2014 Quarter One Grade 07 ELA/Writing Yearly Standards: N/a Week Pacin g Standards/Pacing ELP Standards Resources ELD Methodologies 07/21/1 4 1 day G7.W.AD.01 Additional Standards 7.W.04. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. a. Produce clear and coherent functional writing (e.g., formal letters, experiments, notes/ messages, IV-W-1:HI-3 taking notes using self selected formats based upon knowledge of oral or written text structures. IV-W-1:HI-6 writing a variety of functional text (e.g., directions, procedures, graphs/tables, brochures) that addresses audience, stated purpose and context. IV-W-1:HI-7 writing a formal letter (e.g., business letter, letter to the principal or teacher) that presents information purposefully and follows a conventional format. Stage IV ELP Standards Stage IV ELP/Common Core Crosswalk 1 Chinle Unified School District, No. 24 July 2014
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2014 Quarter One Grade 07 ELA/Writing Yearly Standards: N/a
7.W.04. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
a. Produce clear and coherent functional writing (e.g., formal letters, experiments, notes/ messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the development and organization are appropriate to task, purpose, and audience.
7.W.05. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
IV-W-1:HI-3taking notes using self selected formats based upon knowledge of oral or written text structures.
IV-W-1:HI-6writing a variety of functional text (e.g., directions, procedures, graphs/tables, brochures) that addresses audience, stated purpose and context.
IV-W-1:HI-7writing a formal letter (e.g., business letter, letter to the principal or teacher) that presents information purposefully and follows a conventional format.
IV-W-3:HI-1generating, organizing, maintaining and evaluating ideas for pre-writing.
IV-W-3:HI-2determining the purpose (e.g., to entertain, to inform, to explain, to persuade) of a writing piece.
IV-W-3:HI-3evaluating information on a pre-writing plan
rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
7.W.06. 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.
7.W.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.
(e.g., graphic organizer, KWL chart, log) to develop a draft with main idea.
IV-W-3:HI-4applying appropriate tools (e.g. resources, reference materials) or strategies (e.g., peer review, rubrics) to rearrange and modify words, sentences, and paragraphs in order to clarify meaning.
IV-W-3:HI-5identifying and correcting errors in conventions (e.g., sentence structure, spelling, capitalization, punctuation) in the draft.
IV-W-3:HI-6presenting writing related to a content area in a format appropriate to audience and purpose, within a set time period. IV-W-5:HI-5producing group reports including summarizing the purpose of the project reaching consensus regarding the research, and setting and meeting timelines.
5 Days Site Routines/Procedures
1 Days G7.R.AD.01 Additional IV-R-3:HI-1
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2014 Quarter One Grade 07 ELA/Writing Yearly Standards: N/a
7.R.RI.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
7.R.RL.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.
reading aloud passages from unfamiliar content area text, observing phrasing, punctuation and expression.
07/28/14 5 Days 7.W.01e I can use effective techniques and relevant arguments to persuade
e. Provide a concluding statement or section that follows from and supports the argument presented.
IV-W-1:HI-8writing an essay which states a clear position, convincing arguments and relevant evidence.
BT Unwrapped 7.W.01e
5 Days 7.W.09b I can use evidence from literature or informational text to
IV-W-5:HI-3quoting or paraphrasing information sources, and supplying citations
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”).
5 Days 7.R.RI.01 I can use evidence from the text to support my direct and indirect references.
IV-R-4:HI-4answering literal, inferential and personal response questions about text.
IV-R-4:HI-14drawing conclusions from information implied or inferred in a literary selection.
IV-R-4:HI-30 distinguishing fact from opinion and bias in persuasive text by providing supporting evidence.
BT Unwrapped 7.R.RI.01
08/04/14 5 Days 7.R.RI.02 I can determine two or more central ideas and analyze and summarize their development over the course of a text without including my opinion.
IV-R-4:HI-19describing the plot and its components (e.g., main events, conflict, rising action, climax, falling action and resolution) in a fictional text.
7.W.04. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
a. Produce clear and coherent functional writing (e.g., formal letters, experiments, notes/ messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the development and organization are appropriate to task, purpose, and audience.
7.W.05. With some guidance and support from peers and adults, develop and strengthen
IV-W-1:HI-3taking notes using self selected formats based upon knowledge of oral or written text structures.
IV-W-1:HI-6writing a variety of functional text (e.g., directions, procedures, graphs/tables, brochures) that addresses audience, stated purpose and context.
IV-W-1:HI-7writing a formal letter (e.g., business letter, letter to the principal or teacher) that presents information purposefully and follows a conventional format.
IV-W-3:HI-1generating, organizing, maintaining and evaluating ideas for pre-writing.
IV-W-3:HI-2determining the purpose (e.g., to entertain, to inform, to explain, to persuade) of a writing piece.
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2014 Quarter One Grade 07 ELA/Writing Yearly Standards: N/a
writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
7.W.06. 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.
7.W.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.
IV-W-3:HI-3evaluating information on a pre-writing plan (e.g., graphic organizer, KWL chart, log) to develop a draft with main idea.
IV-W-3:HI-4applying appropriate tools (e.g. resources, reference materials) or strategies (e.g., peer review, rubrics) to rearrange and modify words, sentences, and paragraphs in order to clarify meaning.
IV-W-3:HI-5identifying and correcting errors in conventions (e.g., sentence structure, spelling, capitalization, punctuation) in the draft.
IV-W-3:HI-6presenting writing related to a content area in a format appropriate to audience and purpose, within a set time period. IV-W-5:HI-5producing group reports including summarizing the purpose of the project reaching consensus regarding the research, and setting and meeting timelines.
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2014 Quarter One Grade 07 ELA/Writing Yearly Standards: N/a
5 Days 7.R.RL.02 I can determine a theme and central idea and analyze and summarize its development over the course of a text without including my opinion.
IV-R-4:HI-19 describing the plot and its components (e.g., main events, conflict, rising action, climax, falling action and resolution) in a fictional text.
BT Unwrapped 7.R.RL.02
1 Days G7.R.AD.02 Additional Standards
7.R.RI.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
7.R.RL.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.
IV-R-3:HI-1reading aloud passages from unfamiliar content area text, observing phrasing, punctuation and expression.
7.R.RL.04 I can determine the meanings of words and phrases in text. I can determine the meaning of figurative and connative words or phrases in a text. I can analyze the impact of rhymes and repetitions of sounds on a poem, story or drama.
IV-R-4:HI-9HI-9: locating sequential/ chronological order signal words (e.g., first, next, finally, today, now, meanwhile, not long ago) in text.
IV-R-4:HI-10locating signal words in text that indicate comparison/ contrast (e.g., similarly, on the other hand, however, yet, in spite of).
IV-R-4:HI-11locating signal words in text that indicate cause and effect (e.g., as a result of, consequently, so that, because of, since).
BT Unwrapped 7.R.RL.04
10/10 Days
7.R.RL.05 I can identify the structural elements in a poem or drama and analyze those to determine meaning.
IV-R-4:HI-32identifying the types of poetry by characteristics and structural elements.
BT Unwrapped 7.R.RL.05
08/25/14 10/10 Days
7.L.04 I can determine the meaning of unknown words using a variety of methods.
IV-L-2:HI-2 (vocab)identifying the meaning/usage of sight words and applying in context.
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.
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).
IV-L-2:HI-3 (vocab)identifying the meaning/usage of high frequency words and applying them in context.
IV-L-2:HI-4 (vocab)explaining the meaning and usage of grade-specific academic vocabulary and symbols.
IV-L-2:HI-12 (vocab)determining the appropriate definition of a multiple-meaning word in context with visual support.
IV-L-2:HI-13 (vocab)analyzing grade-level content words in context to determine meaning.
IV-L-2:HI-14 (vocab)using reference materials, print and/or electronic, to identify meanings, spelling, pronunciation, and usage of words.
IV-L-2:HI-17 (vocab)interpreting the words and clauses that signal chronological sequence, description, cause and effect, and problem and solution.
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2014 Quarter One Grade 07 ELA/Writing Yearly Standards: N/a
7.L.06 I can learn and use a wide range of vocabulary.
Refer to Language (vocabulary) section of ELP standards
BT Unwrapped 7.L.06
5/10 Days
7.R.RL.04 I can determine the meanings of words and phrases in text. I can determine the meaning of figurative and connative words or phrases in a text. I can analyze the impact of rhymes and repetitions of sounds on a poem, story or drama.
IV-R-4:HI-9HI-9: locating sequential/ chronological order signal words (e.g., first, next, finally, today, now, meanwhile, not long ago) in text.
IV-R-4:HI-10locating signal words in text that indicate comparison/ contrast (e.g., similarly, on the other hand, however, yet, in spite of).
IV-R-4:HI-11locating signal words in text that indicate cause and effect (e.g., as a result of, consequently, so that, because of, since).
5/10 Days
7.R.RL.05 I can identify the structural elements in a poem or drama and analyze those to determine meaning.
IV-R-4:HI-32identifying the types of poetry by characteristics and structural elements.
09/01/14 5/10 7.L.04 I can determine the IV-L-2:HI-2 (vocab)
signal chronological sequence, description, cause and effect, and problem and solution.
5/10 Days
7.L.06 I can learn and use a wide range of vocabulary.
Refer to Language (vocabulary) section of ELP standards
5 Days 7.R.RI.04 I can determine the meaning of words and phrases in text. I can determine the meaning of figurative, connative, and technical words or phrases in a text. I can analyze the impact of specific word choice on meaning and tone.
IV-R-4:HI-9locating sequential/ chronological order signal words (e.g., first, next, finally, today, now, meanwhile, not long ago) in text.
IV-R-4:HI-10locating signal words in text that indicate comparison/ contrast (e.g., similarly, on the other hand, however, yet, in spite of).
IV-R-4:HI-11locating signal words in text that indicate cause and effect (e.g., as a result of, consequently, so that, because of, since).
IV-R-4:HI-21applying understanding of content area vocabulary within math, science and social studies texts.
BT Unwrapped 7.R.RI.04
09/08/14 1 Days G7.W.AD.03 Additional IV-W-1:HI-3taking notes using self selected formats
7.W.04. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
a. Produce clear and coherent functional writing (e.g., formal letters, experiments, notes/ messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the development and organization are appropriate to task, purpose, and audience.
7.W.05. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
based upon knowledge of oral or written text structures.
IV-W-1:HI-6writing a variety of functional text (e.g., directions, procedures, graphs/tables, brochures) that addresses audience, stated purpose and context.
IV-W-1:HI-7writing a formal letter (e.g., business letter, letter to the principal or teacher) that presents information purposefully and follows a conventional format.
IV-W-3:HI-1generating, organizing, maintaining and evaluating ideas for pre-writing.
IV-W-3:HI-2determining the purpose (e.g., to entertain, to inform, to explain, to persuade) of a writing piece.
IV-W-3:HI-3evaluating information on a pre-writing plan (e.g., graphic organizer, KWL chart, log) to develop a draft with main idea.
13Chinle Unified School District, No. 24July 2014
2014 Quarter One Grade 07 ELA/Writing Yearly Standards: N/a
approach, focusing on how well purpose and audience have been addressed.
7.W.06. 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.
7.W.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.
IV-W-3:HI-4applying appropriate tools (e.g. resources, reference materials) or strategies (e.g., peer review, rubrics) to rearrange and modify words, sentences, and paragraphs in order to clarify meaning.
IV-W-3:HI-5identifying and correcting errors in conventions (e.g., sentence structure, spelling, capitalization, punctuation) in the draft.
IV-W-3:HI-6presenting writing related to a content area in a format appropriate to audience and purpose, within a set time period. IV-W-5:HI-5producing group reports including summarizing the purpose of the project reaching consensus regarding the research, and setting and meeting timelines.
5 Days BENCHMARK #1
1 Days G7.R.AD.03 Additional IV-R-3:HI-1reading aloud passages from unfamiliar
14Chinle Unified School District, No. 24July 2014
2014 Quarter One Grade 07 ELA/Writing Yearly Standards: N/a
7.R.RI.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
7.R.RL.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.
content area text, observing phrasing, punctuation and expression.
09/15/14 10/10 Days
7.R.RI.07 I can compare and contrast a text to its multimedia version.
Refer to crosswalkStage IV ELP Crosswalk
BT Unwrapped 7.R.RI.07
10/10 Days
7.R.RL.07 I can compare and contrast a story, drama or poem to its film version.
