complex text. Students enrolled in the course will engage in interactive text-based discussion, question generation, and research opportunities. They will write in response to reading and cite evidence when answering text-dependent questions orally and in writing. The course provides extensive opportunities for students to collaborate with their peers. Scaffolding is provided as necessary as students engage in reading and writing increasingly complex text and is removed as the reading and writing abilities of the students improve over time. The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org.
An overview of the two semesters of instruction is listed in the table below.
Grade Level Semester 1 Semester 2
7 Central Idea
Argument
Evaluating Sources
Theme and Point of View
Fictional and Historical Accounts
Author’s Craft: Juxtaposition
The curriculum map represents what is required in any given semester of instruction to ensure that all standards are taught as a support for learning. Flexibility is given to the grade-level PLC and teachers beyond the required texts and to best support students’ learning needs. There should be a careful and purposeful review of the recommendations given under the ‘Meeting Students’ Needs’ section of each lesson plan to determine which strategies will be the most effective for implementation. https://www.wida.us/standards/CAN_DOs/ The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in teaching and learning in academic contexts.
2019-2020 Middle School 7th Grade Intensive Reading Curriculum Map
Grade 7 Language Arts Florida Standards Yearlong Target Standards are bolded. These standards are highly assessed and represent major instructional shifts as required by the Language
Arts Florida Standards. Italicized standards are those that require instructional awareness and are woven into the reading and writing process;
however, they are not formally assessed.
Strand: READING STANDARDS FOR LITERATURE
LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.7.RL.1.2 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.
LAFS.7.RL.1.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)
LAFS.7.RL.2.4 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.
LAFS.7.RL.2.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
LAFS.7.RL.3.9 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.
LAFS.7.RL.4.10 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.
Strand: READING STANDARDS FOR INFORMATIONAL TEXT
LAFS.7.RI.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.7.RI.1.2 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.
LAFS.7.RI.1.3 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).
LAFS.7.RI.2.4
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.
LAFS.7.RI.2.5 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
LAFS.7.RI.2.6 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.
LAFS.7.RI.3.7 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).
LAFS.7.RI.4.10 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.
2019-2020 Middle School 7th Grade Intensive Reading Curriculum Map
Strand: WRITING STANDARDS
LAFS.7.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.
LAFS.7.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of
relevant content.
LAFS.7.W.1.2a Introduce a topic; 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.
LAFS.7.W.1.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
LAFS.7.W.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
LAFS.7.W.1.2f Provide a concluding statement or section that follows from the information or explanation presented.
LAFS.7.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.
LAFS.7.W.2.4 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.)
LAFS.7.W.2.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6)
LAFS.7.W.2.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting.
LAFS.7.W.3.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
LAFS.7.W.3.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions
of others while avoiding plagiarism and providing basic bibliographic information for sources.
LAFS.7.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.7.W.4.10 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.
Strand: SPEAKING AND LISTENING STANDARDS
LAFS.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,
and issues, building on others’ ideas and expressing their own clearly.
LAFS.7.SL.1.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify
a topic, text, or issue under study.
LAFS.7.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear pronunciation.
2019-2020 Middle School 7th Grade Intensive Reading Curriculum Map
Strand: LANGUAGE STANDARDS
LAFS.7.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.7.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.7.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
LAFS.7.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly
from a range of strategies.
LAFS.7.L.3.4a 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.
LAFS.7.L.3.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
LAFS.7.L.3.4c 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.
LAFS.7.L.3.4d 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).
LAFS.7.L.3.6 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.
2019-2020 Middle School 7th Grade Intensive Reading Curriculum Map
Semester 1 Intensive Reading Grade 7 Curriculum Focus: Central Idea
Lesson Considerations Students will work on several important instructional routines: Thinking Logs, Neurologist’s Notebooks, and the Brain Development anchor charts.
• Suggestions for work in small groups with teacher: Fluency practice, review annotation for Gist notes, review assessment questions, comprehension checks.
Required Texts and Targets Assignments and Resources Text 1: “Teens and Decision Making: What Brain Science Reveals” Text 2: “The Teen Brain- It’s Just Not Grown Up Yet” Learning Targets:
1. I can analyze photos, videos, and quotes to find a central idea. (7.RL.1.2)
2. I can determine the important details in the article “Teens and Decision Making.” (7.RL.1.2)
3. I can analyze the basic structure of an informational text. (7.RI.2.5)
Suggested Pacing: 1 week
Text 1 and Text 2 (7.4.1.L1)
• Notice and Wonders Note-Catcher
• Annotate text for Gist
• Domain Specific Vocabulary Chart
• Neurologist’s Notebook #1
• “The Teen Brain- It’s Just Not Grown Up Yet” Text and Questions
Text 1: “Teens and Decision Making: What Brain Science Reveals” Text 3: “Understanding Axons, Dendrites and Synapse: A Vocabulary Play” Text 4: “What’s Going on in Your Brain?”
Learning Targets:
1. I can determine the central idea and supporting ideas/details in “Teens and Decision Making.” (7.RL.1.2)
2. I can determine the meaning of unknown technical words. (7.RL.2.4)
Suggested Pacing: 1 week
Text 1: (7.4.1.L2)
• Thinking Log: Unit 1 (will be used for entire semester, keep safe)
2019-2020 Middle School 7th Grade Intensive Reading Curriculum Map
Text 1: “Teens and Decision Making: What Brain Science Reveals” Text 4: “What’s Going on in Your Brain?” Text 5: “The Child’s Developing Brain” Text 6: “What You Should Know About Your Brain” Learning Target:
1. I can analyze the central idea and supporting details in “Teens and Decision Making.” (7.RI.1.2)
2. I can explain how ideas presented in “Insight into the Teenage Brain” clarify my understanding of the brain. (7.RI.3.7)
Suggested Pacing: 1 week
Text 1: (7.4.1.L3)
• Self-Assessment: Neurologist’s Notebook #2
• “The Child’s Developing Brain” Comparing Text to Multimedia
2019-2020 Middle School 7th Grade Intensive Reading Curriculum Map
Text 10: “The Digital Revolution and the Adolescent Brain Evolution” Excerpt 2 Learning Targets:
1. I can determine the central idea of Excerpt 2 of “The Digital Revolution and the Adolescent Brain Evolution.” (7.RI.1.2)
2. I can use a variety of strategies to figure out the meaning of new vocabulary. (7.L.3.4a)
Suggested Pacing: 1 week
Text 9 (7.4.1.L6)
• Excerpt 2: “The Digital Revolution and the Adolescent Brain Evolution”: TDQ
• Brain Development Anchor Chart NOTE: Use “Close Reading Guide” for teacher reference guide while doing a reread of Excerpt 2: “The Digital Revolution and the Adolescent Brain Evolution”
2019-2020 Middle School 7th Grade Intensive Reading Curriculum Map
Text 11: “The Digital Revolution and the Adolescent Brain Evolution” Excerpt 3 Text 12: “The Digital Revolution and the Adolescent Brain Evolution” Excerpt 4 Learning Targets:
1. I can identify text-based evidence that does or does not support the central idea of an informational text. (7.RI.1.2)
2. I can analyze photos, video, and quotes to find a central idea. (7.RI.1.2) Suggested Pacing: 1 week
Text 10 (7.4.1.L7)
• Analyzing the Evidence: Entry Task
• Excerpt 3 of “The Digital Revolution and the Adolescent Brain Evolution”: TDQ
• Brain Development Anchor Chart
• Thinking Log
• Excerpt 4 of “The Digital Revolution and the Adolescent Brain Evolution”
Text 12: “The Digital Revolution and the Adolescent Brain Evolution” Excerpt 5 Learning Targets:
1. I can determine the central idea in Excerpt 5 of “The Digital Revolution and the Adolescent Brain Evolution.” (7.RI.1.2)
2. I can use a variety of strategies to figure out the meaning of new vocabulary. (7.L.3.4a)
Suggested Pacing: 1 week
Text 12: (7.4.1.L8)
• Analyzing the Central Ideas: Sam Crocker
• Excerpt 5 of “The Digital Revolution and the Adolescent Brain Evolution” TDQ
• Brain Development Anchor Chart
• Thinking Logs NOTE: Make single page copies of quiz-quiz-trade cards. Make sure there is one card for each student even if words are duplicated. NOTE: NOTE: Use “Close Reading Guide” for teacher reference while reading Excerpt 5 of “The Digital Revolution and Adolescent Brain Evolution.”
Text 13: “Growing Up Digital” Learning Target:
1. I can analyze “Growing Up Digital” to determine its central ideas and evidence, and how they relate to each other. (7.RI.1.2)
Suggested Pacing: 1 week
Text 13: (7.4.1.L9)
• Annotating for Gist: “Growing Up Digital”
• Analyzing the Central Idea: “Growing Up Digital”
• “Growing Up Digital: TDQ
• Neurologist’s Notebook #6
Suggested Common Assessment: End of Unit Assessment: “You Trouble” (7.4.1.L10)
2019-2020 Middle School 7th Grade Intensive Reading Curriculum Map
Semester 2 Intensive Reading Grade 7 Curriculum Focus: Theme and Point of View
Lesson Considerations For each chapter selected of the novel, the teacher should read a section aloud, and as students listen, they will maintain Reader’s Notes graphic organizer. For each chapter, students will complete Reader’s Notes. These can be done independently or in small groups. The notes can be reviewed the following day at teacher’s discretion.
• Suggestions for work in small groups with teacher: Fluency practice, review annotation for Gist notes, Reader’s Notes, assessment questions, comprehension checks using entrance/exit questions. Fluency practice is done in pairs and/or during Teacher Small Group for progress monitoring.
Required Texts and Targets Assignments and Resources Text 1: A Long Walk to Water Map
• Chapter 1
Learning Targets: 1. I can effectively participate in discussion with my classmates. (7.SL.1.1) 2. I can determine the central idea chapter 1 in A Long Walk to Water.
Suggested Pacing: 1 week
Text 1: Chapter 1 (7.1.1.Lessons 1 and 2)
• Discussion Scenarios
• Notice and Wonder Chart
• Reader’s notes Chapter 1
• Reading for Gist: Things Close Readers Do
Text 1 Contextual Vocabulary:
plains, route (front map on title pages), cradle droned (2), herding (3),
aimless (4), bush, rebels (6)
Text 1: A Long Walk to Water
• Chapter 2
• Chapter 3 Learning Targets:
1. I can cite several pieces of text-based evidence to support my analysis of Nya’s and Salva’s character in A Long Walk to Water. (7.RL.1.1)
2. I can determine the central ideas of Chapter 2 of A Long Walk to Water. (7.RL.1.2)
3. I can analyze how the author, Linda Sue Park, develops and contrasts the points of view of Nya and Salva in A Long Walk to Water. (7.RL.2.6)
Text 4: “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps” Learning Targets:
1. I can provide an objective summary of the article “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps,” Excerpt 1. (7.RL.1.2)
2. I can select evidence from the article “Sudanese Tribes Confront Modern War” to support analysis of the perspectives of the Nuer and Dinka tribes of Southern Sudan. (7.RL.2.6)
3. I can use context clues to determine word meanings. (7.L.3.4a)
Suggested pacing: 1 week
Text 4: Excerpt 1 (7.1.1.L13)
• Annotate for Gist
• Objective Summary of Excerpt 1
Text 4: Excerpt 2
• Annotate for Gist
Suggested Common Assessment: End of Unit 1 Assessment: Identifying Perspective and Using Evidence from Informational Texts (7.1.1.L14)
2019-2020 Middle School 7th Grade Intensive Reading Curriculum Map
Curriculum Focus: Fictional and Historical Accounts
Text 1: A Long Walk to Water
• Chapter 6 Learning Targets: 1. I can identify a central theme in A Long Walk to Water. (7.RL.1.2) 2. I can use context clues (in the sentence or on the page) to determine the
meaning of words in A Long Walk to Water. (7.L.3.4a) 3. I can effectively engage in discussions with different Discussion
generations (33), makeshift (33), hopes were dashed (34), solemn (35)
Text 1: A Long Walk to Water
• Chapters 7 & 8 Learning Targets:
1. I can use context clues (in the sentence or on the page) to determine the meaning of words in A Long Walk to Water. (7.L.3.4a)
2. I can analyze the development of a theme in a novel by identifying challenges to and factors in survival for Salva and Nya in A Long Walk to Water. (7.RL.1.2)
Suggested Pacing: 1 week
Text 1: (7.1.2.L3)
• Vocabulary Entry Task: Lesson 3
• Gathering Textual Evidence- How do Salva and Nya survive in a challenging environment? (6&7)
• Chapters 16-18 Text 2: “Time Trip: Sudan’s Civil War”
Learning Targets: 1. I can use context clues to determine word meanings. (7.L.3.4a) 2. I can compare the accounts of survival in “Time Trip: Sudan’s Civil War” and
A Long Walk to Water. (7.RL.3.9) 3. I can cite several pieces of text-based evidence to support my comparison
of “Time Trip: Sudan’s Civil War” and the novel A Long Walk to Water. (7.RL.1.1)
Suggested Pacing: 1 week
Text 1 (7.1.2.L6) (7.1.2.L7)
• Vocabulary Entry Task-6
• Gathering Textual Evidence: 14-15
• Reader’s Notes: 16-18
• Gathering Textual Evidence: 16-18
• Vocabulary Entry Task-7
Text 2 (7.1.2.L6) (7.1.2.L7)
• Annotate Text Guiding Question: “Why was Sudan a challenging place to survive?”
• Survival Anchor Chart
• Exit Ticket: Comparing Accounts
• Comparing Historical and Fictional Experiences
• Exit Ticket: Altering History
Text 1 Contextual Vocabulary isolated (84), orphaned (84), refugee (throughout), aid worker, abruptly (94), braced, frigid (95)
2019-2020 Middle School 7th Grade Intensive Reading Curriculum Map
Text 1: A Long Walk to Water Text 5: “Water for Sudan” Learning Targets:
1. I can explain how comparing and contrasting Salva’s and Nya’s points of view in the second part of the novel helps Park convey ideas about how people in Sudan survive. (7.RL.2.6)
2. I can explain how the author of A Long Walk to Water both used and altered history (based on my comparison of the novel and Water for South Sudan’s website). (7.RL.3.9)
Suggested Pacing: 1 week
Text 5: (7.1.2.L8)
• Vocabulary Entry Task 8
• “World Café Activity
• Water for Sudan” Text Dependent Questions
Suggested Common Assessment: Mid-Unit 2 Assessment: “Water for Sudan” and A Long Walk to Water (7.1.2.L9)
Curriculum Focus: Author’s Craft - Juxtaposition
Text 1: A Long Walk to Water Text 6: “Unexpected Links” Learning Targets:
1. I can explain how Park compares and contrasts Nya and Salva to convey ideas about how people survive in Sudan. (7.RL.2.6)
Suggested Pacing: 2 weeks
Text 1: (7.1.3.L1)
• Reviewing Juxtaposition
• Juxtaposition Practice
Suggested Common Assessment: Mid-Unit 3 Assessment: Juxtaposition in A Long Walk to Water (7.1.3.L2) Text 6: (7.1.3.L2) (7.1.3.L3) (7.1.3.L4)
• “Unexpected Links” Activity
• Analyze Model Poem/Two-Voice Poem Planner
• Peer Critique Recording Form
Suggested Common Assessment: End-of-Unit 3 Assessment: Using Strong Evidence
