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WhenLearning Concept 7.1.5.3 Infer the main idea ofliterary and informational when it isnot explicitly stated, and supportwith text-based examples. 7.1.5.4 Identify and trace thedevelopment of an author’sargument, point of view, orperspective in a specific textthrough a graphic organizer or asummary.Sem. 2Literary Texts Only 7.1.5.5 Identify and evaluatethemes. 7.1.5.6 Identify events that advancethe plot, and determine how eachevent explains past or presentaction(s) or foreshadows futureaction(s). 7.1.5.7 Analyze characterization asrevealed through a character, thenarrator, and other characters. 7.1.5.8 Infer unstated reasons foractions based on events andimages from the text.7.1.6 Examine Content andStructure: Examine content andstructure of grade-level informationaland literary text. 7.1.6.1 Determine author’s purposeand how the author’s perspectiveinfluences the text. 7.1.6.2 Differentiate betweenconclusions based on fact andthose based on opinion. 7.1.6.3 Analyze text to determinethe type and purpose of theorganizational structure being usedVocabulary orKey ficancesummarytext-based examplesthemeanalysisauthor’s purposeautobiographybackground aracterizationcompare and onCore ProgramLocation368Third-Person p. 348Omniscient pp. 348,356, 382AssessmentLiterary Texts OnlyHolt Elements of Lit. 7 pp. 244-246, Collection3 focuses on theme &characterization Theme pp. 236-238,244-246, 296, 428, 787 Characterization pp.128-130, 136, 146, 174,190, 196, 204-205Literary Texts OnlyHolt Elements of Lit. 7 Skills Review pp. 228229Holt Elements of Lit. 7 Make Inferences pp.57, 136, 146, 168, 393,718 Fact & Opinion pp.402, 408, 499, 505 Author’s Perspectivepp. 78, 393, 816 Compare & Contrastpp. 84, 190, 296, 428,746, 845 Text Structure pp. 32,83, 121, 496, 831, 879908Holt Elements of Lit. 7 Author’s PerspectiveSkills Review pp. 470471, 872-873CoreStandardODE e and ORF provide important information about fluency and baseline comprehension. As of the 2009-10 school year, these assessments are encouraged but optional. Schools will score allassessments and, if helpful, enter scores on the district’s assessment site.Greater Albany Public Schools7th7 grade Reading/Lang. Arts Draft 2009-10

WhenLearning ConceptVocabulary orKey Termsby the author on, prioritization,comparison/contrast, or cause-andeffect). 7.1.6.4 Compare and contrastinformation on the same topic afterreading several passages orarticles. 7.1.6.5 Analyze the difference instructure and purpose betweenvarious categories of informationaltext (textbooks, newspapers,instructional manuals, essays,editorials, biographies, andautobiographies).factfictionfigurative languagefirst-person point-of-viewhumorimageryinstructional manualline lengthliterary devicesliterary elementsliterary formsliterary techniqueslogicmake connectionsmetaphornonfictionopinionorganizational pattern ingstanza and line structuresuspensesymbolismthemetoneword choiceLiterary Texts Only 7.1.6.6 Differentiate effects ofcommon literary devices(symbolism, imagery, metaphor) invariety of literary texts. 7.1.6.7 Evaluate how well literaryelements contribute to the overalleffectiveness. 7.1.6.8 Identify and analyzethemes. 7.1.6.9 Differentiate among anddiscuss the purposes andcharacteristics of different forms ofprose (short story, novel, andessay).Core ProgramLocationSupplement with outsideresources for the following: author’s perspective text structure analysisLiterary Texts OnlyHolt Elements of Lit. 7 Collection 7 focuses onliterary criticism Literary DeviceEffects pp. 786-787 Evaluating Theme pp.237, 787 Prose pp. 478-479,484, 508, 533Supplement with outsideresources for the following: Evaluating themeAssessmentCoreStandardLiterary Texts OnlyHolt Elements of Lit. 7 See TE p. 784DAssessment column formultiple assessmentoptions in supplementalmaterials Skills Review pp. 336339 Prose pp. 636-637**Maze and ORF provide important information about fluency and baseline comprehension. As of the 2009-10 school year, these assessments are encouraged but optional. Schools will score allassessments and, if helpful, enter scores on the district’s assessment site.Greater Albany Public Schools8th7 grade Reading/Lang. Arts Draft 2009-10

----- ------ -- -- - -- -for ourFUTUREGrade 7 Writing2009-10 Pilot**Maze and ORF provide important information about fluency and baseline comprehension. As of the 2009-10 school year, these assessments are encouraged but optional. Schools will score allassessments and, if helpful, enter scores on the district’s assessment site.Greater Albany Public Schools9th7 grade Reading/Lang. Arts Draft 2009-10

Grade Level: 7thWriting: Develop and apply grade-level writing skills. Communicate through writing.Beginning with the graduating class of 2012, each student is required to demonstrate Essential Skill in Writing in order to earn a diploma. This can be done by eith er of the following methods duringhigh school: 1) Earn a 40 composite score on the OAKS writing assessment or 2) Earn a 4 in each required trait on 3 classroom work samples (1 expository, 1 persuasive, and 1 narrative). In order toprepare middle school students to meet this diploma requirement, teachers are expected to create, assign, and score writing work samples in each of these areas. One (1) “best work” writing samplethththmust be collected, scored, and maintained in 6 , 7 , and 8 grade.WhenSem. 1Learning Concept7.2.1 Use Writing Process: Pre-write, draft,revise, edit, and publish. 7.2.1.1 Use a variety of strategies to plan forwriting. 7.2.1.2 Discuss ideas for writing with others. 7.2.1.3 Develop drafts alone andcollaboratively. 7.2.1.4 Identify audience and purpose. 7.2.1.5 Choose the form of writing that bestsuits the intended purpose. 7.2.1.6 Use the writing process. 7.2.1.7 Focus on a central idea. 7.2.1.8 Use state scoring guide to review,evaluate, and revise. 7.2.1.9 Proofread and edit alone andcollaboratively. 7.2.1.10 Revise drafts to improveorganization and word choice.Vocabulary or Key Termsaudiencebrainstormingcentral/main ideaconsistencycollaborative editingconventionsdrafteditediting checklistevaluategraphic organizersgroupingletter to the editormaking ingpersonal letterpoempre-writeproofreadpublishpurposerelevant detailsreportreviewrevisesuccessive versionsword choiceCore ProgramLocationWrite Source 7 pp. 1-69 http://thewritesource.coAssessmentm/models.htm#ws 2000CoreStandardODE ContentStandards:EL.07.WR.01-09Graphic Organizers forwriting:Write Source 7 pp. 801-805**Maze and ORF provide important information about fluency and baseline comprehension. As of the 2009-10 school year, these assessments are encouraged but optional. Schools will score allassessments and, if helpful, enter scores on the district’s assessment site.Greater Albany Public Schools10th7 grade Reading/Lang. Arts Draft 2009-10

writing processSem. 17.2.2 Develop Writing: Write multi-paragraphcomposition applying the six traits of writing.Ideas and Content 7.2.2.1 State thesis or purpose. 7.2.2.2 Use relevant evidence. 7.2.2.3 Support all statements withanecdotes, descriptions, facts, and statisticsand/or specific examples.Organization 7.2.2.4 Indents for paragraph breaks. 7.2.2.5 Use clear organizational pattern andsequencing. 7.2.2.6 Includes introduction, body, andconclusion. 7.2.2.7 Use effective transitions. 7.2.2.8 Make paragraph breaks when usingdialogue.Voice 7.2.2.9 Write for different purposes and to aspecific audience. 7.2.2.10 Engage audience. 7.2.2.11 Use active voice rather than passivevoice.Word Choice 7.2.2.12 Use a variety of precise descriptivewords. 7.2.2.13 Properly place modifiers (words orphrases that describe, limit, or qualifyanother word).Sentence Fluency 7.2.2.14 Use variation in sentence structures. 7.2.2.15 Use infinitives and participles tovary sentence structure. 7.2.2.16 Control over simple and compoundactive logueevidencefactflowideas and ational patternparticiplepassive voiceprecise word choicepurpose/main idearelevantrhythmsentence fluencyspecific examplestatisticstylesupporting detailthesistonetransitionvoiceIdeas and ContentWrite Source 7pp. 544-548 Oregon StateScoring Guide Oregon State StudentScoring Guide 1 work samplerequiredOrganizationWrite Source 7pp. 550-555Write Source 7 Rubrics pp. 767-775Holt Elements of Lit.7 Skills Review pp.231, 343, 473, 641,781, 875ODE ContentStandards:EL.07.WR.10-16VoiceWrite Source 7pp. 556-557Word ChoiceWrite Source 7pp. 558-567Sentence FluencyWrite Source 7pp. 270-272Holt Elements of Lit. 7**Maze and ORF provide important information about fluency and baseline comprehension. As of the 2009-10 school year, these assessments are encouraged but optional. Schools will score allassessments and, if helpful, enter scores on the district’s assessment site.Greater Albany Public Schools11th7 grade Reading/Lang. Arts Draft 2009-10

sentence structures. 7.2.2.17 Use complex sentence.pp. 1000-1003, 10081012Holt Handbook 7Section 2 Ch. 18-19*Conventions covered in 7.2.3Sem. 1-27.2.3 Apply Conventions: Demonstrateknowledge of spelling, grammar,punctuation, capitalization, andpenmanship. 7.2.3.1 Spell frequently misspelled wordsand derivatives correctly. 7.2.3.2 Use pronouns and antecedentscorrectly. 7.2.3.3 Use all parts of speech correctly. 7.2.3.4 Demonstrate correct English usage. 7.2.3.5 Use a comma after a dependantclause that introduces a sentence. 7.2.3.6 Use internal punctuation, includingcommas, semicolons, and colonsappropriately. 7.2.3.7 Use exclamation and question markscorrectly with quotation marks. 7.2.3.8 Use correct capitalization. 7.2.3.9 Write ausecoloncommascompound subjectcontractionconjunctiondependant clausederivativesfuture perfecthomonymhomophoneindefinite pronouninterjectionlegiblynounpart of speechpast perfectpossessiveprepositionpresent perfectpronounquotation markssemicolonsubject-verb agreementtransitionverbHolt HandbookSection 1, Ch. 1-17ODE ContentStandards:EL.07.WR.17-25SpellingHolt Elements of Lit.7pp. 295, 706, 725, 844,1030-1033, 1039-1040Write Source 7pp. 642-687Verb TenseHolt Elements of Lit.7pp. 56, 745, 970-983Write Source 7pp.GrammarHolt Elements of Lit.7pp. 173, 283, 401, 507,526, 681, 959-969,9841012Write Source 7pp. 469-493, 702-715,718-749PunctuationHolt Elements of Lit.7pp. 1018-1029, 495, 542,362Write Source 7pp. 517, 494-498, 499516, 520-522, 582-597,518, 579-581, 598-601CapitalizationHolt Elements of Lit.7pp. 1013-1017**Maze and ORF provide important information about fluency and baseline comprehension. As of the 2009-10 school year, these assessments are encouraged but optional. Schools will score allassessments and, if helpful, enter scores on the district’s assessment site.Greater Albany Public Schools12th7 grade Reading/Lang. Arts Draft 2009-10

Write Source 7pp. 618-627Sem. 17.2.4 Demonstrate Writing Modes: Writenarrative, expository, and persuasive tests,using a variety of written forms. 7.2.4.1 Use electronic text features to locateinformation. 7.2.4.2 Use effective note-taking techniques. 7.2.4.3 Compose documents with appropriateformatting by using word-processing skills.Personal (Autobiographical) & FictionalNarrative 7.2.4.4 Develop a standard plot line,including a beginning (exposition), conflict,rising action, climax, (falling action,) andresolution. 7.2.4.5 Develop a point-of-view. 7.2.4.6 Develop complex major and minorcharacters and a definite setting. 7.2.4.7 Use a range of narrative devices, suchas dialogue; suspense; and specific narrativeaction, including movement, gestures, andexpressions.Expository 7.2.4.8 Create and follow a thesis statementto explore and explain. 7.2.4.9 Include relevant main ideas. 7.2.4.10 Support thesis and main ideas withspecific details.Literature Responseo 7.2.4.11 Demonstrate careful reading,understanding, and insight.o 7.2.4.12 Develop and organizeinterpretations, premises, or images fromthe text.accuracyautobiographical dible sourcedatabases and spreadsheetsdetailsdialoguedocumentationdraw conclusionselectronic d-opinionfictional htinterpretationinvestigationliterature responsemain ideasmajor/main characterminor charactermovementWrite Source 7pp. 441-445ODE ContentStandards:EL.07.WR.26-35Personal NarrativeHolt Elements of Lit. 7pp.112-117, 330-335Write Source 7pp. 71-82, 93-136ExpositoryHolt Elements of Lit. 7pp. 772-777, 861Write Source 7pp. 157-200Literature ResponseWrite Source 7pp. 283-317, 323-328**Maze and ORF provide important information about fluency and baseline comprehension. As of the 2009-10 school year, these assessments are encouraged but optional. Schools will score allassessments and, if helpful, enter scores on the district’s assessment site.Greater Albany Public Schools13th7 grade Reading/Lang. Arts Draft 2009-10

o7.2.4.13 Justify interpretations through theuse of text- based examples.Write Summarieso 7.2.4.14 Include main ideas and mostsignificant details.o 7.2.4.15 Reflect underlying meaning.o 7.2.4.16 Use formal paragraphstructure.o 7.2.4.17 Use the student’s own words,except for quotations.Persuasive 7.2.4.18 Create and follow a thesis statementto take a position or perspective. 7.2.4.19 Support position with wellarticulated relevant examples. 7.2.4.20 Anticipate and address counterarguments. 7.2.4.21 Differentiate fact from opinion,strong from weak arguments.Sem. 2Research Reports 7.2.4.22 Identify topics, ask and evaluatequestions, and develop ideas leading toinquiry, investigation, and research. 7.2.4.23 Use effective note-taking techniquesto ensure appropriate documentation ofquoted and paraphrased materials. 7.2.4.24 Distinguish credible sources. 7.2.4.25 Check the validity and accuracy ofinformation obtained from research. 7.2.4.26 Differentiate fact from opinion,strong from weak arguments. 7.2.4.27 Recognize that personal valuesinfluence conclusions an author draws. 7.2.4.28 Convey clear and accurateperspectives. 7.2.4.29 Create documents by using wordprocessing skills and publishing programs. 7.2.4.30 Develop simple databases andnarrative actionnote-taking techniquesparaphraseparenthetical citationspersonal narrativepersonal viewposition statement (thesis)premisepublishing programsquoterelevant questionrising actionresearch processresolutionsensory detailssettingsourcessummarysuspensetext featuretext-based examplethesis statementunderlying meaningvalidityword-processingworks cited/ bibliography pageWrite SummariesHolt Elements of Lit. 7Literary Textspp. 4, 14, 664, 668, 698,732Informational Textspp. 543, 688, 739PersuasiveHolt Elements of Lit. 7pp. 222-227, 630-635Write Source 7pp. 219-255, 261-266Research ReportsHolt Elements of Lit. 7pp. 864-869, 1041-1045Write Source 7pp. 363-415**Maze and ORF provide important information about fluency and baseline comprehension. As of the 2009-10 school year, these assessments are encouraged but optional. Schools will score allassessments and, if helpful, enter scores on the district’s assessment site.Greater Albany Public Schools14th7 grade Reading/Lang. Arts Draft 2009-10

spreadsheets to manage information andprepare reports. 7.2.4.31 Document sources. 7.2.4.32 Cite quoted and paraphrasedinformation by using a consistent format forparenthetical citations. 7.2.4.33 Use evidence compiled through theformal research process.**Maze and ORF provide important information about fluency and baseline comprehension. As of the 2009-10 school year, these assessments are encouraged but optional. Schools will score allassessments and, if helpful, enter scores on the district’s assessment site.Greater Albany Public Schools15th7 grade Reading/Lang. Arts Draft 2009-10

----- ------ -- -- - -- -for ourFUTUREGrade 7 Speaking/Listening2009-10 Pilot**Maze and ORF provide important information about fluency and baseline comprehension. As of the 2009-10 school year, these assessments are encouraged but optional. Schools will score allassessments and, if helpful, enter scores on the district’s assessment site.Greater Albany Public Schools16th7 grade Reading/Lang. Arts Draft 2009-10

Grade Level: 7thSpeaking/Listening: Communicate through speaking and effective listening.Beginning with the graduating class of 2012, each student is required to demonstrate Essential Skill in Speaking in order to earn a diploma. This MUST be done through the following method in highschool: Complete 3 speeches (1 expository, 1 persuasive, 1 unrehearsed) and score a 4 on each of the four required traits on the official state speaking scoring guide. In order to prepare middleschool students to meet this diploma requirement, teachers are expected to create, assign, and score speaking work samples. O ne (1) “best” speaking work sample must be delivered and scored inththth6 , 7 , and 8 grade.WhenSem. 1-2Learning Concept7.3.1 Speak: Communicate ideas using oral,visual, and multi-media forms. 7.3.1.1 Develop a focus and point of view. 7.3.1.2 Match the purpose, message,occasion, and delivery to the audiences’interests and background. 7.3.1.3 Organize information usingsupporting details effectively andpersuasively in relation to the audience. 7.3.1.4 Use traditional structures forconveying information, including causeand-effect, similarity and difference, andposing and answering question. 7.3.1.5 Use a variety of descriptive andaccurate words appropriate to audience andpurpose. 7.3.1.6 Use correct grammar consistently. 7.3.1.7 Use speaking techniques, includingvoice inflection, tempo, enunciation, andeye contact for effective presentations.Vocabulary or Key led evidenceenunciationeye contactfacial expressionsfeelingfocusgesturesmain ideamedia displaymessagemoodmultiple-step instructionsnon-verbal communicationopinionorganizationpitchpoint of viewposturepurposeratesupporting detailtempotoneverbal communicationCore ProgramLocationWrite Source 7 pp. 419, 422-430,414-415, 268-269Holt Elements of Lit. 7 pp. 909, 1047-1061Assessment Oregon StateSpeaking Guide 1 work samplerequiredCoreStandardODE ContentStandards:EL.07.SL.01-06**Maze and ORF provide important information about fluency and baseline comprehension. As of the 2009-10 school year, these assessments are encouraged but optional. Schools will score allassessments and, if helpful, enter scores on the district’s assessment site.Greater Albany Public Schools17th7 grade Reading/Lang. Arts Draft 2009-10

WhenLearning ConceptVocabulary or Key TermsCore ProgramLocationAssessmentCoreStandardvisual aidsvoice i

Grade 7 Language Arts Pacing Guide 2009-10 Pilot **Maze and ORF provide important information about fluency and baseline comprehension. As of the 2009-10 school year, these assessments are encouraged but optional. Schools will score all assessmentsand, i